The response to the July 7th bombings was chaotic, and in ways that ought to have been preventable. The emergency services had no coherent plan in place to care for those who survived, the report suggests. But most crippling were the communication failures.
Police, ambulance workers and firefighters were unable to talk to each other underground; only the radios of the transport police worked in the tunnels. The emergency services had to reply on runners to pass information to and from disaster areas. Yet a report on a big fire at King's Cross tube station had drawn attention to precisely this problem in 1988.
Communications above ground were not much better. Rescue workers competed with bewildered bystanders for access to overloaded mobile-phone networks. The City of London Police, for its part, asked one wireless operator to favor certain rescue workers by limiting service for ordinary users. Earlier, a body headed by the Metropolitan Police had decided this was unnecessary.

Over time, this will take a heavy toll on teachers and students. It would be even more unfortunate if students were made the instruments of competition, and teaching and learning methods were reduced to mere strategies for coming out tops in the race.
Pupils have different potential and should rightly be provided with an environment where they can excel in areas they are good at by schools. However, the stress from examination and rankings comes from many sources, principals, teachers, parents, peers and even society.
Very often, they, will buckle from the pressure and put their interests aside to concentrate on schoolwork.
As a result, students who are members of the school's drama society do not watch theatre; students who are learning the violin do not attend concerts; and students who belong to the art society do not visit arts exhibitions...all for the simple reason that they can't afford the time.