title: History of Dubai

text: Before the British left, there were no exact boundaries defined between the Trucial States; however, with the discovery of oil needing boundaries to be decided for concession reasons, Britain was required to define the boundaries. After Julian Walker, a British official (later the British political agent) had surveyed the area, Mr. Tripp, the British political agent, made declarations between 1956 and 1957 defining the boundaries. Although the rulers of both Dubai and Sharjah had agreed in 1954 to accept the rulings made, Dubai's ruler declined to accept the decision. Even after the formation of the UAE, neither state had agreed on the boundaries and hence, on 30 November 1976 they signed an arbitration compromise under the auspices of the Supreme Council of the Federation. Eventually, the Supreme Council ruled that the decisions were administrative, binding decisions as opposed to arbitral awards, the Tripp boundaries were defined as the border.


title: History of Dubai

text: The current ruler of Dubai is Sheikh Mohammed bin Rashid Al Maktoum. Like his predecessor, Sheikh Maktoum bin Rashid Al Maktoum, he is also the Vice President and the Prime Minister of the UAE. Having attended school in the United Kingdom, he became part of the everyday running of the country. He has two wives, Sheikha Hind bint Maktoum bin Juma Al Maktoum and Princess Haya bint Al Hussein, the daughter of the King of Jordan. He is widely known for being involved with horse-racing and his charitable donations, along with his credit for advancing Dubai's infrastructure and economy.


title: Universal Soldier: The Return

text: Universal Soldier: The Return is a 1999 American science fiction action film directed by Mic Rodgers in his directorial debut, written by William Malone and John Fasano, and produced by Craig Baumgarten, Allen Shapiro (producers of the first film) and Jean-Claude Van Damme who also stars in the film reprising his role as Luc Deveraux. The film also stars Michael Jai White (briefly appeared in the first film as a soldier), Heidi Schanz, Xander Berkeley, Justin Lazard, Kiana Tom, Daniel von Bargen, James R. Black, Karis Paige Bryant and Bill Goldberg. The film was theatrically released in the United States on August 20, 1999. This was Van Damme's last widely released film in the United States until 2012.


title: Universal Soldier: The Return

text: It is a direct sequel to the 1992 film "Universal Soldier" and the fourth film in the "Universal Soldier" film series, preceded by two made-for-TV movies, "" and "", which this film ignores, thereby presenting an alternate continuity. The film was received with negative reviews and grossed over $10 million in theaters in the United States. The fifth installment in the series, a direct-to-video film "", was released in 2009, ten years after the film's release, ignoring the events of "The Return" and being an alternative sequel to the first film.


title: Universal Soldier: The Return

text: At least 15 years after Andrew Scott's death, former UniSol Luc Deveraux (Jean-Claude Van Damme) has been reverted to normal via genetic procedures. He currently works as a technical expert for the U.S. government with his new partner Maggie (Kiana Tom), who has been through countless hours of combat training with him. They worked to refine and perfect the UniSol Program in an effort to make a new, stronger breed of soldiers that are more sophisticated and intelligent to reduce the use of normal, human soldiers in the battlefield. All of the new UniSols, known as "UniSols 2500", which are faster and stronger than the original UniSols, are connected via neural implants through a sentient artificially intelligent computer system called S.E.T.H. (Self-Evolving Thought Helix).


title: Universal Soldier: The Return

text: When S.E.T.H. discovers that the UniSol Program is scheduled to be shut down because of budget cuts, he finds this to be a disgrace and decides to take action by formulating a plot to overthrow mankind and take over the world with his own massive army of UniSols. The next day, S.E.T.H. unleashes a platoon of UniSols, led by the musclebound Romeo (Bill Goldberg), in a hostile takeover of the UniSol building, resulting in the deaths of many occupants, including Dr. Dylan Cotner (Xander Berkeley), who was responsible for reverting Luc back to normal. As such, Luc, Maggie, and the others are forced to evacuate. With the help of a rogue cyberpunk named Squid (Brent Hinkley), S.E.T.H. is able to put himself into a UniSol body (Michael Jai White) superior to the others. In the meantime, Maggie noticed that Luc's daughter Hillary Deveraux (Karis Paige Bryant) has suffered brain swelling after almost being attacked by Romeo, and Maggie takes her to the local hospital.


title: Universal Soldier: The Return

text: Luc attempts to find a way to shut down S.E.T.H. with help from ambitious reporter Erin Young (Heidi Schanz), whose cameraman died in the massacre. General Radford (Daniel von Bargen) wants to take extreme measures to stop S.E.T.H. by sending in troops, but most of the troops (alongside a TV reporter and her crew) were massacred by four UniSols; even when Luc briefly tried to lead a team of United States Army Rangers commanded by Captain Blackburn (Justin Lazard) and Sergeant Morrow (James R. Black), most of the Rangers (including Blackburn and Morrow) are killed when a UniSol sentry sees them sneaking into the building.


title: Universal Soldier: The Return

text: Luc and Erin then track down Squid after learning that he was a former member of the UniSol Program, but S.E.T.H. arrives and kills Squid, revealing an ultimatum to Luc: he must give up the secret code that is needed to deactivate a built-in program that will shut S.E.T.H. down in a matter of hours so that no one will stop him. To ensure that Luc will cooperate, a departing S.E.T.H. got Romeo to track down Hillary at the hospital, and S.E.T.H. kidnaps Hillary while Romeo kills Maggie and several hospital guards. Upon returning to the UniSol building, S.E.T.H. deactivated a time bomb implanted by Radford to prevent the UniSol building from being destroyed, much to Radford's outrage.


title: Universal Soldier: The Return

text: Having no other choice, Luc returns to the UniSol building again and takes down many UniSols, right before learning that Maggie has been revived as a UniSol. He also learns that S.E.T.H. is healing Hillary with UniSol technology, and upon deciphering code, S.E.T.H. decides to kill Luc and raise Hillary as his own daughter. Eventually, Luc destroys S.E.T.H. by shattering his body to pieces with liquid nitrogen, but the remaining UniSols are still active; even Romeo catches and defeats Luc in combat, intending to kill him and Hillary and lead the remaining UniSols into battle. However, Maggie (who has been freed due to S.E.T.H.'s demise) shoots Romeo and allows Luc and Hillary to leave, asking Luc to blow up the building with herself, Romeo and the remaining UniSols inside as she refuses to live the rest of her life as a UniSol. Luc reluctantly obliged Maggie's wishes by setting off the time bomb to destroy the building, killing the remaining UniSols for good. Luc then reunites with Erin and Hillary, satisfied that they have put an end to S.E.T.H.'s plot and avenged their loved ones.


title: Universal Soldier: The Return

text: An archival footages of Trini Tran and Tai Thai appear uncredited as Vietnamese Woman and Vietnamese Man from the first film, while the archival recordings of Michael Jai White (also cast in the lead role of this film) and Tom Tanglang as Soldiers are used for the flashback involving Luc Deveraux.


title: Universal Soldier: The Return

text: Producer Craig Baumgarten had wanted to make a sequel for years but due to the bankruptcy of Carolco the rights were unavailable. The script was not originally written as a sequel but was adapted to fit into the series. Mic Rodgers was chosen as director based on his work in action films, he previously worked as stunt coordinator various films including "Lethal Weapon", and was the second-unit director on "Braveheart". Before Rodgers was chosen, William Malone was originally involved to direct the film, who adapted the script for the film. Columbia Pictures was originally involved and acquired the film rights, but TriStar, which previously released the original film, won the rights.


title: Universal Soldier: The Return

text: DVD was released via Region 1 and VHS in the United States on December 28, 1999 and re-released on DVD in 2004, and also Region 2 in the United Kingdom on 1 July 2002, it was distributed by Columbia TriStar Home Entertainment. It was also released via Laserdisc exclusively in Japan. The film was double-featured with "Universal Soldier" via DVD in Norwegian around 2001. On 4 October 2010, "Universal Soldier" trilogy DVD was released on 4 October 2010, followed by "Universal Soldier" Quadrilogy Box Set on 11 February 2013.


title: Universal Soldier: The Return

text: In March 2009, the film was released on Blu-ray for the first time by Sony Pictures Home Entertainment. In 2012, as part of a distribution deal with Sony, Mill Creek Entertainment re-released the film as part of a Jean-Claude Van Damme themed "Hollywood Hits" set along with "Knock Off", "The Hard Corps" and, "Second in Command".


title: Universal Soldier: The Return

text: In 2013, a second Blu-ray of the film was released, again by Mill Creek Entertainment, as a double feature with "Second in Command".


title: Universal Soldier: The Return

text: 88Films released the film on Blu-ray in November 2020, limited to 3000 copies with numbered slipcase, fold out poster & booklet.


title: Universal Soldier: The Return

text: The movie did poorly at the box office debuting at #4. "Universal Soldier: The Return" grossed just $10 million in the United States. According to the "Los Angeles Times" the film was a "marginal money loser".


title: Universal Soldier: The Return

text: Reviews were mostly negative. On Rotten Tomatoes the film has a 5% rating based on reviews from 58 critics, with an average rating of 2.89/10. The website's critical consensus states: ""Universal Soldier: The Return" fails on almost every level, from its generic story to its second rate action and subpar performances". On Metacritic, the film has a score of 24 out of 100 based on reviews from 14 critics, indicating "generally unfavorable reviews". Audiences polled by CinemaScore gave the film an average grade of "C−" on an A+ to F scale.


title: Universal Soldier: The Return

text: James Berardinelli gave the film a score of one and a half stars out of four and remarked that "some of the explosions are cool. There's an exploitatively entertaining sequence in a strip joint that features a bevy of topless women. Still, despite all the pyrotechnics, I almost dozed off twice". Joe Leydon of "Variety magazine" called it "an underwhelming follow-up to one of the career-stalled action star's better efforts".


title: Universal Soldier: The Return

text: Paul Malcolm, of "L.A. Weekly" described the film as "a mind-numbing exercise in body counts and big tits".


title: Universal Soldier: The Return

text: Mick LaSalle of "The San Francisco Chronicle" wrote a mixed review, saying the film "has a shameless B-movie exuberance" and that it "is nothing for anyone to be proud of, on either side of the screen, but it's a lively 90 minutes". Kevin Thomas of "The Los Angeles Times" called it a satisfying sequel.


title: Classroom management

text: Classroom management is the process teachers use to ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens. Such disruptions may range from normal peer conflict to more severe disturbances of the social class dynamics, such as bullying among students, which make it impossible for the affected students to concentrate on their schoolwork and result in a significant deterioration of their school performance.


title: Classroom management

text: It is a difficult aspect of teaching for many teachers. Problems in this area causes some to leave teaching. In 1981, the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was negative student attitudes and discipline.


title: Classroom management

text: Classroom management is crucial in classrooms because it supports the proper execution of curriculum development, developing best teaching practices, and putting them into action. Classroom management can be explained as the actions and directions that teachers use to create a successful learning environment; indeed, having a positive impact on students achieving given learning requirements and goals. In an effort to ensure all students receive the best education it would seem beneficial for educator programs to spend more time and effort in ensuring educators and instructors are well versed in classroom management.


title: Classroom management

text: Teachers do not focus on learning classroom management, because higher education programs do not put an emphasis on the teacher attaining classroom management; indeed, the focus is on creating a conducive learning atmosphere for the students. These tools enable teachers to have the resources available to properly and successfully educate upcoming generations, and ensure future successes as a nation. According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control.


title: Classroom management

text: Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher must take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. From the student's perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment.


title: Classroom management

text: Until recently, corporal punishment was widely used as a means of controlling disruptive behavior but it is now illegal in most schools. It is still advocated in some contexts by religious leaders such as James Dobson, but his views "diverge sharply from those recommended by contemporary mainstream experts" and are not based on empirical testing, but rather are a reflection of his faith-based beliefs.


title: Classroom management

text: According to studies, taboo physical punishments like spanking or procedures used in Asia in the classroom such as standing, do not make students or children more aggressive. Consistency seems to play a greater role on whether outcomes could be negative.


title: Classroom management

text: Corporal punishment is now banned in most schools in the United States, and in most developed countries. Although its effectiveness was never proven, the punishment was very disproportionately met. African American males were the most punished group. In a study conducted in 2006, 17.1 percent of students who experienced corporal punishment were African Americans, and 78.3 percent of total students were males.


title: Classroom management

text: Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, professionalism, and awareness of high-needs students. Dominance is defined as the teacher's ability to give clear purpose and guidance concerning student behavior and their academics. By creating clear expectations and consequences for student behavior, this builds effective relationships. Such expectations may cover classroom etiquette and behavior, group work, seating arrangements, the use of equipment and materials, and also classroom disruptions. These expectations should always be enforced with consistency among all students within the class. Inconsistency is viewed by students as unfair and will result in the students having less respect for the teacher. Assertive teacher behavior also reassures those thoughts and messages are being passed on to the student in an effective way. Assertive behavior can be achieved by using erect posture, appropriate tone of voice depending on the current situation, and taking care not to ignore inappropriate behavior by taking action. Another great strategy to build a good teacher- student relationship is using inclusive pronouns. For example, if a class is misbehaving and are getting off track, instead of saying "you need to get back to work" a teacher may say "we've got a lot of work to do today, so let's get back to it." Another technique to establishing good teacher-student relationships is William Purkey's "three pluses and a wish." These pluses are complimenting that the teacher gives to the student before making a request. The pluses help the student get into a mindset that is more likely to cooperate with the teacher. An example might look like this: "Thanks so much for your participation in class today. I love hearing your comments. I think you provided a fair amount of educational insight to the discussion. I would appreciate if you could raise your hand before commenting, so that other students can follow your example."


title: Classroom management

text: Preventive approaches to classroom management involve creating a positive classroom community with mutual respect between teacher and student. Teachers using the preventive approach offer warmth, acceptance, and support unconditionally – not based on a student's behavior. Fair rules and consequences are established and students are given frequent and consistent feedback regarding their behavior. One way to establish this kind of classroom environment is through the development and use of a classroom contract. The contract should be created by both students and the teacher. In the contract, students and teachers decide and agree on how to treat one another in the classroom. The group also decides on and agrees to what the group will do if someone violates the contract. Rather than a consequence, the group should decide how to fix the problem through either class discussion, peer mediation, counseling, or by one-on-one conversations leading to a solution to the situation.


title: Classroom management

text: Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior. To use rewards to inform students about their behavior, teachers must emphasize the value of the behavior that is rewarded and also explain to students the specific skills they demonstrated to earn the reward. Teachers should also encourage student collaboration in selecting rewards and defining appropriate behaviors that earn rewards. This form of praise and positive reinforcement is very effective in helping students understand expectations and builds a student's self-concept.


title: Classroom management

text: An often-overlooked preventative technique is to over-plan. Students tend to fill in the awkward pauses or silences in the class. When teachers over-plan, they have plenty of material and activities to fill the class time, thus reducing opportunities for students to have time to misbehave. Transition time can be an opportunity for students to be disruptive. To minimize this, transitions need to be less than 30 seconds. The teacher must be prepared and organized as well as students being prepared and organized for a day of learning. An organizational routine must be implemented at the beginning of the year and reinforced daily until it is instinctive.


title: Classroom management

text: The blue card vs orange card theory was introduced by William Purkey, which suggests that students need supportive, encouraging statements to feel valuable, able, and responsible. "Many messages are soothing, encouraging and supportive. These messages are 'blue cards' - they encourage a positive self-concept. Other messages are critical, discouraging, demeaning. These cards are 'orange' - the international color of distress". The goal is to fill the students' 'file box' with more 'blue cards' than 'orange cards' to help with students' perspective of learning.


title: Classroom management

text: Also known as "lines", rote discipline is a sanction used for behavior management. It involves assigning a disorderly student sentence or the classroom rules to write repeatedly.


title: Classroom management

text: An intervention technique created by William Purkey, used by the teacher that gives students the level of management needed. Low cards are a less invasive intervention to address what is happening. Some examples of a low card intervention are: raising the eyebrows, staring politely at the student, moving closer to the student while continually talking, calling student by name and asking if they are listening. High cards are a strong intervention to address what is happening. Some examples include: sending student to the principal's office, keeping student after school, calling home.


title: Classroom management

text: Assertive discipline is an approach designed to assist educators in running a teacher-in-charge classroom environment. Assertive teachers react to situations that require the management of student behavior confidently. Assertive teachers do not use an abrasive, sarcastic, or hostile tone when disciplining students.


title: Classroom management

text: Assertive discipline is one of the most widely used classroom management tactics in the world. It demands student compliance and requires teachers to be firm. This method draws a clear line between aggressive discipline and assertive discipline. The standards and rules set in place by assertive discipline are supported by positive reinforcement as well as negative consequences. Teachers using this approach carry themselves confidently and have no tolerance for class disruption. They are not timid, and remain consistent and just.


title: Classroom management

text: A constructivist, student-centered approach to classroom management is based on the assignment of tasks in response to student disruption that are "(1) easy for the student to perform, (2) developmentally enriching, (3) progressive, so a teacher can up the ante if needed, (4) based on students' interests, (5) designed to allow the teacher to stay in charge, and (6) foster creativity and play in the classroom." Compliance rests on assigning disciplinary tasks that the student will want to do, in concert with the teacher rapidly assigning more of the task if the student does not initially comply. Once the student complies, the role of the teacher as the person in charge (i.e. in loco parentis) has been re-established peacefully, creatively, and with respect for students' needs. Claimed benefits include increased student trust and long-term emotional benefits from the modeling of creative solutions to difficulties without resorting to a threat of violence or force.


title: Classroom management

text: Culturally responsive classroom management (CRCM) is an approach to running classrooms with all children [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make. It is a natural extension of culturally responsive teaching, which uses students' backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons. Teachers, as culturally responsive classroom managers, recognize their biases


title: Classroom management

text: and values and reflect on how these influence their expectations for behavior and their interactions with students as well as what learning looks like. There is extensive research on traditional classroom management and a myriad of resources available on how to deal with behavior issues. Conversely, there is little research on CRCM, despite the fact that teachers who lack cultural competence often experience problems in this area.


title: Classroom management

text: Discipline without Stress (or DWS) is a K-12 discipline and learning approach developed by Marvin Marshall described in his 2001 book, "Discipline without Stress, Punishments or Rewards". The approach is designed to educate young people about the value of internal motivation. The intention is to prompt and develop within youth a desire to become responsible and self-disciplined and to put forth effort to learn. The most significant characteristics of DWS are that it is totally noncoercive (but not permissive) and takes the opposite approach to Skinnerian behaviorism that relies on external sources for reinforcement. According to Marvin Marshall's book, there are three principles to practice. The first principle is ' Positivity', where he explains that, "Teachers [should be] practic[ing] changing negatives into positives. "No running" becomes "We walk in the hallways." "Stop talking" becomes "This is quiet time." The second principle as described by Marvin Marshall is 'Choice' by which he says, "Choice-response thinking is taught—as well as impulse control—so students are not victims of their own impulses." The third principle is 'Reflection' and is explained as, "[because] a person can only control another person temporarily and because no one can actually change another person, asking REFLECTIVE questions is the most effective approach for actuating change in others."


title: Classroom management

text: Instructors can demonstrate a suitable level of strength by giving clear learning objectives, they can also pass on fitting levels of participation by giving learning objectives that can be changed based on the classes needs. Allowing students to participate in their own learning goals and outcomes at the start of a unit brings a sense of cooperation and mutual understanding between the instructor and student. One way of involving the students and in turn making them feel heard in the decision making of the class is by asking what topics they would find most intriguing in learning based on a guided rubric. This approach will engage and send a message to the students that the teacher is interested in the student's interests. The student in turn will bring greater learning outcomes as well as a mutual respect. Posting appropriate learning objectives where the students can see them and refer to them is vital in carrying out the objectives. Make learning goals clear and not a mystery. Students who do not know what the teacher wants them to do are unlikely to learn the material and understand what is being taught. When the teacher also clearly knows the goal the lesson will progress more smoothly and they can work every student toward that central goal.


title: Classroom management

text: The Good Behavior Game (GBG) is a "classroom-level approach to behavior management" that was originally used in 1969 by Barrish, Saunders, and Wolf. The Game entails the class earning access to a reward or losing a reward, given that all members of the class engage in some type of behavior (or did not exceed a certain amount of undesired behavior). The GBG can be used to increase desired behaviors (e.g., question asking) or to decrease undesired behaviors (e.g., out of seat behavior). The GBG has been used with preschoolers as well as adolescents, however most applications have been used with typically developing students (i.e., those without developmental disabilities). In addition, the Game "is usually popular with and acceptable to students and teachers."


title: Classroom management

text: Robert DiGiulio has developed what he calls "positive classrooms". DiGiulio sees positive classroom management as the result of four factors: how teachers regard their students (spiritual dimension), how they set up the classroom environment (physical dimension), how skillfully they teach content (instructional dimension), and how well they address student behavior (managerial dimension). In positive classrooms student participation and collaboration are encouraged in a safe environment that has been created. A positive classroom environment can be encouraged by being consistent with expectations, using students' names, providing choices when possible, and having an overall trust in students. So As educators, we have daily opportunities to help students grow confidence and feel good about themselves. Despite all the negativity that may be around them within their households. Through such actions as boosting their self-esteem through praise, helping them work through any feelings of alienation, depression, and anger, and helping them realize and honor their intrinsic worth as human beings. May result in better behavior in the long line jeopardy of the students.


title: Classroom management

text: Using behavior specific praise (BSP) in the classroom can have many positive effects on the students and classroom management. BSP is when the teacher praises the student for the exact behavior that the student is exhibiting. For example, the student might normally have trouble staying in his seat and that would cause disruption in the classroom. When the student is staying in his or her seat, the teacher might say that they are proud of the way the student is staying in his or her seat and would tell the student how they feel. This would help the student feel validated for a positive behavior and would increase the likelihood of the positive behavior happening again.


title: Classroom management

text: In the "Handbook of Classroom Management: Research Practice and Contemporary Issues" (2006), Evertson and Weinstein characterize classroom management as the actions taken to create an environment that supports and facilitates academic and social–emotional learning. Toward this goal, teachers must:


title: Classroom management

text: In their introductory text on teaching, Kauchak and Eggen (2008) explain classroom management in terms of time management. The goal of classroom management, to Kauchak and Eggen, is to not only maintain order but to optimize student learning. They divide class time into four overlapping categories, namely allocated time, instructional time, engaged time, and academic learning time.


title: Classroom management

text: Academic learning time occurs when students participate actively and are successful in learning activities. Effective classroom management maximizes academic learning time.


title: Classroom management

text: Allocated time is the total time allotted for teaching, learning, routine classroom procedures, checking attendance, and posting or delivering announcements.


title: Classroom management

text: Allocated time is also what appears on each student's schedule, for example "Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."


title: Classroom management

text: Engaged time is also called time on task. During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc. This is an important part of the school day because when students are engaged (actively) they are learning.


title: Classroom management

text: Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes taking attendance, for example, before their instruction begins. The time it takes for the teacher to do routine tasks can severely limit classroom instruction. Teachers must get a handle on classroom management to be effective.


title: Classroom management

text: In an effort to maintain order in the classroom, sometimes teachers can actually make the problems worse. Therefore, it is important to consider some of the basic mistakes commonly made when implementing classroom behavior management strategies. For example, a common mistake made by teachers is to define the problem behavior by how it looks without considering its function.


title: Classroom management

text: Interventions are more likely to be effective when they are individualized to address the specific function of the problem behavior. Two students with similar looking misbehavior may require entirely different intervention strategies if the behaviors are serving different functions. Teachers need to understand that they need to be able to change the ways they do things from year to year, as the children change. Not every approach works for every child. Teachers need to learn to be flexible. Another common mistake is for the teacher to become increasingly frustrated and negative when an approach is not working.


title: Classroom management

text: The teacher may raise his or her voice or increase adverse consequences in an effort to make the approach work. This type of interaction may impair the teacher-student relationship. Instead of allowing this to happen, it is often better to simply try a new approach.


title: Classroom management

text: Inconsistency in expectations and consequences is an additional mistake that can lead to dysfunction in the classroom. Teachers must be consistent in their expectations and consequences to help ensure that students understand that rules will be enforced. To avoid this, teachers should communicate expectations to students clearly and be sufficiently committed to the classroom management procedures to enforce them consistently.


title: Classroom management

text: "Ignoring and approving" is an effective classroom management strategy. This involves ignoring students when they behave undesirably and approving their behavior when it is desirable. When students are praised for their good behavior but ignored for their bad behavior, this may increase the frequency of good behavior and decrease bad behavior. Student behavior may be maintained by attention; if students have a history of getting attention after misbehavior, they may continue this behavior as long as it continues to get attention. If student misbehavior is ignored, but good behavior results in attention, students may instead behave appropriately to acquire attention. There are however also studies showing that ignoring problematic student behavior, such as bullying other students, can be perceived as tacit approval by the perpetrators and might exacerbate their behavior.


title: Medium machine gun

text: A medium machine gun (MMG), in modern terms, usually refers to a belt-fed machine gun firing a full-powered rifle cartridge, and is considered "medium" in weight (). Medium machine guns are light enough to be infantry-portable (as opposed to a heavy machine gun, which completely relies on mounting onto a weapons platform for operational stability and mobility), but still cumbersome enough to require a crew for optimal operational efficiency (as opposed to a light machine gun, which can be operated to full capacity by only a single gunner).


title: Medium machine gun

text: In the late 19th century, Gatling guns and other externally powered types, such as the Nordenfelt, were often made in different ranges of calibers, such as half-inch and one-inch. Thanks to their many barrels, overheating was not a major issue, and they were also quite heavy, being, essentially, heavy machine guns.


title: Medium machine gun

text: When Hiram Maxim developed his recoil-powered machine gun that used a single barrel, the first main design was a modest 26 pounds (11.8 kg) in weight, firing a .45-inch rifle caliber bullet (from a 24 inch long barrel). As depicted in a famous photo of Maxim, it could be picked up complete with its 15-pound (6.8 kg) tripod with one arm. It was similar to later-design medium machine guns, but it could not be fired for extended periods. As a result, he created a water-jacket cooling system to enable it to fire for extended periods. This added significant weight, as did changes to more powerful cartridges. This class of heavy, water-cooled machine gun would eventually be regarded as the classic heavy machine guns. However, the much lighter total weight possible by using recoil to power automatic loading was not lost on the firearms designers of the day, resulting in other automatic firearms that used this concept, such as the Borchardt pistol, the Cei-Rigotti rifle, the Madsen 1902, as well as lighter, gas-operated, air-cooled designs.


title: Medium machine gun

text: Many new designs were developed, some powered by air or recoil, or a combination of the two (e.g., the and M1895, Hotchkiss M1909, PM M1910, Fiat–Revelli Modello 1914, Fiat–Revelli Modello 1935, Breda M37, and Breda 38). Also, instead of the rather heavy water jacket, new designs introduced other types of cooling, such as barrel replacement, metal fins, and/or heat sinks or some combination of all of them.


title: Medium machine gun

text: Machine guns then diverged into heavier and lighter designs. The later model water-cooled Maxim gun and its derivatives (the MG 08 and the Vickers gun, as well as the American Browning Model 1917 machine gun), were all substantial weapons. The .303 inch Vickers, for example, weighed 33 lb (15 kg) alone and on its tripod mount the total weight was 50 lb (22.7 kg). The heavier designs could, and in some cases did, literally fire for days on end. The need was to be able to cut down, potentially, thousands of charging soldiers. The heavy machine gun was mounted on a tripod and was often water-cooled; a well-trained and well-supplied crew could fire for hours on end. Carefully positioned heavy machine guns could stop an attacking force before they reached their objectives.


title: Medium machine gun

text: The first machine guns in use before World War I covered a wide range of characteristics. In addition to these heavier designs, there were also a number of lighter types. During the same period, a number of new air-cooled designs were developed that, instead of weighing well over 30 lb (15 kg), were lighter and more mobile. In World War I, they were to be as important as the heavier designs, and were used to support squads and infantry on the move, on aircraft, and on many types of vehicle, including some tanks. The two that would become critical were new medium and light machine guns. The new medium machine guns offered less, or more difficult-to-use, cooling than the heavier designs, but more than the lightest.


title: Medium machine gun

text: Light machine guns were introduced as lighter, more portable automatic weapons. They still fired the same full-power rifle caliber ammunition, but used lighter barrels without extra cooling and were fired from a bipod. Light machine guns were not intended to be fired for extended periods of time. The lightest of the new designs were not capable of sustained fire, as they did not have extra cooling features and were fed from a comparatively small magazine. Essentially a machine rifle with a bipod, weapons like the Chauchat or the Madsen 1902 were the most mobile, but were made for single and burst fire. These were used in assaults to great effect by infantry, but were less effective in vehicle-mounted and other applications.


title: Medium machine gun

text: The medium designs offered greater flexibility, either using a bipod and being used like lighter designs, or being put on a tripod, or on heavier mounts. The Hotchkiss Mark I (e.g. Benét–Mercié M1909) was a 27.6 lb (12.2 kg) MG that normally used a mini tripod and linkable 30-round strips or in vehicles, but there was also a belt-fed version of it. Not be confused with heavier Hotchkiss models (such as the M1914), the design proved a useful intermediate and would serve even to the end of World War II in some jobs. The design would be followed by lighter machine rifles and better medium types. They also shared a common characteristic: they fired full power rifle caliber ammunition such as 8mm Mauser or .30-06 Springfield.


title: Medium machine gun

text: The Lewis gun, which weighed 27 lb (12.3 kg), was commonly used with a 47-round drum and bipod; it was used on the move in support of squads, and on vehicles and aircraft as well, or on a tripod (either for anti-aircraft use, or to fill in for a heavier MG). What made it very useful was that it was significantly lighter than water-cooled weapons, but could fire nearly as much due to a very large cooling assembly. These sort of multi-purpose machine guns, would be further developed, and later given names like Universal Machine gun or general-purpose machine gun, and would eventually supplant the water-cooled designs. Later designs have mostly switched to fast barrel-replacement as an alternative to cooling, which further reduces the weapon's weight (but can increase the total weight carried by a soldier). Some earlier designs, like the Vickers, provided for the replacement of worn barrels. It was in the 1920s and 1930s that barrel replacement as a means of cooling became more popular (e.g., in the ZB 1930, and later the MG34 and the Bren gun).


title: Medium machine gun

text: The heavier water-cooled designs continued to be used throughout World War II and into the 1960s, but were gradually phased out in favor of the lighter air-cooled designs. The mediums are now used both as heavy machine guns, while mounted on tripods, and as light machine guns, while mounted on bipods. This was possible, in part, because a heavy static MG position was not a very effective tactic in vehicle centered warfare, and the lighter air-cooled designs could nearly match the capabilities of water-cooled designs with a combination of other, lighter cooling features. This resulted in the widespread use of medium weight machine guns by infantry, but also on tanks, aircraft, and on tripods.


title: Medium machine gun

text: The practice of using medium-weight machine guns continued into the 1930s. The French made a version of their infantry machine gun, the Châtellerault M1924, with 150-round magazine and internal water cooler. The German requirement for a new medium machine gun, a "Einheitsmaschinengewehr" (standard machine gun), resulted in a "Universelles Maschinengewehr" (universal machine gun) that was to not only be a medium machine gun that was used in many roles, but was specifically named so. It was similar to older mediums in that it was a medium machine gun intended to replace older light and heavy machine guns of the same caliber, though Germany would continue using a variety of heavier and lighter automatic machine guns to a limited extent. The use of medium machine guns to replace other types would later be called a General Purpose Machine Gun by the Belgians in the 1950s. The actual practice of using medium machine guns in different roles dates back to World War I, whatever the name given by different countries. The trend toward replacing more types with mediums would receive a great boost as tactics using heavy water-cooled MGs were slowly phased out, but suffered a loss when there was shift back to lighter caliber automatic infantry support weapons.


title: Medium machine gun

text: The Belgian name "Mitrailleuse d'Appui General", or general-purpose machine gun (GPMG), became popular for describing medium machine guns used in multiple roles. The mediums fired full-power rifle-caliber ammunition, but had some concessions for more extended firing and more general usage. This generally included both bipod and tripod/pintle mounting options and quick-change barrels. Water-cooled machine guns of the same caliber as the existing mediums were no longer useful, as the situation in which they excelled (non-stop firing) was regarded as no longer being needed in modern warfare. This is because mass charges by infantry are rarely done, replaced by ARV-based thrusts, and that a static MG position is a high-priority target for infantry rocket launchers. Modern medium machine guns do not match the sustained firing ability of many older mediums; there is no longer a need for it. Most medium machine guns that use barrel replacement overheat after about 200 rounds, and then a quick barrel replacement is needed (such as was done on the Bren). They can only keep firing if they have spare barrels. However, barrels are expensive and heavy, so only a limited amount are kept. As a result, even if two or three barrels were carried and rotated in and out, it would not allow non-stop fire; the removed barrel does not cool down before the next must be replaced. This has become a moot point, since situations where non-stop fire is needed is rare, and other tactics and weapons can deal with an emergency.


title: Medium machine gun

text: The 1960s and 70s saw the introduction of new families of automatic weapons using smaller cartridges than the full-power rifle caliber cartridges previously in use. These weapons were called Squad Automatic Weapons (SAW). They have taken roles away from the previous medium machine guns, as well as lighter machine guns of the same caliber. However, the medium machine guns continue to be used in many of their previous roles, especially on tanks and vehicles. Often, countries field a mix of medium-caliber medium machine guns, and smaller-caliber light machine guns.


title: Medium machine gun

text: These weapons typically fired the 7.62×39mm cartridge fired by the AK-47 series or the 5.56×45mm NATO standard cartridge first used in the AR-15/M-16 rifles. These very lightweight machine guns were designed for more sustained fire than normal infantry rifles, several hundred rounds worth of extended firing. They were similar in weight to an empty older light machine gun and several pounds lighter than mediums, but offered a much higher volume of fire due to their smaller caliber and lighter round; lower cartridge weight allows a greater total amount of ammunition to be carried by a gunner and/or other squad members carrying additional ammunition for the weapon. Many models were scaled-down medium caliber designs or heavier, longer-barrel versions of infantry standard Assault rifles. Examples include the FN Minimi, M249 (US designation of the FN Minimi) or the RPK.


title: Medium machine gun

text: The term "medium machine gun" is used to refer to the ubiquitous full-power rifle-caliber machine gun designs, which are alternatively called general-purpose machine guns or universal machine guns.


title: Medium machine gun

text: They essentially all have provisions for quick-change barrels and the ability to be fired from a bipod, tripod, or pintle mount, and weigh between 20-30 pounds. Modern Western MMG/GPMG weapons almost always fire 7.62×51mm full-power rifle ammunition; modern Eastern MMG/GPMG weapons usually fire 7.62×54mmR full-power rifle ammunition with a rimmed cartridge.


title: Medium machine gun

text: For example, the US Army and Marines now use the FN MAG (as the M240 machine gun), which is generally called the "M240 medium machine gun". It was originally adopted for vehicle mounting in the late 1970s, but its higher reliability resulted in the infantry adopting it for use over the M60 machine gun, despite it being several pounds heavier. They both have quick-detachable barrels, bipods in their light infantry model, tripod and pintle mount options for other models, and similar weight and size. The M60 was typically referred to either as a light machine gun or a general-purpose machine gun.


title: Fixation (histology)

text: In the fields of histology, pathology, and cell biology, fixation is the preservation of biological tissues from decay due to autolysis or putrefaction. It terminates any ongoing biochemical reactions and may also increase the treated tissues' mechanical strength or stability. Tissue fixation is a critical step in the preparation of histological sections, its broad objective being to preserve cells and tissue components and to do this in such a way as to allow for the preparation of thin, stained sections. This allows the investigation of the tissues' structure, which is determined by the shapes and sizes of such macromolecules (in and around cells) as proteins and nucleic acids.


title: Fixation (histology)

text: In performing their protective role, fixatives denature proteins by coagulation, by forming additive compounds, or by a combination of coagulation and additive processes. A compound that adds chemically to macromolecules stabilizes structure most effectively if it is able to combine with parts of two different macromolecules, an effect known as cross-linking.


title: Fixation (histology)

text: Fixation of tissue is done for several reasons. One reason is to kill the tissue so that postmortem decay (autolysis and putrefaction) is prevented.


title: Fixation (histology)

text: Fixation preserves biological material (tissue or cells) as close to its natural state as possible in the process of preparing tissue for examination. To achieve this, several conditions usually must be met.


title: Fixation (histology)

text: First, a fixative usually acts to disable intrinsic biomolecules—particularly proteolytic enzymes—which otherwise digest or damage the sample.


title: Fixation (histology)

text: Second, a fixative typically protects a sample from extrinsic damage. Fixatives are toxic to most common microorganisms (bacteria in particular) that might exist in a tissue sample or which might otherwise colonize the fixed tissue. In addition, many fixatives chemically alter the fixed material to make it less palatable (either indigestible or toxic) to opportunistic microorganisms.


title: Fixation (histology)

text: Finally, fixatives often alter the cells or tissues on a molecular level to increase their mechanical strength or stability. This increased strength and rigidity can help preserve the morphology (shape and structure) of the sample as it is processed for further analysis.


title: Fixation (histology)

text: Even the most careful fixation does alter the sample and introduce artifacts that can interfere with interpretation of cellular ultrastructure. A prominent example is the bacterial "mesosome", which was thought to be an organelle in gram-positive bacteria in the 1970s, but was later shown by new techniques developed for electron microscopy to be simply an artifact of chemical fixation. Standardization of fixation and other tissue processing procedures takes this introduction of artifacts into account, by establishing what procedures introduce which kinds of artifacts. Researchers who know what types of artifacts to expect with each tissue type and processing technique can accurately interpret sections with artifacts, or choose techniques that minimize artifacts in areas of interest.


title: Fixation (histology)

text: Fixation is usually the first stage in a multistep process to prepare a sample of biological material for microscopy or other analysis. Therefore, the choice of fixative and fixation protocol may depend on the additional processing steps and final analyses that are planned. For example, immunohistochemistry uses antibodies that bind to a specific protein target. Prolonged fixation can chemically mask these targets and prevent antibody binding. In these cases, a 'quick fix' method using cold formalin for around 24 hours is typically used. Methanol (100%) can also be used for quick fixation, and that time can vary depending on the biological material. For example, MDA-MB 231 human breast cancer cells can be fixed for only 3 minutes with cold methanol (-20 °C). For enzyme localization studies, the tissues should either be pre-fixed lightly only, or post-fixed after the enzyme activity product has formed.


title: Fixation (histology)

text: There are generally three types of fixation processes depending on the sample that needs to be fixed:


title: Fixation (histology)

text: Heat fixation: Heat Fixation is used for the fixation of single cell organisms, most commonly bacteria and archaea. The organisms are typically mixed with water or physiological saline which helps to evenly spread out the sample. Once diluted, the sample is spread onto a microscope slide. This diluted bacteria sample is commonly referred to as a smear after it is placed on a slide. After a smear has dried at room temperature, the slide is gripped by tongs or a clothespin and passed through the flame of a Bunsen burner several times to heat-kill and adhere the organism to the slide. A microincinerating device can also be used. After heating, samples are typically stained and then imaged using a microscope. Heat fixation generally preserves overall morphology but not internal structures. Heat denatures the proteolytic enzyme and prevents autolysis. Heat fixation cannot be used in the capsular stain method as heat fixation will shrink or destroy the capsule (glycocalyx) and cannot be seen in stains.


title: Fixation (histology)

text: Immersion: Immersion can be used to fix histological samples from a single cell to an entire organism. The sample of tissue is immersed in fixative solution for a set period of time. The fixative solution must have a volume at least 10 times greater than the volume of the tissue. In order for fixation to be successful, the fixative must diffuse throughout the entire tissue, so tissue size and density, as well as type of fixative must be considered. This is a common technique for cellular applications, but can be used for larger tissues as well. Using a larger sample means it must be immersed longer for the fixative to reach the deeper tissue.


title: Fixation (histology)

text: Perfusion: Perfusion is the passage of fluid through the blood vessels or natural channels of an organ or organism. In tissue fixation via perfusion, the fixative is pumped into the circulatory system, usually through a needle inserted into the left ventricle. This can be done via ultrasound guidance, or by opening the chest cavity of the subject. The fixative is injected into the heart with the injection volume matching the typical cardiac output. Using the innate circulatory system, the fixative is distributed throughout the entire body, and the tissue doesn't die until it is fixed. When this method is used, a drainage port must also be added somewhere in the circulatory system to account for the addition of the volume of the fixative and buffer, this is typically done in the right atrium. The fixative is pumped into the circulatory system until it has replaced all of the blood. Using perfusion has the advantage of preserving morphology, but the disadvantages are that the subject dies and the volume of fixative needed for larger organisms is high, potentially raising costs. It is possible to decrease the necessary volume of fluid to perform a perfusion fixation by pinching off arteries that feed tissues not of interest to the research involved. Perfusion fixation is commonly used to image brain, lung, and kidney tissues in rodents, and is also used in performing autopsies in humans.


title: Fixation (histology)

text: In both immersion and perfusion fixation processes, chemical fixatives are used to preserve structures in a state (both chemically and structurally) as close to living tissue as possible. This requires a chemical fixative.


title: Fixation (histology)

text: Crosslinking fixatives act by creating covalent chemical bonds between proteins in tissue. This anchors soluble proteins to the cytoskeleton, and lends additional rigidity to the tissue. Preservation of transient or fine cytoskeletal structure such as contractions during embryonic differentiation waves is best achieved by a pretreatment using microwaves before the addition of a cross linking fixative.


title: Fixation (histology)

text: The most commonly used fixative in histology is formaldehyde. It is usually used as a 10% neutral buffered formalin (NBF), that is approx. 3.7%–4.0% formaldehyde in phosphate buffer, pH 7. Since formaldehyde is a gas at room temperature, formalin – formaldehyde gas dissolved in water (~37% w/v) – is used when making the former fixative. Formaldehyde fixes tissue by cross-linking the proteins, primarily the residues of the basic amino acid lysine. Its effects are reversible by excess water and it avoids formalin pigmentation. Paraformaldehyde is also commonly used and will depolymerize back to formalin when heated, also making it an effective fixative. Other benefits to paraformaldehyde include long term storage and good tissue penetration. It is particularly good for immunohistochemistry techniques. The formaldehyde vapor can also be used as a fixative for cell smears.


title: Fixation (histology)

text: Another popular aldehyde for fixation is glutaraldehyde. It operates similarly to formaldehyde, causing the deformation of proteins' α-helices. However glutaraldehyde is a larger molecule than formaldehyde, and so permeates membranes more slowly. Consequently, glutaraldehyde fixation on thicker tissue samples can be difficult; this can be troubleshot by reducing the size of the tissue sample. One of the advantages of glutaraldehyde fixation is that it may offer a more rigid or tightly linked fixed product—its greater length and two aldehyde groups allow it to 'bridge' and link more distant pairs of protein molecules. It causes rapid and irreversible changes, is well suited for electron microscopy, works well at 4 °C, and gives the best overall cytoplasmic and nuclear detail. It is, however, not ideal for immunohistochemistry staining.


title: Fixation (histology)

text: Some fixation protocols call for a combination of formaldehyde and glutaraldehyde so that their respective strengths complement one another.


title: Fixation (histology)

text: These crosslinking fixatives, especially formaldehyde, tend to preserve the secondary structure of proteins and may also preserve most tertiary structure.


title: Fixation (histology)

text: Precipitating (or "denaturing") fixatives act by reducing the solubility of protein molecules and often by disrupting the hydrophobic interactions that give many proteins their tertiary structure. The precipitation and aggregation of proteins is a very different process from the crosslinking that occurs with aldehyde fixatives.


title: Fixation (histology)

text: The most common precipitating fixatives are ethanol and methanol. They are commonly used to fix frozen sections and smears. Acetone is also used and has been shown to produce better histological preservation than frozen sections when employed in the Acetone Methylbenzoate Xylene (AMEX) technique.


title: Fixation (histology)

text: Protein-denaturing methanol, ethanol and acetone are rarely used alone for fixing blocks unless studying nucleic acids.


title: Fixation (histology)

text: Acetic acid is a denaturant that is sometimes used in combination with the other precipitating fixatives, such as Davidson's AFA. The alcohols, by themselves, are known to cause considerable shrinkage and hardening of tissue during fixation while acetic acid alone is associated with tissue swelling; combining the two may result in better preservation of tissue morphology.


title: Fixation (histology)

text: The oxidizing fixatives can react with the side chains of proteins and other biomolecules, allowing the formation of crosslinks that stabilize tissue structure. However they cause extensive denaturation despite preserving fine cell structure and are used mainly as secondary fixatives.


title: Fixation (histology)

text: Osmium tetroxide is often used as a secondary fixative when samples are prepared for electron microscopy. (It is not used for light microscopy as it penetrates thick sections of tissue very poorly.)


title: Fixation (histology)

text: Potassium dichromate, chromic acid, and potassium permanganate all find use in certain specific histological preparations.


title: Fixation (histology)

text: Mercurials such as B-5 and Zenker's fixative have an unknown mechanism that increases staining brightness and give excellent nuclear detail. Despite being fast, mercurials penetrate poorly and produce tissue shrinkage. Their best application is for fixation of hematopoietic and reticuloendothelial tissues. Also note that since they contain mercury, care must be taken with disposal.


title: Fixation (histology)

text: Picrates penetrate tissue well to react with histones and basic proteins to form crystalline picrates with amino acids and precipitate all proteins. It is a good fixative for connective tissue, preserves glycogen well, and extracts lipids to give superior results to formaldehyde in immunostaining of biogenic and polypeptide hormones However, it causes a loss of basophils unless the specimen is thoroughly washed following fixation.


title: Fixation (histology)

text: Hepes-glutamic acid buffer-mediated organic solvent protection effect (HOPE) gives formalin-like morphology, excellent preservation of protein antigens for immunohistochemistry and enzyme histochemistry, good RNA and DNA yields and absence of crosslinking proteins.


title: Robin Söderling

text: Robin Bo Carl Söderling (; born 14 August 1984) is a Swedish former professional tennis player. He reached a career-high Association of Tennis Professionals (ATP) world No. 4 singles ranking on 15 November 2010. His career highlights include reaching two consecutive finals at the French Open in 2009 and 2010, and an ATP World Tour Masters 1000 title at the 2010 Paris Masters. He was the first player to defeat Rafael Nadal at the French Open. Söderling played his last professional match at only age 26 after contracting a lingering bout of mononucleosis.


title: Robin Söderling

text: Söderling began playing tennis at the age of five. He made his first steps in international tennis in November 1998 in Luxembourg when at the age of 14 he played his first official junior tournament, losing the opening match to Fred Hemmes Jr.


title: Robin Söderling

text: Söderling came to prominence at the 2009 French Open, where he became the first player to defeat Rafael Nadal at the tournament, and the only one to achieve it until Novak Djokovic in 2015. Nadal had previously never lost at the tournament since his debut in 2005 and was the four-time defending champion. Söderling subsequently advanced to the final, defeating two-time semi-finalist Nikolay Davydenko in the quarterfinals and Fernando González in five sets in the semifinals en route before being defeated by Roger Federer in the final.


title: Robin Söderling

text: Söderling reached a second successive French Open final in 2010. He defeated defending champion Federer in the quarterfinals, which ended Federer's record streak of 23 consecutive Grand Slam semifinals. Söderling won the semifinal in five sets against Tomáš Berdych before losing in straight sets to Rafael Nadal in the final.


title: Robin Söderling

text: Following injuries and illness, Söderling had not played a tour-level match since he won the 2011 Swedish Open in July 2011, (at which time he was ranked No. 5 in the world, was only 26 years old and was ranked inside the Top 5 for more than 50 consecutive weeks) until his retirement in 2015. He has become active in tennis administration as a tournament director at the Stockholm Open in 2014 and 2015 and produced his own brand of premium tennis gear since 2013.


title: Robin Söderling

text: In his first full year in the junior tour (2000), he achieved four tournament victories and in 2001 attained three more titles in the juniors including the prestigious Orange Bowl, which he won without dropping a set. In the same year, Söderling achieved No. 4 in the year-end ranking.


title: Robin Söderling

text: As a junior Söderling reached as high as No. 2 in the world in singles in 2002 (and No. 11 in doubles).


title: Robin Söderling

text: Söderling turned pro in 2001, but only played 2 tour-level matches. He played in his first ATP tournament in Stockholm, winning his first match 6–3, 6–3 against Ramón Delgado.


title: Robin Söderling

text: Söderling tried to make his name known in the men's circuit in 2002, playing five more ATP tournaments and the second round of the US Open. In the Challenger circuit, he achieved a 20–7 record, and he played in the US Open Junior tournament where he reached the final.


title: Robin Söderling

text: In 2003 the transition to the main tour was completed as he reached the third round at Wimbledon (coming from the qualifying rounds) and reached an ATP final in Stockholm (losing a decisive tie-break there), earning the year-end ranking of 86.


title: Robin Söderling

text: Robin's first ATP title came in 2004 at the Lyon where he beat Belgian Xavier Malisse in the final. He also made the final at Marseille. By the end of the year, Söderling climbed into the world's top 50 in the rankings.


title: Robin Söderling

text: Söderling suffered his first serious injury in 2005, eventually resulting in a knee operation in March. But even though not fit to play many tournaments, he managed to win another title – in Milan (defeating Radek Štěpánek in the final). After a mediocre and injury troubled season from there on, Söderling reached the third round in the US Open before going through another surgery.


title: Robin Söderling

text: Returning in 2006, he bounced back from 100th place in the Indesit ATP rankings to top 50 within three months, even though knee and shoulder injuries still prevented him from playing at his best. He helped the Swedish team with two wins to keep its World Group Davis Cup spot in a play-off in Brazil. During this he earned sufficient ATP points to finish at a then career-high ranking of No. 25 in the world.


title: Robin Söderling

text: In 2007 Söderling made it to the round of 32 at Wimbledon, where he lost to Rafael Nadal in a five-set match. He caused much controversy on the court when he exchanged mocking behaviour with Nadal, tugging on his shorts in the manner Nadal is known for after growing tired of Nadal's slow play at the beginning of the 5th. Söderling did not make it to an ATP final for the first time in five years in 2007, however, he turned out consistent results throughout the year. He missed the last 3 months of the main tour due to a left wrist injury. Söderling missed the Australian Open due to injury. The first tournament he entered in 2007 was the Open 13 Marseille, where he reached the quarterfinals. He then reached the final of the ABN AMRO World Tennis Tournament (Rotterdam), finishing runner-up to Michaël Llodra in the final, 7–6, 2–6, 6–3. The next week he reached another final at the Regions Morgan Keegan Championships in Memphis, U.S. He beat top seed Andy Roddick in the tournament along the way to the final. However, he lost another final in two weeks as he finished runner-up to unseeded Steve Darcis, 3–6, 6–7.


title: Robin Söderling

text: At the 2008 World Team Cup in Düsseldorf on clay, he was undefeated in four singles and four doubles matches. He became only the third player in the history of that event to accomplish that feat since John McEnroe in 1984 and Fernando González in 2003. Winning all of his matches there, he led the Swedish team to victory. In late May he reached the 3rd round in the French Open where he lost against home player Julien Benneteau. At Wimbledon, he lost to Roger Federer in the round of 64 in three straight sets. After disappointing results in both the Beijing Olympics and the US Open, Söderling decided to break up with his trainer Peter Carlsson. He took on former Swedish world number 2 Magnus Norman as support until he appointed a new trainer. With the help of Norman, Robin reached his third final of the year in his native Sweden at Stockholm, but lost to David Nalbandian in a tough match, 2–6, 7–5, 3–6. Three weeks later Söderling finally clinched a final win for his first title in 3 years, and the second on the particular venue, at the Lyon tournament, defeating Julien Benneteau in three sets, 6–3, 6–7, 6–1. On his way to the final he recorded wins over top seed Andy Roddick in the quarterfinals, as well as the French number one Gilles Simon in the semi, both ranked in the top 10 ATP South African Airways ranking. With that, Söderling himself climbed as high as No. 18 in the rankings, a new career-best. He finished the year with a then career-high ranking of No. 17. On 4 November he announced that Magnus Norman would be his trainer starting right after his vacation.


title: Robin Söderling

text: With his new trainer, Söderling started the 2009 ATP World Tour at the Brisbane International. He lost in the quarterfinals against Radek Štěpánek, who eventually won the tournament. Söderling then participated in the Heineken Open where he lost in the semifinals against Juan Martín del Potro, again losing to the eventual champion. He was seeded 16th at the 2009 Australian Open and lost to an unseeded former finalist Marcos Baghdatis in the second round.


title: Robin Söderling

text: Despite playing well and winning the Challenger in Sunrise, Söderling suffered from injuries mixed with poor results for over two months. He finally won consecutive matches for the first time on the ATP tour since the Australian Open at the Rome Masters, before falling to world No. 1 Rafael Nadal in a controversial match 1–6, 0–6 in the third round. Following another third round exit at the Madrid Masters against Roger Federer, Söderling next competed at the ARAG World Team Cup in Düsseldorf, as part of the Swedish contingent. Although Sweden lost, Söderling defeated Gilles Simon and Rainer Schüttler, the latter 6–0, 6–0.


title: Robin Söderling

text: At the French Open, Söderling, seeded 23rd, reached the fourth round of a Grand Slam for the first time after defeating Kevin Kim, Denis Istomin, and David Ferrer. This set up a match with four-time defending champion Rafael Nadal. He scored the biggest upset of the year beating Nadal and ending the latter's record 31-match winning streak at Roland Garros. Women's tennis legend Martina Navratilova described the match as one of the greatest upsets in tennis history. His 6–2, 6–7, 6–4, 7–6 victory over the reigning world No. 1 made Söderling one of only two people (the other being Novak Djokovic in 2015 and 2021) to beat Nadal at the French Open and in a best of five-set match on clay. Two days later, Söderling defeated Nikolay Davydenko to reach his maiden major semifinal. Söderling made his first Grand Slam final, beating Fernando González 6–3, 7–5, 5–7, 4–6, 6–4 after having been down 0–30 and 1–4 in the final set, then reeling off the final five games of the set and match. Söderling lost the final to Federer 1–6, 6–7, 4–6; however, his ranking was elevated to 12th in the world, a then career high.


title: Robin Söderling

text: Söderling was seeded 13th at the Wimbledon Championships, his next event. He reached the fourth round for the first time in his career, defeating Gilles Müller, Marcel Granollers, and Nicolás Almagro on the way there. Söderling set up another match with Federer, a five-time champion at Wimbledon; though Federer defeated him again, 4–6, 6–7, 6–7, Söderling was only broken once in the match.


title: Robin Söderling

text: After Wimbledon, Söderling returned to his native country to play at the Collector Swedish Open. As the number two seed, he received a first-round bye. He defeated Kristof Vliegen 6–2, 6–3 in the second round, and won his quarterfinal match against Nicolás Almagro 7–5, 6–3. Söderling reached the final by defeating fellow countryman, Andreas Vinciguerra, 6–1, 7–6. There, he beat Juan Mónaco 6–3, 7–6 for the title, becoming the first Swede since his coach Magnus Norman (in 2000) to win the singles title at the Swedish Open. This was Söderling's first outdoor title, as well as his first title on a surface other than indoor hardcourt. As a result of his win, Söderling moved up to 11th in the world.


title: Robin Söderling

text: Söderling then participated in the International German Open but lost in the third round to Nicolás Almagro. This was Söderling's first loss to a player other than Federer since the Rome Masters in late April, where he lost to Rafael Nadal.


title: Robin Söderling

text: Moving to the U.S. hard court season, Söderling started at the Legg Mason Tennis Classic but had to pull out in the quarterfinals due to an elbow injury which forced Söderling to withdraw from the Canada Masters as well. Returning to the scene at Cincinnati Masters, he lost in the first round to former world No. 1 Lleyton Hewitt.


title: Robin Söderling

text: Söderling was seeded 12th at the US Open and advanced to the quarterfinals for the first time at Flushing Meadows after defeating notable opponents such as Albert Montañés, Marcel Granollers, in form American 22nd seed Sam Querrey and 8th seed Nikolay Davydenko. En route to the quarterfinals, Söderling had a bit of luck on the fact that two of his opponents retired, including the Russian, who retired when Söderling led 7–5, 3–6, 6–2. Söderling went on to face five-time defending champion and 1st seed Roger Federer for the fourth time this year (three of them in a Grand Slam event). Söderling was defeated by Federer 0–6, 3–6, 7–6, 6–7. This was the second time in the pair's 12 meetings that Söderling took a set against Federer.


title: Robin Söderling

text: In Davis Cup Playoffs, he helped in achieving a 3–2 win over Romania and a chance for Sweden to compete in the 2010 Davis Cup by clinching a 7–5, 6–1, 6–0 victory over world No. 28 Victor Hănescu.


title: Robin Söderling

text: After US Open, he reached the semifinals in both Malaysian Open and China Open before the Shanghai Masters where he officially made it into the top 10 for the first time, notably beating fifth seed Jo-Wilfried Tsonga 6–3, 6–3. However, he was upset in the quarterfinals by Feliciano López 6–7(4), 3–6. Söderling was the No. 1 seed at the Stockholm Open but due to an elbow injury had to retire in the semifinals. Though not a serious injury, Söderling retired from the Valencia Open 500 tournament as well. At the moment No. 9 on the ATP Race to London, Söderling needed a big performance in BNP Paribas Masters to reach the ATP World Tour Finals. He started strong against Ivo Karlović, winning in straight sets, 6–4, 7–6, and beat 6th seed Davydenko in the third round, 6–3, 3–6, 6–4. Söderling lost his chance of qualifying to the ATP World Tour Finals, however, when 3rd seed Novak Djokovic was too strong in the quarterfinals and was defeated three sets, 4–6, 6–1, 3–6.


title: Robin Söderling

text: However, Söderling qualified as the first reserve for the finals when American Andy Roddick withdrew due to an injury sustained in Shanghai. Söderling was drawn into a group comprising Rafael Nadal, Novak Djokovic and Nikolay Davydenko. He made an impressive start, beating Nadal in his first round-robin match 6–4, 6–4. He followed that up with a 7–6, 6–1 win over Djokovic. He was then assured a place in the semi-finals of this year-end championships. However, he lost to Nikolay Davydenko 6–7, 6–4, 3–6 in his third and final round-robin match. Despite this, he became the winner of his group (group B) and set up a semifinal clash with US Open champion Juan Martín del Potro who defeated him 6–7, 6–3, 7–6. Söderling finished the year ranked No. 8, a new career-best.


title: Robin Söderling

text: 2010 proved to be Söderling's most successful year to date. He reached No. 4 in the world (career-best) and finished the year as a Top 5 player. He repeated last year's success at Roland Garros by reaching a second successive final and winning his first Masters 1000 crown.


title: Robin Söderling

text: Söderling made his 2010 debut at the Capitala World Tennis Championship, an exhibition tournament in Abu Dhabi. He started in the quarterfinals, defeating Stanislas Wawrinka, 7–6, 7–6. Söderling then came back from a set and break down to defeat Roger Federer 6–7, 7–6, 6–2. Although generally reported in the media as being the first time Söderling had defeated Federer in 13 attempts, as an exhibition it remains an unofficial match that does not count on record. Söderling faced Rafael Nadal in the final, but was defeated 6–7, 5–7.


title: Robin Söderling

text: Söderling then headed to Chennai, India to participate in the Aircel Chennai Open where he was the 1st seed but lost in the first round to American Robby Ginepri.


title: Robin Söderling

text: Robin Söderling was seeded 8th but lost in the first round of the Australian Open to unseeded Spaniard Marcel Granollers despite being up 2 sets to love, 7–5, 6–2, 4–6, 4–6, 2–6.


title: Robin Söderling

text: Söderling received a wildcard to the ABN AMRO World Tennis Tournament and was seeded 3rd. He won his first ATP match of the year defeating Florent Serra 4–6, 6–4, 6–1 in the first round and went on to win the tournament, when, leading 6–4, 2–0 against Mikhail Youzhny, Youzhny retired with a hamstring injury, becoming Söderling's then-biggest tournament win (in terms of point size).


title: Robin Söderling

text: Söderling was the first seed at the Open 13 in Marseille but lost in the quarterfinals to eventual champion Michaël Llodra 6–7, 4–6. He won both his singles ties against Argentina in Davis Cup, though Sweden lost eventually 2–3. Söderling was seeded sixth at the 2010 BNP Paribas Open, losing in the semifinals to seventh seed Andy Roddick after a three-set match, 4–6, 6–3, 3–6. Seeded fifth in the 2010 Sony Ericsson Open, Söderling was once again eliminated in the semifinals, this time by Tomáš Berdych 2–6, 2–6.


title: Robin Söderling

text: After good results in the U.S., Robin returned to Europe for the clay-court season but had to pull out of 2010 Monte-Carlo Rolex Masters due to an overstrained knee. His clay-court season got underway at the 2010 Barcelona Open Banco Sabadell where he reached the final after victories over Juan Ignacio Chela, Feliciano López, Eduardo Schwank and Thiemo de Bakker. He fell to 5th seed Fernando Verdasco in three sets.


title: Robin Söderling

text: Söderling had a dip in form after poor results in both Rome Masters and Madrid Masters winning just one match against Paolo Lorenzi in Rome. His final tournament before Roland Garros was Open de Nice Côte d'Azur where he was the first seed. There, after receiving a bye in the first round, he fell in the second round as Olivier Rochus upset the Swede 6–2, 4–6, 4–6.


title: Robin Söderling

text: Söderling was seeded 5th at the French Open where he defeated Federer for the first time in his career in a tour-level match in the quarterfinals. Söderling's victory snapped Federer's streak of 23 consecutive semifinal appearances in Grand Slam tournaments and marked the second consecutive year that Söderling defeated the defending French Open champion. In the semifinals, he defeated the 15th seed Tomáš Berdych 6–3, 3–6, 5–7, 6–3, 6–3 to reach his second consecutive French Open final. By this win, Söderling guaranteed himself a then career-high ranking of world No. 6. Söderling faced Rafael Nadal in the final and could not stop the Spaniard as he fell 4–6, 2–6, 4–6.


title: Robin Söderling

text: After another successful run at Roland Garros, Söderling entered the Wimbledon Championships as the sixth seed where he lost, in the quarterfinals, to eventual champion Rafael Nadal 6–3, 3–6, 6–7, 1–6. Despite the loss, he cracked into the top 5 for the first time in his career.


title: Robin Söderling

text: Returning to his native country for the first time since the Davis Cup tie in March, Söderling was seeded top at the Swedish Open; a tournament that he won the previous year. He lost in the final against Nicolás Almagro, 5–7, 6–3, 2–6.


title: Robin Söderling

text: After a three-week hiatus from competition, Söderling started off his U.S. hard court season with the ATP World Tour Masters 1000 event Canadian Open where he was seeded 5th, but was defeated by Argentine David Nalbandian 6–4, 4–6, 1–6 in the third round.


title: Robin Söderling

text: At the Western & Southern Financial Group Masters, Söderling was again the 5th seed and received a bye into the second round where he defeated Lleyton Hewitt 4–6, 6–3, 7–5. He lost in the third round to Andy Roddick.


title: Robin Söderling

text: Entering the final Grand Slam event of the year, Söderling was seeded 5th at the US Open. He defeated qualifier Andreas Haider-Maurer in a tough five-set opening round. In the second round, Söderling beat Taylor Dent with ease 6–2, 6–2, 6–4. He then played Thiemo de Bakker in the third round, and won comfortably in straight sets 6–2, 6–3, 6–3. He came through Albert Montañés in four sets to set up a quarterfinal showdown with Roger Federer, but could not stop the Swiss maestro as he lost 4–6, 4–6, 5–7 in tough conditions. He then went back to Sweden to compete in the Davis Cup, where Sweden retained their World Group status as they outmatched Italy.


title: Robin Söderling

text: Traveling to Asia for the Asian swing, Söderling had three quarterfinal showings. First at the Proton Malaysian Open in Kuala Lumpur, and then at the China Open in Beijing. He competed in Shanghai for the Shanghai Rolex Masters, where he maintained his consistency, beating Janko Tipsarević 6–3, 7–6(5), and David Ferrer 7–5, 6–4. He lost to Federer in the quarterfinals 1–6, 1–6.


title: Robin Söderling

text: Back in Stockholm, competing at the If Stockholm Open, he reached the quarterfinals after bowing out to eventual runner up Florian Mayer. Though a disappointing week for the Swede, he ensured his place in the ATP World Tour Finals as he became the 5th player to qualify.


title: Robin Söderling

text: After a semifinal spot in Valencia, Söderling traveled to Paris to compete at the BNP Paribas Masters. Receiving a bye to the 2nd round, Söderling defeated Gilles Simon 6–4, 6–0. Up next was Stanislas Wawrinka, 7–6, 6–3. In the quarterfinals, Söderling won over Andy Roddick, also in straight sets 7–5, 6–4. Söderling then saved three match points in beating Michaël Llodra to reach his first Masters 1000 final and won the championship by defeating Gaël Monfils (who had also saved 5 match points in his semi-final against Roger Federer) in the final 6–1, 7–6. He became the first Swedish player to win Paris Masters since Thomas Enqvist in 1996, and the first Swedish winner of a Masters 1000 since Enqvist won Cincinnati in 2000. With the win, he ensured a career-high ranking of No. 4 by overtaking Andy Murray.


title: Robin Söderling

text: Söderling's final tournament of the year was at the ATP World Tour Finals where he failed to progress through the group stage, winning one match against David Ferrer and losing to Andy Murray and Roger Federer. He finished the year as world No. 5, a career-best.


title: Robin Söderling

text: Söderling and coach Magnus Norman decided on 1 December 2010 that they will not continue their collaboration.


title: Robin Söderling

text: He started 2011 with a new coach at his side, he finished third at the exhibition in Abu Dhabi. Söderling's first ATP World Tour tournament of the year was Brisbane International where he defeated Ryan Harrison, Michael Berrer, Matthew Ebden and Radek Štěpánek en route to the final. Söderling went on to win the tournament without dropping a set and only broken once, winning against Andy Roddick 6–3, 7–5 in the final. This elevated his ranking back to No. 4 in the world, improving his seeding for the Australian Open.


title: Robin Söderling

text: Söderling reached the fourth round at the Australian Open, a career-best. As the fourth seed, he made his way to that without dropping a set, before being defeated in five sets by the unseeded Alexandr Dolgopolov.


title: Robin Söderling

text: Returning to Europe, he defended his title at the ABN AMRO World Tennis Tournament in Rotterdam. This was Söderling's second title of the year and eighth of his career. This also marked the first time he defended a title.


title: Robin Söderling

text: After success in Rotterdam, he traveled to Marseille for the Open 13. As the first seed, he defeated Nicolas Mahut, Michaël Llodra and Dmitry Tursunov en route to a second final in two weeks. There he faced Marin Čilić and after losing the first set, he came back, eventually winning 6–7, 6–3, 6–3. This was Söderling's third title of the year and 9th of his career.


title: Robin Söderling

text: After helping Sweden win the Davis Cup tie against Russia, Söderling had a dip in form spanning from early March to the beginning of May, only getting past the third round once in four events. Due to the lack of form, Söderling opted to split with his coach Claudio Pistolesi, only five months into the partnership. Days later, Fredrik Rosengren was appointed as the new coach of Söderling.


title: Robin Söderling

text: At the Madrid Masters, Söderling saw off Santiago Giraldo and Jo-Wilfried Tsonga to set up a quarterfinal matchup with Roger Federer which he lost 6–7, 4–6.


title: Robin Söderling

text: In the first round of the Rome Masters, Söderling survived a scare as he saved 3 match points en route to defeating Fernando Verdasco 2–6, 7–5, 6–4. After winning 6–3, 3–6, 6–4 against Nicolás Almagro, he faced Novak Djokovic in the quarterfinals which he lost 3–6, 0–6.


title: Robin Söderling

text: At the French Open, Söderling was seeded 5th and beat Ryan Harrison in the first round 6–1, 6–7, 6–3, 7–5. Harrison was up 5–4 in the fourth set, within one game of forcing a fifth and deciding set, but ceded the final three games, the fourth set, and ultimately the match to Söderling. Söderling then plowed through Albert Ramos, Leonardo Mayer and Gilles Simon without losing a set to land himself a quarterfinal showdown with world No. 1 Rafael Nadal. Söderling's hopes of repeating his 2009 upset of the Spaniard proved futile, as he was swept off the court in straight sets.


title: Robin Söderling

text: At the Wimbledon Championships, Söderling (seeded fifth) defeated Philipp Petzschner of Germany in the first round, coming up against one-time Wimbledon champion Lleyton Hewitt in the second. Hewitt won the first two sets 7–6, 6–3, but Söderling fought back, snatched a couple of well-timed service breaks, ultimately going through to the third round after winning the last three sets 7–5, 6–4, 6–4. In the third round, however, Robin Söderling, troubled by a bad stomach, lost to Bernard Tomic of Australia 1–6, 4–6, 5–7.


title: Robin Söderling

text: After Wimbledon, Söderling announced that he would not take part in Sweden's Davis Cup fixture against reigning champions Serbia, preparing instead for the Swedish Open. He did not drop a single set in the entire tournament. He rolled past world No. 8 Tomáš Berdych in the semifinal (6–1, 6–0) and world No. 6 David Ferrer in the final (6–2, 6–2) for his fourth title of the year, and his last tour-level match to date.


title: Robin Söderling

text: Due to a wrist injury, Söderling was forced to withdraw from the back-to-back hardcourt Masters tournaments in Montreal and Cincinnati. He was also diagnosed with mononucleosis, an illness that forced him to withdraw from the US Open at the last minute. He had been slated to play Louk Sorensen of Ireland in the first round. With the illness continuing to hamper his progress, he decided to take yet more time out, withdrawing for the rest of the season, including the 2012 Australian Open.


title: Robin Söderling

text: Söderling only managed to play 14 tournaments in the first half of 2011 and finished the year with a 38–9 record and four titles.


title: Robin Söderling

text: Due to his ongoing recovery from illness, Söderling announced that he would miss the start of the 2012 season, including the Australian Open, and the French Open. He remained absent for the Indian Wells Masters, the first Masters tournament of the year. He later confirmed that he would be absent until at least after the Olympic Games and in July 2012, he dropped out of the ATP rankings due to having not competed for 12 months.


title: Robin Söderling

text: Söderling was absent from the tour in 2013. In September he launched a new range of tennis balls under the brand 'RS-Tennis'.


title: Robin Söderling

text: Söderling continued to be absent from the tour in 2014. During the year he produced and released more types of tennis gear for RS-Tennis and became the tournament director of the Stockholm Open.


title: Robin Söderling

text: 2015 was Söderling's last year of his professional tennis career to date, although he was still absent from the tour. Throughout the year he produced and released more types of tennis gear for RS-Tennis. On 23 December, Söderling announced his retirement from professional tennis, after over four years of not playing a single ATP-level match due to mononucleosis. He also suffered from persistent anxiety and panic attacks, which he stated began in July 2011; Söderling announced he was "completely healed" in July 2020.


title: Robin Söderling

text: In 2016, Söderling announced his intention to return to professional tennis, as he had said a few years earlier that he planned to have a very, very long career. He also stepped down as the tournament director of the Stockholm Open to Simon Aspelin.


title: Robin Söderling

text: After a period spent coaching fellow Swede Elias Ymer, Söderling captained the Swedish 2021 Davis Cup Finals team.


title: Robin Söderling

text: Söderling is an offensive baseliner who was known for his competitive drive and powerful game. His serve was heavy, reaching speeds up to 230 km/h (143 mph), although it could sometimes lack precision, leading him to struggle against strong returners like Novak Djokovic and Andy Murray. He could overpower almost all of his opponents and possessed a good return game. He has accurate and powerful groundstrokes off both wings; his forehand was regarded as one of the most lethal in the game, and he also possesses a dangerously accurate two-handed backhand that can also produce winners with sharp angles although with less speed than his forehand. Most of his success came on faster surfaces (fast indoor courts; hard and carpet), although his best Grand Slam results came at the French Open; likely due to the heavy conditions and slowness of the clay which allowed him more time to set up his powerful shots.


title: Robin Söderling

text: Many people praised Söderling for his game, saying he was a Grand Slam contender and stable top-10 player, though his mental strength and lack of consistency were weaknesses. In latter years, his mental strength improved and this raised the consistency of his game; much of this was attributed to the influence of his coach, former world No. 2 and 2000 French Open finalist Magnus Norman.


title: Robin Söderling

text: Söderling wore Lotto clothing and used the Head Pro Tour 630 racquet under various paint jobs throughout his career.


title: Dawson College shooting

text: The Dawson College shooting occurred on September 13, 2006, at Dawson College, a CEGEP located in downtown Montreal, Quebec, Canada. The perpetrator, Kimveer Singh Gill, began shooting outside the de Maisonneuve Boulevard entrance to the school, and moved towards the atrium by the cafeteria on the main floor. One victim died at the scene, while another 19 were injured, eight of whom were listed in critical condition, with six requiring surgery. The shooter later committed suicide, after being shot in the arm by a police officer. It was the third fatal school shooting in Montreal, after the École Polytechnique massacre in 1989 and the shooting spree at Concordia University in 1992.


title: Dawson College shooting

text: At 12:30 p.m. EDT, Gill parked his car on de Maisonneuve Boulevard near the college campus and was seen removing weapons from his trunk by bystanders. Gill briefly took a passerby hostage and forced him to carry a bag containing a fourth gun and additional ammunition. Gill opened fire at students outside on the steps of Dawson College at its rear entrance with a semi-automatic carbine, and the passerby fled the melee, leaving Gill's bag.


title: Dawson College shooting

text: Gill then entered the school and made his way to the cafeteria, almost directly ahead of the school entrance. He positioned himself in the corner of the building, near the microwave oven, and set his bag on the floor. He loaded a pistol, fired a shot into the floor and then shot students who were standing in front of him. He then raised his weapon and ordered the remaining students to lie down on the floor. He continued shooting at students until confronted by two police officers who had been visiting the school at the time regarding an unrelated incident. The police officers entered after hearing the gunfire, and rushed to the cafeteria. Additional police officers surrounded the campus. Confronted by police officers in the school cafeteria, Gill briefly took two more people hostage.


title: Dawson College shooting

text: He was shot in the arm by police officer Denis Côté and then committed suicide via a gunshot wound to the head at 12:48 EDT. The police officers attempted to resuscitate him, but failed. At 1:30 p.m., police officers dragged his body outside the building, covered it with a yellow bag, then continued the evacuation and the search for possible accomplices. Authorities concluded the attack was premeditated, after a short suicide note was found on Gill's body during the autopsy.


title: Dawson College shooting

text: The television network TVA reported that security camera footage from Place Alexis Nihon showed Gill staking out the area as far back as August 10, more than a month before the shootings.


title: Dawson College shooting

text: The police confirmed the death of one victim, an 18-year-old woman who was shot in the abdomen and died on the scene. Canadian newspapers later identified the woman as Anastasia Rebecca De Sousa.


title: Dawson College shooting

text: The Montreal Police Service later reported that 19 other people had been wounded. One victim, who was reportedly at Dawson College to visit friends, suffered two shots to the head. He underwent intensive surgery; the doctors removed one bullet, and he remained in a coma for one week after the shooting as doctors determined whether they should try to remove the second bullet. After two weeks on a ventilator, he emerged from the coma and was recovering.


title: Dawson College shooting

text: Police initially looked for as many as three suspects, but Montreal Police Chief Yvan Delorme later confirmed that there was only one shooter, who shot himself fatally on the scene. Many eyewitnesses described a man with a Mohawk hairstyle, wearing a black trenchcoat, black trousers with metal studs, and combat boots. The suspect carried three weapons, including a semi-automatic carbine.


title: Dawson College shooting

text: That evening, a Sûreté du Québec spokesperson confirmed to LCN TV reporters that the shooter was a 25-year-old male, born in Québec. Police found his car, a black Pontiac Sunfire, parked close to the school, and later searched the house where he lived with his mother, seizing a computer and other belongings.


title: Dawson College shooting

text: Around midnight on Wednesday, police confirmed to the media that the suspect was Kimveer Gill, a 25-year-old Laval resident, a graduate from Rosemere High School. An autopsy later revealed that Gill committed suicide after being hit in the arm by police officer Denis Côté's gunfire. It was revealed that Gill's actions were premeditated; a short suicide note was found on Gill's body.


title: Dawson College shooting

text: During a police search at Gill's home, an apology note to his family was found. In addition, police seized firearm accessories including holsters and manuals, including those of the firearm he used during attack; they also found a letter praising the actions of Columbine shooters Eric Harris and Dylan Klebold.


title: Dawson College shooting

text: Police cordoned off the campus area and swept the school for students left inside. Local radio reports placed the number of police vehicles at approximately 80 and up to 24 ambulances surrounded the building. Students and faculty were evacuated from the campus or left the vicinity of the shooting.


title: Dawson College shooting

text: Two shopping centres adjacent to Dawson, Place Alexis Nihon and Westmount Square, directly linked to the Atwater metro station, were evacuated and the green line of the Montreal Metro was shut down for several hours between Lionel-Groulx and McGill. The Pepsi Forum entertainment centre, opposite the eastern corner of Dawson, was open when many of the students came running into the premises moments after the shooting began. Shortly afterward, the Pepsi Forum went into lockdown under the directives of the Montreal Police. Eventually, one of the Forum's entrances onto St. Catherine Street re-opened under police/security guard to allow monitored access and egress.


title: Dawson College shooting

text: A large number of the evacuees were also directed to the nearby Concordia University, where the Concordia Student Union (CSU) is located. The CSU cancelled all remaining Orientation activities, and instead used its venues to temporarily shelter the evacuated Dawson students and provide them with food, water, blankets, and phones to reach other loved ones. A coordination team was put in place from the CSU, and the DSU used the Sir George Williams campus as a temporary crisis centre and offered counselling (psychologist, psychiatrist) to traumatized students and staff. Claude Dauphin (Mayor of the borough of Lachine and Vice-President of the City of Montreal executive committee) had a very close relationship with both of the student unions during the night of the events; Dauphin went to the CSU office's the night of the shooting to meet with both unions to inform them of what the city was doing, and to ask how he could help.


title: Dawson College shooting

text: Police reported that they needed a few days to process the crime scene. As a result, officials from Dawson College stated that the school would be closed until Monday, September 18, 2006, scheduled to open its doors at 11:00 a.m. and remain open until 7:00 p.m. and have an "Open House" feel to the day. Classes were scheduled to resume as usual on Tuesday, September 19, 2006.


title: Dawson College shooting

text: A follow-up study conducted by the McGill University Health Centre Research Institute found that 30% of Dawson students at the time of the shooting suffered mental health consequences including post-traumatic stress disorder, major depression, alcohol dependence, and social phobia, a level twice that found in the general population. Approximately 18% of respondents developed a mental health disorder despite never having had one before.


title: Dawson College shooting

text: Kimveer Gill was a 25-year-old Canadian born in Lachine, Quebec, Canada. His parents were of Punjabi descent, and moved to Saint-Laurent, Quebec from India in early 1981. The family later settled in the Fabreville area of Laval, Quebec in 1987. Kimveer attended Twin Oaks Elementary School in Laval from 1988 to 1993.