Giordanos Operation Strategy Essay Example | Topics and Well Written Essays - 750 words

Giordanos Operation Strategy - Essay Example This paper illustrates that it has been consistent in Giordano’s operation strategy and maintained its competitive pricing by having a centralized distribution center and uses outlets only for sale of garments. It extensively uses technology within its operations. Sales figures are used to forecast next day’s orders and fill the inventory at night. Keeping low inventory also helps it to react timely to changes in fashion and produce goods that meet the changing demands of the people. It, therefore, saves considerably through fast selling items and benefits are passed on to customers through quality garments that are low priced. Thus, its philosophy of ‘value for money’ has significantly contributed to its competitive success. Giordano has been quite successful with its market strategy which relies heavily on exemplary customer service and cost leadership. It has maintained its leadership position in low priced quality garments. The strategy has been very su ccessful during the financial crisis but it does not seem to be that effective when it increased its cost of garments that were trendier and catered to higher economic strata of society. Thus, in order to meet the demands of the segmented market, it introduced new label called Bluestar Exchange or BSE which were trendy and competitively priced. This has helped Giordano to be consistent with its market strategy of maintaining cost leadership. As Giordano expands its business interests into new market segment and territories, the biggest operation management challenges that it faces is that from other international brands like Zara, Gap, Espirit, Thames etc. which are already established brands in the mid and upper segment of the market. Apart from Bluestar Exchange that meets the demands of the low and mid-income group, it has introduced sister brands, Giordano Ladies and Giordano Junior that target higher end segment.

Allied Diplomacy Essay Example for Free

Allied Diplomacy Essay Due to Britains position as a major power, the country was able to reshape the Middle East and formulate agreements with several important cultures. However, some of the terms within these treaties were completely contradictory, creating dispute and controversy between parties. This very powerful mandate made many mistakes and errors in judgment that led to disastrous conflicts, such as providing assurances of things they werent able to fulfill and creating contradictory terms within official agreements. Britain was responsible for a great amount of problems in the Middle East during World War 1, but there were many other sources of instability with different origins and motives. Two of the most controversial events in the Middle East were the McMahon-Hussein agreement and the Balfour declaration, due to the profound difference in their terms. Whilst the Balfour Declaration promised to provide a National Homeland for the Jewish people, the McMahon- Hussein pact stated that Arab nationals would recover land previously owned by the Turks. At first sight, these terms were completely opposite, and according to the Jewish and the Arabs, impossible to fulfill at once. However, the British claimed that the way in which the Arabs had interpreted the McMahon-Hussein agreement was mistaken because they believed Palestine was to be given to them, just as Britain argued that the map used to establish the terms excluded Palestine from land that had to be given back to the Arab people. A minor phrase that stated that any land that was not purely Arab was to be excluded from the terms created a monumental disagreement when it came to this particular event. Hussein claimed Palestine had to be considered purely Arab as McMahon had a very different view. He believed the land in question was not of pure Arab nature because many other religious groups had established in Jerusalem under Turk rule, therefore eliminating the possibility of ultimate Arab presence in Palestine. Many Palestinians felt betrayed by the British government due to the use of inaccurate technicalities of language. The main purpose of the agreement Britain decided to make with Palestinian Arabs was to gain protection against Ottoman forces and their increasing power. In order to achieve their goal, British officials in Cairo contacted Sharif Hussein and informed him that if they were to assist them against Ottomans, Britain would support future Arab independence. The Arabs had to create a revolt and refer to the Ottomans as their enemies, in order to support the British government further. On the 10th of June 1916, the Arabs did effectively create a large physical conflict in order to fulfill the terms established and to gain the support they required for their ideal independence. The Arab army was founded and organized by the British government, but led by Sharif Husseins sons. Due to the amount of instability the Arab-British forces created in the region, the terms were now justified and Hussein demanded Britain to recognize Lebanon, Syria, Iraq, Palestine and areas of the Arabian Peninsula as Arab countries. However, Syria and Lebanon were of French interest and therefore were discussed in the Sykes-Picot agreement that took place from 1915 to 1916. The United Kingdom recognized the freedom of the Arabs, creating not only a contradiction between the agreements made with France and Palestinians but a great dispute between the Jewish and Arabs, two religious groups that had been promised the same portion of land. As time passed, Britain started increasing the amount of conflict in the Middle East throughout grave contradictions and opposite statements. The McMahon-Hussein agreement occurred approximately two years before the Balfour declaration, increasing the dimension of the mistake made by the British government. Just after they had promised to return Middle Eastern territories to the Arabs, the major power was responsible for providing a very concrete assurance of giving the Jewish a national homeland within Palestine. Arthur James Balfour was very clear and was able to state this throughout a letter he wrote to Lord Rothschild on November 2nd, 1917. The Balfour Declaration urged Lionel Walter Rothschild to inform the Zionist Federation of the proposition and was clear that His Majestys government would use all its power to provide a National Homeland as long as no rights were violated in the process, even if they did belong to exterior ethnic groups. As mentioned before, this declaration was said to be completely  contradictory to the agreement made with Sharif Hussein according to Jewish interpretation. Jews believed they w ould receive the entire land of Palestine and would be able to make exclusive use of it, whereas the British argued they never promised the land in its whole and therefore were not breaking any promises or contradicting the terms made in previous agreements. The Treaty of Sevres confirmed the promise made to the Jewish people in the 1917 Balfour Declaration and initiated a long-term problem between the both Palestinian Arabs and Jews. With this treaty, European Powers managed to solve their internal conflicts and successes by reestablishing the map of the region according to what was convenient at the moment, but didnt really think of the long-term consequences of the new arrangement. By not taking Turkish interests into account, the treaty of Sevres was not of their liking and managed to create a larger sense of nationalism within the country, thus creating the war. The lack of precision presented in the three consecutive arrangements with the Arabs, French and Jewish created a great deal of controversy and instability in the Middle Eastern region. Even though the British government was undoubtedly responsible for the majority of the disputes in the Middle East during WW1, there were some exterior factors that accumulated and created outrageous amounts of discrepancies. It wouldnt be incorrect to say that Britain acted the way it did due to the pressure put on it by the initiation of the Holy War, announced by the Ottomans. After four entire centuries of rule, the Ottoman Empire collapsed and therefore contributed to the incessant tensions between inhabitants of several countries. The mentioned empire was the worlds most influential Islamic power and was responsible for putting a stop to its neutrality towards the allies and declaring a Holy War against France, Russia and Great Britain. This war initiation not only put pressure on Britain, but also encouraged the government to find support against the Ottomans, hence the McMahon-Hussein agreement and its terms. In retrospect, Britain was mostly responsible for the instability in the Middle East during the First World War but there were some factors and events having to do with the Ottoman war declaration that created tension  and controversy. If the treaties made with the French, Arabs and Jews had been coherent and logical when put together; the problems in the Middle East wouldnt have been so deeply catastrophic. To certain extent, there were some factors that put Britain in a very difficult position by threatening their empire and even though they were to blame for creating most of the conflicts during World War 1, they definitely werent responsible for starting the long sequence of instability. If it hadnt been for Britains lack of precision when presenting the terms, the long-term problem between Palestinian Arabs and Jews could have been reduced or avoided, despite their ambitious natures. The events and agreements mentioned were not the only sources of conflict between these two ethnic groups due to the disputes that had been occurring a long time before concerning land and respective properties. British officials could have definitely dealt with conflicts in a better way, avoiding the preposterous amount of tension and disputes in the Middle East from the beginning until de end of the war. BIBLIOGRAPHY: Palestinians. (n.d.). The McMahon Agreement. _History Learning Site_. Retrieved September 16, 2012, from http://www.historylearningsite.co.uk/mcmahon.htm The Balfour Declaration . (n.d.). _Israel Ministry of Foreign Affairs_ . Retrieved September 16, 2012, from http://www.mfa.gov.il/MFA/Peace+Process/Guide+to+the+Peace+Process/The+Balfour+Declaration.htm British Mandate for Palestine. (n.d.). _Middle East: MidEastWeb_. Retrieved September 17, 2012, from http://www.mideastweb.org/Middle-East-Encyclopedia/british_mandate_palestine.htm

Innocence Lost in The Boy in the Striped Pyjamas :: John Boyne, The Boy in the Striped Pyjamas

The Boy in the Striped Pyjamas is based on John Boyne's book of the same name, which I'd read a few years ago. The cover of the book gave away little of the plot, allowing the reader to discover just what it was about while they were reading it. For instance, I don't think it's ever directly mentioned that the book is set in World War II and that the father of central character Bruno is a Nazi. That gradual unveiling of the plot can't be done in the film - as soon as we see the swastikas in the first frame of the film, and catch a glimpse of Bruno's dad (Thewlis) we know exactly what he is. And we also know the significance of the striped pyjamas worn by the old man who peels potatoes in the kitchen. The story starts with eight-year-old Bruno (Butterfield) annoyed to discover his father has been given a new posting, to a house in the country. He misses his friends until he spots what he believes is a farm through the woods in the backyard. But it's an odd farm, the people all wear those striped pyjamas. Thinking there might be some children to play with Bruno asks his mother (Farmiga) if he can go and have a look. She immediately tells him he is not to leave the yard. But curiosity gets the better of him and he sneaks out through the woods to the edge of the "farm", which is surrounded by an electric fence. Sitting on the other side is another eight-year-old, Shmuel (brilliantly played by Scanlon). The pair get talking and, soon enough, Bruno becomes a regular visitor to the fence. Until that heartbreaking conclusion. The film is largely told from the perspective of Bruno and Shmuel, neither of whom comprehend the true nature of the farm. Indeed, neither understand much of what is happening in Germany at the time. His parents, who most definitely do know what's going on, steer Bruno away from the ugly truth of the "farm" in their backyard. This provides an interesting insight. The father in particular fully supports the persecution of the Jews - to him it is a normal part of life - yet prefers to change the subject rather than offering his son an explanation. It makes you wonder if it's because there's still some small part of him that doubts his actions. Also interesting is the attitude of Bruno's mother when she sees smoke from the camp's chimneys and discovers what they're actually burning.

Discuss the environmental imapact of Mt. St. Helens tectonic eruption

Mount St Helens is an active volcano, south-western Washington in the Cascade Range. The volcano which had been dormant since 1857, began to show signs of renewed activity in early 1980. On May 18 1980, it erupted with such violence that the top of the mountain was blown off and a cloud of ash and gases was sent to an altitude of 19 km (12 mi). The blast killed 57 people and destroyed all life in an area of some 180 sq km (70 sq mi); an even wider area was covered with ash and debris. It continues to emit ash and steam intermittently. As a result of the eruption, the mountain's elevation was decreased from 2,950 m (9,677 ft) to 2,550 m (8,365 ft). A National Volcano Monument was established here in 1982. May 18th 1980 a kryptodome appeared on the north side of the volcano, before this the volcano hadn't erupted for over 120 yrs. March 20th an earth quake happened right underneath the volcano signalling an eruption. Unfortunately Lavafrom the last eruption had acted as a plug, and blocked the volcano. Magma was rising at a rate of six feet a day,  casing a bulge on the side of the mountain (Kryptodome). Scientists were using GPS (global Positioning satellites) to monitor the Volcano. March 31st state of emergency announced,  20m exclusion zone was placed around the volcano. May 18th the Kryptodome receded 300 feet, at 8:32 a last surge of magma caused a 5.1 Richter scale earthquake. The earthquake caused an avalanche which took the side of the mountain out; this was followed by a horizontal blast which moved at 700 mph. The blast cloud ripped through the forest, and reached Spirit Lake filling it with debris. Two minutes from the start of the blast no signs of stopping. Landslide was biggest ever recorded. The satellite picture shows the damage of the volcano's blast to the forest. Thousands of trees up to 13km around the volcano were destroyed they were incinerated from the Pyroclastic flow. From there 30km around the volcano were blown down trees, that had to be salvaged for timber. Following that was the seared/scorched trees, which would take years to recover. The blast has caused severe damage to the vegetation around Mount St. Helens which will last for years to come. When Mount St. Helens erupted it caused massive damage to the climax community vegetation of the region mainly coniferous woodlands. With whole areas now covered in bare rock vegetation succession has now got to take place again. Starting with the pioneer communities having to reconalize the area. Vegetation succession takes years to finish with the Climax vegetation. The environmental impact of this is tremendous. However with this area it has patchy areas of growth because only the north side was affected by the blast. Half the are has a climax community and the other side has just started pioneer community. The hydrological effect of the eruption was localised to  Spirit Lake and the North and South Toutle River. Spirit Lake layer directly in the blast zone the brown earth surrounding the lake is the scorched earth. From the graph he immediate impact of the Pyroclastic flow, when it filled the Lake with debris form the Volcano it dramatically changed the temperature of the lake. Which in turn effected the vegetation and wild life in the Lake. The vegetation and wildlife was boiled alive. For the river to recover form this is would take years, to help along the process the ecologists of the area suggested that the fisheries department of the United States should replace the fish and plant new vegetation to help succession. The advice was acted upon and vegetation and wild life were added, causing a  Plagioclimax community. The main reason a lot of the devastation was caused was by the Lahars and Pyroclastic flows, the ground around the volcano is low lying land. If you look at the diagram on the right you can see the red represents highest ground and the purple is low lying ground. Because of this at the bottom of the Volcano is low lying ground and Lahars and Pyroclastic flows hug the ground. Causing the Pyroclastic flow to be directed down the slope on the north side because it is all low lying ground. The volcano only caused one global impact, the atmospheric dust cloud. Mount St. Helens before the eruption was 9,677 feet. After the eruption it dropped to 8,365 feet. The ash cloud reached over 15km into the sky, by two weeks it had encircled the entire planet. All around the world day had turned to night, this was a global impact that lasted for weeks. The lasting impact of the eruption will always been seen at Mt. St. Helens. As pic. 5 shows there has been a massive scare left on the Vlocano forever.

Pinnacle Machine Tool Company Case Study Essay

The Pinnacle Machine Tool Company case is a case that studies the use of managerial decision making and different decision-making styles. Don Anglos, CEO of Pinnacle Company, a machine tool company, had a decision to make on whether to acquire another company. The company Anglos wished to acquire was Hoilman Inc., a company known for their cutting-edge sensor technology and communications software. Anglos had heard a creditable rumor that a rival company was planning a take-over of Hoilman, and by chance, Anglos knew Hoilman well because of previous talks he had with them about a possible joint-venture that never worked out. Anglos believed that by acquiring Hoilman, Pinnacle could develop new software that would enable them to provide top-notch service to their customers. For the four years that Anglos has served as CEO for Pinnacle, he has used his gut instinct while making many risky decisions and it has proven to pay off handsomely. He was able to increase profit revenue growth and increase market share, but through making those moves, he has chipped away at the company’s strong profit margins. Anglos recognized that it was time for him to change his strategy in order to help the company further; he wanted to transform the company into a high-tech service company in order to achieve growth and profit, and he believed that acquiring Hoilman would be a good place to start. However, some of Anglos’ colleagues did not feel the same way. CFO, Sam Lodge, insisted that the timing was not right to invest in Hoilman.

Power of Agency in a Multicultural Classroom

Power of Agency in a Multicultural Classroom Power describes the capacity of an individual or teacher to compel or persuade actions or inactions. The features of power in a multicultural classroom include compulsion, penalty, and coercion. However, the power to compel specific actions in a classroom is called agency. As a result, the agency is stimulated by power.Advertising We will write a custom essay sample on Power of Agency in a Multicultural Classroom specifically for you for only $16.05 $11/page Learn More Thus, teacher’s assertive behavior in a multicultural classroom stimulate agency among students (Ahlquist, 1999). Students withdraw from class activity if they perceive teacher’s dominance in class discussions. The act of withdrawal is called the agency in the classroom. Race Race is a variable that affects the teacher-student relationship. Surveys revealed that race affects student’s performance. The findings revealed that black students perform well in a black environmen t. As a result, white students develop with white teachers while Afro-American students associate with black teachers. Thus, racial interactions facilitate learning. Students will likely choose role models from teachers that share similarities in behavior, race, and ethnic background. As a result, black teachers interact better with black students than white students. Racial gap can be closed with teachers attitude and control.  Thus, teacher’s behavior and classroom techniques quality can improve communication in a multicultural environment. White privilege Diversity gap is a challenge in a multicultural environment. As a result, institutions with few minority populations suffer from white privileges. Consequently, white privileges affect student’s participation in a multicultural environment. Cultural diversity and white privileges complement each other. However, multicultural education was introduced to reduce the diversity gap. As a result, multicultural educatio n creates a balance between what is right and what is enforced.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The term white privilege denotes the advantage conferred on a dominant race. Student-teacher relationship in a white dominated institution is influenced by white privileges. As a result, Afro-American teachers suffer white dominance in a multicultural classroom. Consequently, black students are bullied my white teachers in a multicultural environment. For example, white students have the privileges to change teachers that affect their learning environment. The privilege is a disadvantage in the black community. Injustice The above example reveals the injustice in a multicultural environment. As a result, black students are oppressed in a white dominated environment. Thus, injustice prevents the student from participating in the class activity. Institutional discrimination and marg inalization Institutional discrimination and marginalization affect the student-teacher relationship. Discrimination against a minority population in a predominantly white college has been reported in various literatures. However, African-American teachers are not excluded from marginalization and discrimination. Black teachers also experience instructional marginalization in a white dominated environment. As a result, black teachers may enforce space and safety. Thus, the teacher-student relationship may be affected by institutional discrimination. Cultural diversity facilitates institutional discrimination. As a result, white teachers believe that racial discrimination is a way of life. Thus, teacher-students relationship will encounter challenges in a multicultural classroom. Multicultural education was created to bridge the gap associated with cultural diversity. However, most institutions refused to eliminate marginalization and discrimination. Space and safety Marginalization goes beyond racial abuse and discrimination. Marginalization has been entrenched as a belief system. As a result, white teachers believe that grop dominance separated them from the black community. However, space and safety improve student’s performance and relationship.Advertising We will write a custom essay sample on Power of Agency in a Multicultural Classroom specifically for you for only $16.05 $11/page Learn More As a result, students engage in class activities when they feel safe in a multicultural environment. Problem will arise when the teacher fails to recognize class dynamics. As a result, ineffective class rules may limit the participation of the minority population. Safety and space facilitate understanding between the teacher and the student (Ahlquist, 1999). Thus, teachers must restrict hate speech and disturbing remarks to improve students space and safety. Having and giving voice Having and giving voice to a minority population impr oved the communication gap between the student and teacher. Multicultural education can be used to bridge the gap in a diversified environment. As a result, teachers must allow students to express themselves in class discussions. Consequently, teachers must understand students silence to facilitate learning. Cultural barriers and shock can be eliminated using effective classroom techniques. Thus, teachers must support the arguments and contributions of every member of the class. What does diversity mean to you? Diversity describes the individual acceptance of other cultures, social system, physical abilities, and race and belief system. Words that associate with diversity include bystander, bias, discrimination, ally, and stereotype. These words describe an individual’s reservation towards diversity in a multicultural classroom. I connected these words to explain the meaning of diversity and its implications in a multicultural environment. Cultural diversity in a multicultura l environment combines race, and ethnic background. Belief. Belief describes the assumed hypothesis that facilitates learning. I used the belief system to express the concept of cultural diversity. In a multicultural environment, the student’s belief system facilitates class discussions and academic performance. For example, white students believe to be superior to Afro-American students. As a result, they may exhibit class dominance in group task or discussions.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Attitude. Attitude describes an individual’s preference towards another. As a result, attitude influence learning in a multicultural environment. Thus, the teacher’s attitude facilitates learning. Values. An ethical way of living is called a value. Values mean an aggregate expression of human behavior, culture, and norms. As a result, value tailors an individual’s habits, and communication skills. What does this mean to you as a student and/or future teacher/educator? As a student, belief, attitude, and value informs, guide, and facilitate learning in a multicultural classroom. Consequently, teachers and educators must observe cultural diversity using these words to ensure fairness, space, and safety. Thus, power relation in a multicultural environment influences student’s beliefs, attitude, and values. Teacher’s behaviors and assertive dominance influence class resistance, silence, and inactivity (Ahlquist, 1999). Is multicultural education a sour ce of freedom or oppression? Why? Teacher’s belief in a multicultural classroom affects student’s attitude and perception. Afro-American teachers stimulate resistance among the students using power and agency. As a result, some students become uncomfortable with the teachers assertive dominance. Class dynamics in influenced by power and resistance. For example, if white students dominate the class population in a multicultural classroom, black students will enforce resistance towards with privileges. However, African-American teachers stimulate class resistance among white students. The form of resistance includes silence, inactivity, and withdrawal. Multicultural education can be used to express freedom and oppression. African American teachers engage students in a multicultural classroom to reveal their experiences. However, it stimulates individual difference towards historical facts. White teacher can oppress black students by explaining slavery and black migration . Consequently, African American teachers may be liberated with multicultural education. Power relation in a multicultural environment facilitates direction, educational change, and individual character. To evaluate student’s concepts in an ideal environment, teacher’s dominance must reflect his or her belief system. Consequently, students and teachers are victims of socialization, which require consideration. Teachers must accommodate student’s resistance to ensure coherent communication in a multicultural classroom (Ahlquist, 1999). African-American teachers must balance ignorance or agreement with resistance and silence. Teacher’s experience facilitates the multicultural development and transformation of students. Teachers are agents of change and are responsible for the student’s development and understanding in a multicultural environment. Reference Ahlquist, R. (1999). Position and imposition: Power relations in a multicultural foundations cl ass. The Journal of Negro Education, 60(2), 158-169.

Panic Disorder Essays - Psychiatric Diagnosis, Anxiety Disorders

Panic Disorder Essays - Psychiatric Diagnosis, Anxiety Disorders Panic Disorder The purpose of this paper is to understand Panic Disorder and symptoms, types of the disorder, treatment, and relation to other disorders and how it affects people in general. Included, is a case study of Sarah who suffered with a panic disorder. Panic Disorder is when someone experiences unexpected panic attacks followed by at least one month of persistent concern about having another panic attack, worrying about the possible consequences of the panic attacks, or a behavioral change related to the attacks (Millon, 1996, p.559). Panic Disorder is not a disease. It may be assessed, but not definitively diagnosed. This disorder is distressing and disabling, physically, psychologically, and socially (Harvard, 2000, p.1). One symptom of Panic Disorder is unexpected panic attacks. At least two panic attacks are required for diagnosis. Attacks may last from several seconds to several minutes. Doctors believe that every attack has a situational trigger and an essential feature (Morrison, 1995, p.402). Another symptom of the disorder is constant concern and worry. The most common trait found in all Panic Disorder patients is a fear of being embarrassed. When a person takes an attack once they are paranoid for up to three months about going into public for fear of taking another attack. People diagnosed with panic disorder experience great anticipation and are very anxious when they look forward. They often worry and think of the worst possible outcomes, and at night, nightmares often occur. Panic disorder patients often assume that they have an undiagnosed disease or think they are going crazy (Harvard, 2000, p.8). Sarah, also experienced severe anxiety in social situations. She had a terrible fear of having another attack, fear of losing consciousness, and a fear of embarrassment in social situations. Sarah had suffered in her sleep as well. Constant nightmares persisted, causing lack of sufficient sleep. Sarah felt she was going crazy, because of the fact that she didnt know what was wrong with her. One symptom of this disorder is behavioral change. Depression is a very common trait in people who suffer with panic disorder. The rate of attempted suicide is twenty times higher among individuals with panic disorder than the general population (Morrison, 1995, p.403). Many people with panic disorder also suffer from alcoholism. People with panic disorder often have great anticipation. Physical conditions are another one of the symptoms of panic disorder. Panic disorder effects physical features of a persons body such as high blood pressure, loss of bladder control, chemical change in ones body, prolapsed and thyroid disease. During the attack a person can experience excessive sweating, chills, chocking, shortness of breath, hot flashes, nausea and pains in their chest. Dizziness, shaking and pounding of the heart are also physical features of this disorder (Laliberte, 1998, p.117). During Sarahs attacks, she experienced many of these physical symptoms. She had shortness of breath, hot flashes, pains in the chest, dizziness (causing her to pass out at times), and shaking and pounding of the heart. She felt as though the attack overpowered her thoughts or feelings, overwhelming her. In this paper we are going to look at four different types of Anxiety Disorders. The first type is Anxiety Disorder due to a general medical condition. Anxiety Disorder due to a general medical condition is diagnosed whenever a panic attack is thought to be a direct physiological consequences. Tests done on physical and mental health, help to determine what the role of the general medical condition is. The second type of Anxiety Disorder is Substance-Induced Anxiety Disorder. It is nearly the same as the first type mention, only instead of being a consequence of a medical disorder; it is a consequence of a substance. The substance could be a number of different things including a drug or medication. Nervous system depressants and stimulants can also trigger a panic attack (Morrison, 1995, p.401). The third type of anxiety disorder is Obsessive-Compulsive Disorder. There are many people who suffer with this type. Whenever someone has an obsession and views an object that triggers their obsession it could lead straight into a panic attack. An example is someone who is obsessed with cleanliness; the item that triggered the attack could possibly be dirt. The last type