Why study media? discussing the european verses american traditions

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There are various reasons why it is important to study the media. This maybe for those who will pursue a career in the media, for some it may be acting, production, behind the camera, web page designing to litterally countless other career options. Other people may be interested in studying the media because they want to be informed users. It would be considered virtually impossible to go through a day, in the developed world, and not be in contact with the media. People are constantly surrounded by television, radio, messages on paper and online. Through the study of media it is hoped the user will become more informed and able to make decisions on how much they will allow the media to influence them.

The relationship between the media and the world is a complicated one. Media texts do not simply reflect reality. Because of this we need to be able to interpret media texts to determine what information we allow to shape our sense of the world and place in it. The media can change our way of looking at the world by presenting us with information we would not normally have access too. Media is considered powerful because of the strong influence it can exert on society, study of the media gives an introspective on the nature of the influence. Media literacy is about giving a deeper perspective on the manufactured media.

Thompson (15) argues that our sense of identity in part comes through interaction with media text. An individual meets with ideas he/she would not normally experience. Our consumption of media text takes place in a pre-existing framework of social and cultural relations. Our understanding of media text is therefor already mediated by those other

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Cheap Custom Essays on Why study media? discussing the european verses american traditions

social relationships.

Media studies are a relatively new discipline, and as such have had to respond quickly to the development of the mass media. Media its self is also constantly changing and changing at a fast pace. There have been large changes just in the last few years with the accessibility of the Internet.

Media messages can be presented from many different angles and have many layers of meanings. Political power or the ownership of a large media company may determine the perspective of its messages. Although the majority of a company may be owned by many shareholders generally the control of the company is in the hands of the Chef Executive Officer. It may be a concern that too much power is placed in too fewer hands. Rodman (001) notes after years of expressing concern about newspaper monopolies, the U.S. Congress passed the Newspaper Prevention Act in 170. This law allowed local papers to set up joint operating agreements, in which two competing papers could share printing facilities and business staff, without violating federal antitrust laws. The idea was to encourage both papers to stay alive by allowing them to enjoy some of the same economies of scale that a single chain owner would have.

Economical power can have an influence on the perspective with which media present their messages. Almost all mass media are moneymaking businesses, and as such they try to make as large a profit as possible. Individuals in the media are undoubtedly influenced by commercial pressure. Only after sorting through the economic complexity in the media can we determine the media's perspective.

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There are a number of techniques to textual analysis. When studying media it is important to look at the significance of different approaches. Keeping in mind that as McKee (001) states "when we perform textual analysis on a text, we make an educated guess at some of the most likely interpretations that might be made of that text".

There is no specific, true or correct interpretation of text; it is however, critical to study media and its effects on society. That is why it is important to consider different approaches to studying media.

Two traditions have shaped media studies. Theoretical traditions in media and communication contrasted research methods of 'European' or 'American'. Both traditions have developed specific analytic principals. The European method developed out of literary and linguistic foundations, while the American developed from social science disciplines. The principals do not belong to one geographic region; they are merely grouped under these banners. With a mingling of theories, a hybrid method allows different aspects to of both approaches when studying media.

Both try to determine what is the role of mass media and why it is so important in our society. They have different understandings of the way society works and different understandings of what communication is. Therefore approaching the study of media in different ways and come up with very different results.

The European tradition is macro in scope, with the perspective of studying media as a whole, looking not just at the message but the production and ownership of media. Strongly influenced by the Marxist view of society the European tradition sees economy as fundamental to the structure of society. With the understanding that society is

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structured by the need to produce to function, then those who have means of production have the power. In Marxism the media are owned by the upper class and work to the benefit and profit of the owner, and the media are seen to reflect the inequality in society. Media is considered a major form through which ideology is circulated. This is the ideological critique of the media - the idea that the media, taken together, form a institution within capitalism which serves to reconcile the exploited class to its fate. Sinclar (00).

European theory provides a way of thinking about media and power, media and ownership, and the structural organisation of media. There is a focus on how media is produced and distributed, which assists in explaining and analysing raw material.

The European tradition does not focus strongly on message content and its effect. It is not concerned with the consumption of media text by the audience, or analysing statistics on media content.

The American empirical tradition has a micro perspective, focusing on content analysis. With the theory based on a scientific model the principals of the theory were legitimated. based on the then emergent behavioural sciences such as psychology. Like positivism, such sciences were based on forming knowledge through direct observation, including laboratory experiments Sinclar (00).

Functionalism (Consensus theory) underpins the American tradition, with the view that society operates in uniform understandings and similar moral codes. The world is seen as highly structured which allows society to function with the belief that laws are just

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because of consensus. The role of mass media is seen as an institution for reproducing societies norms, values and attitudes. Assumptions are made that the audience is largely passive and does not have to work hard to understand media messages.

American tradition attempts to predict audience reaction, with the theory that messages illicite a particular kind of reaction. Demonstrating a direct relation between media and audience; the principal of stimulus and response.

As a stand-alone tradition there are a number of limitations to consider. It does not explain how or why society continually changes. The aspect of power is not deeply explored in relation to why one group can have control over another in society. It sees conflict only as deviate because society is based on consensus.

Being able to criticise and analyse media messages allows us to understand how the media affects our lives. Briefly, the origins of two main techniques European and American have been examined. These may not be the only theories of study, however, they form a sound approach by varying the way of analysing information thus greater depth may be gained on the subject. Regardless of the reasons for studying the media, by not simply taking all media messages at face value, a greater breadth of knowledge can be gained. This can lead to more empowered decisions being made as to what effect we will allow the media to have on our lives.

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References

McKee,A. A beginners Guide to Textual Analysis Metro Magazine. No.17/18, 001

Rodman,G. Making Sense of Media. An introduction to mass communication. New York, Allyn & Bacon, 001

Sinclar,J. Media and Communications Theoretical Traditions in S. Cunningham and G. Turner(eds), The Media & Communications in Australia, Allen & Unwin, Sydney, 00.

Thompson,J.B. Self and Experience in a Mediated World. The Media and Modernity A Social Theory of the Media, Stanford University Press, Stanford, 15, pp.0-1.

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Please note that this sample paper on Why study media? discussing the european verses american traditions is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Why study media? discussing the european verses american traditions, we are here to assist you. Your cheap custom research papers on Why study media? discussing the european verses american traditions will be written from scratch, so you do not have to worry about its originality.

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Spanish paper

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I am proud to say that in both sides of my family writing in Spanish is a gift. Several of my relatives were able to excel in the field. What is important to know about these people is that in one form or another they made a difference in the world. Alfonso Iberri wrote a couple of books of poetry. He also wrote a very famous saga on the port city of Guaymas called El Viejo Guaymas.

Writing in a time of difficulty and destitution Alfonso Iberri was able to write poems about love and romance while also writing about nature and life. One of his books was published in 11. In most recent account, my grand aunt wrote three books also on poetry. One of the books received a couple of prizes through out Mexico. Some of the poems in the book have symbolic meanings in my home. In the book Amapa by Carmen Maldonado some of the poems are told in my relatives' weddings before the bride goes in to the chapel.

Other writers in my family include the historian Alfonso Taracena. Even though I do not know much about this man I can tell he was good at his job. He wrote one of the most recognized books in Mexican history called La Verdadera Revolucion Mexicana. The well-known Mexican journalist wrote an article when my great granduncle passed away. In addition to the authors that I have mentioned several other of my great grandparents have been newspaper editors. To conclude I can proudly say that good writers flourish in my families' heritage.

There are great writers in my family but also hard workers. My father's side of the family carries with them a great legacy of hard workers. Through hard work several of my relatives have been able to succeed in life. Many of my great grandparents and relatives have been hard workers. But in this specific journal I want to elaborate on the Ochoa lineage. I realized that my great-grandfather, Manuel Ochoa, my grandfather, Adrian Ochoa, My dad, Gilberto Ochoa have several things in common. As far back as I could go I realized that most of the men in the family succeeded in their work.

Manuel Ochoa, a man that cared dearly for his family made a living by working as an accountant. His business started slow, but sure enough he started making his fortune. After he passed away, my grandfather was left with very little and basically on his own. After some hard work he decided that he could begin a trucking company in the city. It grew more and more as the city grew with it as well. The business grew a lot and that is where my dad comes in. My dad helped my grandfather and together they made the business grow immensely. Today, all my aunt's and uncle's live off the business. My sister is now my dad's right hand. Even though she just finished college he is working very hard to make sure that his life is headed for success. I am very proud of my dad because he not only runs my grandfather's business but is a successful doctor.

In the midst of a hard life in Spain three of my great grandparents Joselino, Wenceslao, and Luis Maldonado left the country in search for a better life in the new world. Nobody knows the exact dates but in the first half of the nineteenth century they arrived and landed on a Mexican beach. Not much is known about them but several of their adventures are told in my home. It turns out that these three brave young kids that

were no more than seventeen years of age started an unforgettable journey that would take them around Mexico. With out any food, money or a home they managed to survive.

In Magdalena Sonora one of my great granduncles was killed by a group of Apache Indians. The other two brothers escaped and settled in a small port city called Guaymas. It was there where they started their family. Some of these men have great stories behind them. Four generations ago, one of the three brothers had the opportunity to prove his courage. In 185 a French aristocrat wanted to conquer that part of the country. At the time Mexico did not have many port cities. My great granduncle fought with courage to protect his land and family but was killed in action. Today he is considered a hero and a defender of his country. Every year on the thirteenth of July the heroes of the battle are remembered in a small ceremony.

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Thesis proposal

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INTRODUCTION

The way we live tells us who we are, so our homes are dead giveaways. We Filipinos are known around the world for our unconditional caring for our elders. This thesis, "REINVENTING EARLY FILIPINO TRADITIONAL HOUSES INTO A CONTEMPORARY FILIPINO RESIDENCE", is a tribute to our forefathers to somehow show them that their heritage is still alive and as well appreciated. And what better way to show them appreciation than to relive their work in the past and incorporate it in the future.

What people in other countries call vernacular architecture we call folk architecture here, but mostly we identify the rural bahay kubo as a native house. The bahay kubo is by far the Filipino majority's prime idea of a traditional Filipino house. Vernacular architecture goes beyond the bahay kubo. From its origins as a rural bamboo and nipa house, it evolved into the urban bahay na bato (house of stone) during the Spanish colonial era. From there, certain features evolved into the houses built in the early part of the 0th century during the American regime. On the other hand, the early inhabitants of the Philippines were of many different peoples and of these peoples spawned the rich cultural diversity that we have now. Some ethnic communities scattered across the country, even to this day, still live governed by their ancestor's culture. Unblemished, these people's culture stands strong that even through the test of time, they still live in their ethnic traditional homes. These traditional houses are the architectural heritage left to us by our early Filipino ancestors.

However, in this day and age, these traditional houses have become an anachronism. The more fortunate of their residents have, over time and generations, built new houses of cement roofed with galvanized iron roofing. It matters little that the new house is not safe from floods, oven-hot in the summer and that typhoon rains deafen the residents as it drums on the thin roof. The concrete house is the supreme status symbol. People have forgotten the significance of these culture-rich homes. It is by this thesis that we look back at the past and commemorate the beauty that we have long overlooked and about to neglect.

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Experience in Company

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

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The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

In the 160s, management consultants at The Boston Consulting Group observed a consistent relationship between the cost of production and the cumulative production quantity (total quantity produced from the first unit to the last). Data revealed that the real value-added production cost declined by 0 to 0 percent for each doubling of cumulative production quantity

The Experience Curve

The vertical axis of this logarithmic graph is the real unit cost of adding value, adjusted for inflation. It includes the cost that the firm incurs to add value to the starting materials, but excludes the cost of those materials themselves, which are subject the experience curves of their suppliers.

Note that the experience curve differs from the learning curve. The learning curve describes the observed reduction in the number of required direct labor hours as workers learn their jobs. The experience curve by contrast applies not only to labor intensive situations, but also to process oriented ones.

The experience curve relationship holds over a wide range industries. In fact, its absence would be considered by some to be a sign of possible mismanagement. Cases in which the experience curve is not observed sometimes involve the withholding of capital investment, for example, to increase short-term ROI. The experience curve can be explained by a combination of learning (the learning curve), specialization, scale, and investment.

Implications for Strategy

The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

In the 160s, management consultants at The Boston Consulting Group observed a consistent relationship between the cost of production and the cumulative production quantity (total quantity produced from the first unit to the last). Data revealed that the real value-added production cost declined by 0 to 0 percent for each doubling of cumulative production quantity

The Experience Curve

The vertical axis of this logarithmic graph is the real unit cost of adding value, adjusted for inflation. It includes the cost that the firm incurs to add value to the starting materials, but excludes the cost of those materials themselves, which are subject the experience curves of their suppliers.

Note that the experience curve differs from the learning curve. The learning curve describes the observed reduction in the number of required direct labor hours as workers learn their jobs. The experience curve by contrast applies not only to labor intensive situations, but also to process oriented ones.

The experience curve relationship holds over a wide range industries. In fact, its absence would be considered by some to be a sign of possible mismanagement. Cases in which the experience curve is not observed sometimes involve the withholding of capital investment, for example, to increase short-term ROI. The experience curve can be explained by a combination of learning (the learning curve), specialization, scale, and investment.

Implications for Strategy

The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

In the 160s, management consultants at The Boston Consulting Group observed a consistent relationship between the cost of production and the cumulative production quantity (total quantity produced from the first unit to the last). Data revealed that the real value-added production cost declined by 0 to 0 percent for each doubling of cumulative production quantity

The Experience Curve

The vertical axis of this logarithmic graph is the real unit cost of adding value, adjusted for inflation. It includes the cost that the firm incurs to add value to the starting materials, but excludes the cost of those materials themselves, which are subject the experience curves of their suppliers.

Note that the experience curve differs from the learning curve. The learning curve describes the observed reduction in the number of required direct labor hours as workers learn their jobs. The experience curve by contrast applies not only to labor intensive situations, but also to process oriented ones.

The experience curve relationship holds over a wide range industries. In fact, its absence would be considered by some to be a sign of possible mismanagement. Cases in which the experience curve is not observed sometimes involve the withholding of capital investment, for example, to increase short-term ROI. The experience curve can be explained by a combination of learning (the learning curve), specialization, scale, and investment.

Implications for Strategy

The experience curve has important strategic implications. If a firm is able to gain market share over its competitors, it can develop a cost advantage. Penetration pricing strategies and a significant investment in advertising, sales personnel, production capacity, etc. can be justified to increase market share and gain a competitive advantage.

When evaluating strategies based on the experience curve, a firm must consider the reaction of competitors who also understand the concept. Some potential pitfalls include

•The fallacy of composition holds if all other firms equally pursue the strategy, then none will increase market share and will suffer losses from over-capacity and low prices. The more competitors that pursue the strategy, the higher the cost of gaining a given market share and the lower the return on investment.

•Competing firms may be able to discover the leading firms proprietary methods and replicate the cost reductions without having made the large investment to gain experience.

•New technologies may create a new experience curve. Entrants building new plants may be able to take advantage of the latest technologies that offer a cost advantage over the older plants of the leading firm.

Please note that this sample paper on Experience in Company is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Experience in Company, we are here to assist you. Your cheap custom college paper on Experience in Company will be written from scratch, so you do not have to worry about its originality.

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How to Tutor Students With Reading Problems

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

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

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

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

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

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

Please note that this sample paper on How to Tutor Students With Reading Problems is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on How to Tutor Students With Reading Problems, we are here to assist you. Your cheap custom college paper on How to Tutor Students With Reading Problems will be written from scratch, so you do not have to worry about its originality.

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Disaster

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Chemical and Biological Disaster Response

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Incident Size-up and assessment [1]

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

. Product Identification/information gathering [1]

4. Pre-entry examination and determination [1]

5. Establishment of a decontamination area [1]

6. Entry planning/preparation of equipment [1]

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

8. Containment of spill/release [1]

. Neutralization of spill/release [1]

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

11. Triage of ill/injured [1]

1. Basic life support care [1]

1. Hospital/expert consultation [1]

14. ALS care/specific antidotes [1]

15. Transport of patients to appropriate hospital [1]

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

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

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

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

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

[,,4]

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

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Social Observation Essay

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

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

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

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

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