The Need for Educators Essay Example for Free

The Need for Educators Essay The American Nurses Association (ANA) states nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations,† (ANA, 2012). However, what happens when there are not enough nurses to care for humanity? For many years now there has been a significant nurse shortage, rendering this topic the focus of myriad studies which scrutinize, analyze, and reanalyze the cause, effect, and solutions for this crisis (Webber, 1994). According to author, Hinshaw, (2001) â€Å"The shortage of nursing faculty is interwoven with the current national shortage of nurses,† (p. 1). The article, A Continuing Challenge: The Shortage of Educationally Prepared Nursing Faculty, highlights a number of factors which contribute to the shortage of nursing faculty, and the direct impact these influences have on the nationwide nursing shortage. There are several factors this article is successful in examining. Similar to the nursing shortage itself, the aging baby boomer population, now seeking retirement, is one of the main causes for increase in nursing faculty shortages (Hinshaw, 2001). Thus there is an exodus of retiring nursing professionals leaving the workforce and not enough new nurses to replace them, filling their positions. Additionally, this article brings to light an issue often neglected in realizing among nurses. â€Å"The other major problem is not only that nursing faculty are aging, but the average age for assistant professors is also increasing due to nurses entering academia later in their careers. This means that their time for potential productivity as leaders and scholars is being curtailed,† These issues necessitate an even higher demand for nursing faculty and an increase in availability for students within nursing education programs. Fang, Wilsey-Wisniewski, Bednash, (2006) assert that that over 40,000 qualified nursing applicants were turned away in the 2005-2006 academic year from baccalaureate nursing programs due to a lack of masters and doctoral qualified faculty, and that this number was increased over 9,000 from 32,000 qualified but rejected students from just two years earlier Hinshaw states. â€Å"Several other factors contribute to this dilemma: increased number of opportunities within the profession, along with non-competitive salaries in academia in relation to a major financial investment in doctoral education, and also the high expectations for academic positions,† (2001). Nurses who receive graduate and advanced practice degrees, possess the academic preparedness and credentials, which allow them more professional choices. Among these choices are administrative, entrepreneurial, clinical research, and academic positions. Furthermore, other nursing positions mentioned offer significantly higher financial compensation and render faculty salaries non-competitive, (Hinshaw, 2001). â€Å"The average annual salary for an associate professor of nursing with a masters degree is nearly 20 percent less that the average salary for a nurse practitioner with a masters degree, according to the 2007 salary survey by the journal ADVANCE for Nurse Practitioners† (Congress, 2009). Currently there are several strategies that have been reviewed, to alleviate the nursing shortage dilemma, for example; â€Å"Federal and private support for experienced nurses to enhance their education† (Hinshaw, 2001). In 2009, The Nurses Higher Education and Loan Repayment Act was established, offering a graduate degree loan repayment program with hopes for enticing nurses to become nurse educators. Such federal incentives are attempts to reduce the disparity of ratios between nurse educators and nursing students. Strategies for phasing and transitioning, has been another suggestion described in this article. â€Å"This author has found this a valuable strategy for retaining important expertise to have available to the junior faculty while showing respect (and remuneration) for the senior faculty involved,† (Hinshaw, 2001). One suggestion to propose would be more flexibility in scheduling for working nurses to continue their education. Many facilities desire their nurses to advance their studies, but fail to provide them with a more flexible schedule. This is a deterrent with many nurses and had been a large issue with me transitioning in going back to school. In final analysis, this article is thought provoking, and addresses key causes, effects, and possible strategies needed to resolve the nursing shortage dilemma. Numerous strategies are outlined in depth, and written in a clear, concise manner enabling full reader comprehension. Hinshaw encourages her audience to face the factors involved in this current nursing crisis, and for nursing professionals to consider the possible strategies they can participate in, and assist in implementing for this decade. It is important to inform the public of the issues that essentially effect everyone. Furthermore, educating the public, provides them with the information needed to make informed decisions when voting, and supporting certain health care policies.

History of Breast Cancer Identification and Treatment

History of Breast Cancer Identification and Treatment A City of Strings In the late 1970s, researchers at Standford and UCSF had invented a technology known as recombinant DNA. They founded a biotech company called Genentech in 1976 to leverage on this technology to develop new drugs. Genentech used Recombinant DNA technology to synthesize human proteins in bacteria cells instead of extracting proteins from animal and human organs. From 1982 to 1985, Genentech had manufactured many important drugs such as human insulin, a clotting factor to treat hemophilia, and a human growth hormone all engineered and produced in bacterial cells. In 1984, a team of researchers led by a German scientist named Axel Ullrich from Genentech discovered the human homolog of the neu gene, an oncogene previously discovered by Weinberg. In the summer of 1986, Ullrich told the story of the isolation of Her-2 at a UCLA seminar. Among the audience was a UCLA oncologist named Dennis Slamon. Slamon had a collection of cancer tissues from patients at UCLA. He proposed a simple collaboration to Ullrich. If Ullrich sent him the Her-2 DNA probes, Slamon could test his collection for cancer cells with hyperactive Her-2 genes. Ullrich agreed. Slamon tested Her-2 with his collection of cancer cells. He discovered that breast cancers could be divided into two types: Her-2 positive and Her-2 negative, depending on whether or not the cancer cells amplify Her-2 by making multiple copies. Her-2 positive tumors are more aggressive, more metastatic, and more likely to kill than Her-2 negative tumors. The association of Her-2 with an aggressive breast cancer prompted Ullrich to look for a drug to shut off the Her-2 function. In 1988, Genentech produced a mouse antibody that could inactivated Her-2 and sent it to Slamon. Slamon tested the antibody with cancer cells in a dish, the cancer cells stopped growing and died. When he injected the antibody into mice with Her-2 positive tumors, the tumors also disappeared. He concluded that the Her-2 inhibition worked in an animal model. Both Slamon and Ullrich expected Genentech to leap at the opportunity. But Genentech got cold feet and wanted to focus on simpler and more profitable drugs. Feeling dejected, Ullrich left Genentech, leaving Slamon alone at UCLA trying to keep the Her-2 project alive at Genentech. Eventually, Slamon and Art Levinson, a molecular biologist at Genentech, convinced a tiny entrepreneurial team to push ahead with the Her-2 project. In the summer of 1990, Genentech produced a human Her-2 antibody ready for clinical trials. They called it Herceptin. Fifteen women enrolled in Slamons trial at UCLA in 1992. The drug was combined with a standard chemotherapy drug, both delivered intravenously. Only five of the original cohort continued the trial to its six-month end point. One of them is Barbara Bradfield. She had told Slamon that she was at the end of the road and had accepted what seemed inevitable, when Slamon tried to enroll her in the trial in the summer of 1991. She survives today. Drugs, Bodies, and Proof By the summer of 1993, news of the Herceptin early phase trial had spread through the community. Her-2 positive breast cancer is one of the most fatal variants of the disease, and patients will try any therapy that could produce a positive response. Cancer activist urged the release of the drug to patients who had failed other therapies. These patients, they argued, could not wait for the drug to undergo the long periods of clinical trial; they wanted a life saving medicine now. For Genentech, Herceptin had not been approved by the FDA. Genentech wanted carefully executed early phase trials. Marti Nelson, a gynecologist in California, had breast cancer when she was 33 in 1987. In 1993, six years after her initial surgery, her cancer had relapsed. She wanted to test the tumor for Her-2 sensitivity, but her HMO insisted that the test was useless because Herceptin was in investigational trials. In the summer of 1993, she contacted the Breast Cancer Action (BCA) project for help. Working through its activist networks, BCA asked several laboratories to test Nelsons tumor. In October 1994, the tumor was found to be Her-2 positive. She would be an ideal candidate for the drug. But the news came too late. She died nine days later. On December 4, 1994, a group of women from the BCA staged a funeral procession for Nelson through the Genentech campus. Unable to silence the activists, Genentech joined them. In 1995, Genentech agreed to provide an expanded access program for Herceptin, allowing oncologist to treat patients outside clinical trials. Trial Results On May 17, 1998, Slamon reported the results of the clinical trial at the 34th meetings of the American Society of Clinical Oncology in Los Angeles. In the pivotal 648 study, 469 women had received standard chemotherapy and were randomized to receive either Herceptin or a placebo. Women treated with Herceptin had shown a clear a measurable benefit. Response rates had increased by 150 percent, shrinking more tumors, and extending lives by four to five months compared to the control arm. In 2003, two studies were launched to test Herceptin in early stage breast cancer. When the trials were combined, overall survival in women treated with Herceptin was increased by 33 percent. A Four-Minute Mile In 1973, Janet Rowley identified a unique chromosomal aberration in chronic myeloid leukemia (CML) cells. The abnormality, the so-called Philadelphia chromosome, resulted from a translocation in which the head of chromosome 22 and the tail of chromosome 9 had been fused to create a new gene. A team of Dutch researchers isolated the gene on Chromosome 9 in 1982. They called it abl. And in 1984, they isolated abls partner on chromosome 22 a gene called Bcr. In normal cells, Bcr and abl are separate genes living on separate chromosomes. But in CML cells, the fusion of the two genes created a new chimera called Bcr-abl which coded a hyperactive kinase that causes cells to divide without control. In the mid-1980s, a team of chemists at Ciba-Geigy was trying to develop selective kinase inhibitors. Ciba-Geigy was a pharmaceutical company in Basel, Switzerland.ÂÂ   The team was headed by a Swiss physician named Alex Matter, and an English biochemist named Nick Lydon. In 1986, Matter and Lydon discovered a simple skeletal chemical that could bind a kinase and inhibit its function. By the early 1990s. Matter and Lydon had created dozens of new molecules with similar structures. When Lydon tested these molecules on various kinases, he discovered that they were kinase inhibitors with extraordinary specificity. What Matter and Lydon needed now was a disease in which to apply this collection of chemicals. In the late 1980s, Nick Lydon met Brian Druker at the Dana-Farber Cancer Institute. Druker, a young faculty member at the institute, was interested in CML the cancer driven by the Bcr-abl kinase. He proposed an ambitious collaboration effort to test the kinase inhibitors on the patients at the institute. But the project was tabled because the lawyers could not agree to terms. In 1993, Druker reconnected with Lydon after he left Boston to start his own laboratory in Portland at the Oregon Health and Science University (OHSU). Lydon informed Druker that the Ciba-Geigy team had found a molecule called CGP57148 that might inhibit Bcr-abl with high specificity. Revealing little about the potentials of the chemicals, Druker got a collaboration agreement signed between OHSU and Ciba-Geigy. In the summer of 1993, Druker added the drug from Lydon to CML cells in a petri dish. Overnight, the CML cells were dead. He induced CML tumors into mice and then treated the mice with the drug. The tumors regressed in days, leaving behind the normal blood cells. He drew out samples of bone marrow from a few patients with CML and applied the drug to the cells in a petri dish. The leukemia cells in the marrow died immediately, leaving behind the normal blood cells. He had cured leukemia in the dish. Druker expected Ciba-Geigy to be excited about these results. But in Basel, Ciba-Geigy has just merged with its arch rival into a pharmaceutical behemoth called Novartis. The prospect of spending millions on a drug to benefit thousands gave Novartis cold feet. Novartis finally relented in early 1998. They changed the name of the drug to Gleevec. In the initial phase of the study, 53 out of 54 patients receiving the drug showed a complete response within days. The remissions extended into weeks and months as the patients continued the medicine. The initial phase of the trial was a success. The Red Queens Race In the fifth year of their Gleevec trial, Charles Sawyer and Mashe Talpaz found the vast proportion of CML patients maintained deep remissions on the drug. But occasionally, a patients leukemia became Gleevec-resistant and stopped responding to Gleevec. Sawyers discovered that the CML cells become Gleevec-resistant by altering the structure of the molecule. In 2005, Sawyerss team generated another kinase inhibitor, called dasatinib, to target Gleevec-resistant Bcr-abl. The effect of this new drug on Gleevec-resistant patients was remarkable: the leukemia cells disappeared again. Even targeted therapy was a cat-and-mouse game. When the cancer becomes resistant to the drug, we would need a different molecular variant. And when it becomes resistant to the new drug, you would need the next generation drug. Like the Red Queens race, we have to keep running to remain still. In the decade since the discovery of Gleevec, 24 novel cancer-targeted drugs have been introduced and dozens more are in development. The 24 drugs have been effective against lung, breast, and prostate cancers, lymphomas, leukemias and sarcomas. Some inactivate oncogenes, others target oncogene-activated pathways. The Red Queens race applies to cancer screening and cancer prevention. Circles of relationships are powerful predictors of individual behaviors. The tobacco epidemic originated as a form of metastatic social behavior. Successful cancer-prevention strategies can lapse swiftly when social behavior changes. Thirteen Mountains The Human Genome Project was completed in 2003. It will be followed by the Cancer Genome Atlas project a compendium of every gene mutation in the most common form of cancer. Mutations in the cancer genome, Bert Vogelstein believes, come in two forms. Some are passenger mutations that have no impact on the biology of the cancer cell. Others are driver mutations that play a crucial role in the biology of a cancer cell. The mountains in the cancer genome, the most frequent mutations in a particular form of cancer, have another property. They can be organized into between eleven and fifteen key cancer pathways. The dysregulation of these core pathways poses an enormous challenge for cancer therapists. These changes provoke three directions for cancer medicine: Once we have identified the crucial driver mutations in any cancer, we will need to hunt for targeted therapies against these genes. We need to integrate the insights of cancer biology into cancer prevention to preempt the need for a million-person association study. Cancer screening can also be fortified by the molecular understanding of cancer. We need to integrate our understanding of abnormal genes and pathways to explain the behavior of cancer, renewing the circle of knowledge, discovery, and therapeutic intervention. Atossas War Imagine Atossa, the Persian queen who had breast cancer in 500 BC, traveling through time, appearing and reappearing in one age after the next. How would her treatment and prognosis changed in the last four millennia, and what happens to her later in the new millennium? In 2500 BC at Imhoteps clinic in Egypt, Imhotep provides a diagnosis, but there is no treatment, he says. In 500 BC, her Greek slave cuts her tumor out a primitive form of a mastectomy. In 400 BC, in Thrace, Hippocrates identifies her tumor as a karkinos. In AD 168, Claudius Galen says its a systemic overdose of black bile cutting the tumor out would not cure it. Medieval surgeons cut her cancer away with knives and scalpels. Some offer goat dung, lead plates, crab paste, and holy water as treatments. In 1778, at John Hunters clinic in London, her cancer is assigned a stage. If the tumor is local, he recommends surgery. For advanced cancers, he advises: remote sympathy. In 1890, at Halsteds clinic in Baltimore, her breast cancer is treated with radical mastectomy. In the early twentieth century, radiation oncologists try to destroy the tumor using X-rays. By the 1950s, her cancer is treated with a lumpectomy followed by radiation. In the 1970s, her surgery is followed by adjuvant combination chemotherapy to diminish the chance of a relapse. In the 1980s, besides surgery, radiation, and adjuvant chemotherapy, she is treated with hormonal and targeted therapy. In the mid-1990s, Atossas genome was sequenced and found positive for BRCA-1.ÂÂ   She is offered several targeted therapies to treat the illness. In 2050, Atossa will arrive at her oncologists clinic with a thumb drive containing the entire sequence of her cancers genome. The computer would identify the mutations and pathways that are causing the cancer. Therapies will be targeted against these mutations and pathways. She will start with one combination of targeted drugs, expect to switch to a second one when her cancer mutates, and switch again when the cancer mutates again.

The Procedures For Teaching Grammar

The Procedures For Teaching Grammar Since teaching grammar plays such an important part in language classroom, it is necessary to know what are the approaches to teach grammar as well as the most effective process of holding a grammar lesson. It is because this will help learners study grammar more effectively. About the teaching approach, there are two main types mentioned which are the inductive and deductive one. In deductive, the rule is presented first and the language is produced based on the rule. On the contrary, in inductive, teacher will give students a means to discover the rules themselves. Both of these approaches have advantages and disadvantages. Deductive approach will save time for teacher and be suitable for young learners, whereas the inductive one will be appropriate for learners with basic knowledge of the language. About planning a grammar lesson in classroom, there are several popular models a teacher should know, for example: the deductive PPP (Presentation, Practice, Production), TTT (Test, Teach, Test), ARC (Authentic use, Restricted use, Clarification and focus), TBL (Task-Based Learning) and ESA (Engage, Study, Activate). All models have their own good points and bad points. Among them, PPP is the most widely used model because this model is easy to conduct and can be suitable for teaching isolated grammatical items. It also allows the teacher to arrange the time for each stage accurately and prepare for the unexpected problems that may occur.(BBC, 2005 December 9) Teaching grammar in PPP includes three main stages: presentation, practice and production. Presentation: This stage includes lead-in, presenting form and meaning, giving other examples, conducting repetition of title, model sentences and examples,and finally asking class to copy down lesson. Lead-in: The teacher usually begins presenting with a text in which the grammatical structure appears. The text maybe one or two sentences, or it can be a short dialogue. The teacher may also use pictures or situations to lead into the structure that will be taught. The purpose of lead-in section is to warm up and raise studentsinterest in the lesson. Throught it, students will know how the structure is used naturally in real life. Presenting form and meaning: In this section, the teacher may begin showing the form first and the meaning second or vice versa. This depends on the students. If students prefer grammar explanations at the beginning, the form should be presented first. On the contrary, if students learn a language better by inferring the meaning before the teacher presents grammar explanation, then showing the meaning first is suitable for them. (Dang and Ruiter, 2005, p.86) Whether the form of the grammar point or its meaning is presented first, the teacher should master the ways of showing form and meaning. Doff (1988) mentioned these ways in his book. When presenting meaning, the teacher can show it visually or through a situation. In showing meaning visually, he or she can use objects, the classroom, the students themselves, the pictures to demonstrate the new structure(p.34). Nevertheless, it is not always possible to show the meaning visually. Hence there is another way of showing meaning more naturally. It is presenting meaning through a situation. This situation can be real or imaginary(p.35). The good point of using a situation is that students can become familiar with how the structure is used in everyday conversations. They will feel what they are learning is relevant to real life, and it is also easier for the teacher to use this way. Together with explaining clearly the meaning of the new structure, it is also important to show how it is formed. Doff (1988) showed two basic ways of doing this. First, a clear model should be given and students are asked to listen and repeat two or three times and then the teacher demonstrates the structure quickly. Second, the teacher writes the structure on the board, says it when writing and underlines the fixed parts. Another way is asking the students to tell the teacher what to write. It is an effective way because it involves the whole class in the lesson and focuses their attention to the structure. (p.37) After the teacher has finished presenting form and meaning, he or she continue doing other steps such as: giving other examples, modeling the structure and examples, and finally asking class to copy down lesson. Practice When students have known the grammatical structure, it is neccessary to get them to say the new language accurately and fluently. Therefore, it is important to move to practice stage. The process will go from controlled practice (mechanical) to less controlled practice (meaningful) and finally to free practice (production). Controlled or mechanical practice In this section, learners are often asked to do mechanical drills such as repetition, substitution, word cues, picture cuesetc. These drills completely control the response of students. They are asked to give the only one correct way of responding because these kinds of drills just focus on correct forms rather than meaning. Therefore, mechanical drills are only useful if students practise doing them for a short time. This kind of practice has some limitations due to these three reasons. First, because students do not have to think much when doing mechanical drills, they will easily forget afterwards. Second, teacher can not be sure that whether students understand the meaning of the words or not. Finally, these drills focus only on producing correct forms, therefore students do not know how to use them to express meaning.(Doff, 1988, p.73) Meaningful practice Meaningful practice is also called less controlled practice because there is still little control of response. Less control is because students can give several right answers and these drills are not suitable for doing chorally. This is called meaningful practice because it requires learners to think and understand what they are doing. Some common drills are information gap exercise, mapped dialogue, interview or find someone whoetc. There are three techniques to make meaningful practice: First, teacher can do this by getting students to say real thing about themselves, or teacher can give a situation that implies the structure but let student decide what to say. Also, teacher can let students add something of their own (Doff, 1988, p.75-76) In this stage, in both mechanical and meaningful practice, teacher should check whether sudents make any errors or not so that teacher goes back to the presentation stage and clarifies any problems of understanding or usage. Production Meaningful practice is followed by production (free practice) in which students have a chance to use the strutures to express their own ideas or talk about their experiences. There are two kinds of useful topics. According to Doff (1988), students can talk about real life, for example themselves, friends or anything in the world. They can also imagine a situation which is not real to practise speaking (p.78). In this section, role play and communicative games are often used. Free practice offers students a chance to talk freely; hence, it is in this stages that errors often occur. Nevertheless, teachers should not interupt students to correct their mistakes because the main purpose is to develop fluency and confidence. Important errors can be corrected during giving feedback after this stage. Although PPP model is widely used, it is becoming old-fashioned nowadays and is under threat to be replaced by other ones. There are a number of reasons for this which Mora et al. (2001) pointed out in their book. For one, PPP will discourage risk-taking and the processes of improvisation and experimentation with the language, which are considered as important aspects of language learning. For another, the controlled context in present and practice stage does little help for students when dealing with the natural language outside the classroom.(p.14). Another problem is that in PPP, the grammatical structures which are often chosen in advance by the course book author or the teacher may not be what students like to learn. Hence, students may not feel excited in the lesson; and if they do not want to learn that grammar point, the whole lesson can be a waste of time. Also, when it comes to more complex grammar points, it will be a challenge for teacher to use this model. These are all the reasons why other models are considered to apply in classrooms instead of PPP.

Heaneys Poem Follower Essay -- Heaney Follower Essays

Heaney's Poem "Follower" Follower is a poem about the poets love and admiration for his father. It is also about the changes that occur between father and children as children move out from their parent’s shadow. In the first half of the poem the poet draws a vivid portrait of his father as he ploughs a field. The poet, as a young boy, follows his father as he goes about his work and, like most boys, he idolises his father and admires his great skill, ‘An expert. He would set the wing and fit the bright steel – pointed sock’. In the poem, Heaney looks up to his father in a physical sense, because he is so much smaller than his father, but he also looks up to him in a metaphorical sense. This is made clear by the poet’s careful choice of words. An example of this is in the lines, ‘His eye narrowed and angled at the ground, mapping the furrows exactly.’ These words effectively suggests his father’s skill and precision. We are also told that young Heaney ‘stumbled in his hob – nailed wake,’ which brings to our mind a picture of the ploughman’s heavy boots, the carefully ploughed furrow and the child’s clumsy enthusiasm. The poet uses onomatopoeic words to capture the details of his father as he works the plough. At the end of the first stanza he describes him leading the team of plough-horses, instructing them with his â€Å"clicking tongue†. In the second stanza his father guides the horses with â€Å"a single pluck Of Rains†. It is interesting that the onomatopoeia here emphasises the great skill with which the poet’s father controls and guides his horses. It shows again his â€Å"expertise† and ease with the animals as he ploughs the field into furrowed lines. In the second half of the poem, the focus shifts... ... burst" shows growth and reproduction. Heaney's school teacher, Ms Walls, is hiding the reality of reproduction from the young children as they are not yet ready to accept the reality of the situation. He is disgusted at the thought of reproduction because he sees things through the surrealistic eyes of a child because of the stage he is at. He isn't ready to accept sex. He can't rationalise. Puberty makes him feel guilty. In the end he runs away, "I sickened, turned and ran", which shows that he has not fully grown up. In this poem, Heaney uses terms we do not expect to see in poetry, and presents nature as the very opposite of beautiful. Heaney shows how children are very ingenuous and naà ¯ve and see the world as being very pure and wholesome just as it is in their imagination. He also shows that there is a transformation from childhood to adult hood.

privatization :: essays research papers

The social impact of privatization has been an appendage rather than being built into the design of public sector reform programs and particular measures from start to finish. The objectives and the process of privatization has to be rethought because democracy requires the fullest participation of all people in American society, not just those deemed to live in the â€Å"public sector†. What is happening is not only increasing fear of the poor, but also the privatization of public space, which is given an added push by government cut-backs. Public streets are moved indoors into malls and become private preserves. Parks and streets in gated communities are barred to anyone who does not live there. User fees are charged for the use of other parks and public facilities so that, in practice, they become the property of those who can afford the fees. Privatization of the home sector begins with high fences, heavy gates and barred windows, then proceeds to the hiring of private police to patrol the neighborhood. When that still does not produce the attitude of security, the next step is gated communities: whole subdivisions, entire condominium developments, or apartment complexes protected from the outside world by armed guards or electronic security. Ironically, the gates only provide an illusion of security, as the authors of â€Å"Fortress America† demonstrate both through the testimony of interviewees and by demonstrating the penetrability of gates by sneaking through them. Moreover, while residents idealize the gates as a means of creating community, they find that gates can actually promote divisiveness, as residents argue about gate policy and homeowner's association policies. More ominously, Blakely and Snyder argue that gates lead to increasing polarization, us-vs-them attitude of citizens, leaving cities deprived. Among the deprived and polarized are children. They are usually denied a variety of culture as many gated communitites tend not to be richly diverse in class or ethnic standing. This deficiency of being raised surrounded by diversity can play a key role in the increase of feelings of apathy toward those of different ethnic or social background; and in extreme cases, can lead to school violence. Young people who grow up together in the streets and in the poorer neighborhoods are more likely than others to develop attitudes based on respect, and on the pleasure of being together. Gated communitites have a tendency to become inward-looking, withdrawing into itself, combined with a rude, exclusive and stigmatizing attitude with regard to particular groups or individuals who are perceived as threats; or increased social control by one population group over another.

Barbed Wire By Mary Emeny

Mary Emenys poem, Barbed Wire, depicts war as a negative force, destroying every decent aspect of human existence. Written during the Vietnam War, the work displays Emenys negative views on war. In one way or another everyone experiences and identifies with the presence of war. Although some wars are fought for justifiable reasons, every war tears into the lives of those undeserving. The tragic effects of war consume the innocent creating an unconquerable path of entanglement. The physical effects of war overwhelm the nave causing pain and suffering. Initially, war entangles the lives of youth, destroying the innocence that they experience as an aspect of their life. The girl glid[ing] gracefully down the path (1) and the boy rid[ing] eagerly down the road (9) have their enjoyable realities striped by the harshness of war. Likewise, war enters womens lives creating turmoil. The woman who works deftly in the fields ( ) no longer is able to experience the offerings of life. The wire cuts, ( ) pushing her away from the normal flow of life. In addition, man undergoes tragic obstacles as a result of war. A man walks nobly and alone ( ) before the horrible effects of war set in on his life causing disruptions. War enters the life of man destroying the bond man shares with his beloved environment ( ). Although a great deal of physical effects exist in Emenys work, the spiritual consequences of war serve as the most devastating ones. The will and spirit of those amidst the harshness of war diminishes because of the seriousness of war. Prior to the complexities of war, the spirit flees gleefully to the clouds, ( ) illustrating the freedom one expresses without repression. As soon as the wire catches, ( ) or the war commences, and intervenes with the lives of innocent bystanders, the innocence is lost. Furthermore, the hearts of the untainted human beings experience demolition due to the irrationality of war. Before the tragedy of war enters the picture, a heart goes openly to the street, ( ) showing the freedom that one possesses until the wire snares, ( ) and the sense of innocence disappears. Significantly, as a direct result of the entanglement of war, mans mind suffers pain and misfortune. A mans mind grows in searching ( ) preceding the brutality of war, exhibiting the ability of man to explore his surroundings without interference. Wars hampering of the innocent limits man to certain life experiences that repress his potential. ). Barbed Wire illustrates how the severity of war detracts from the innocence within and surrounding humans. Men and women languish from the tangible results of war, encountering barriers when attempting to complete normal tasks. On the other hand, the spiritual consequences of war such as the repression of the mind, signify the tragedy involved when faced with war. Ultimately, war serves as an aspect of life that possesses the capacity to destroy human experiences and beliefs.

My Super Hero

My Superhero If I were a superhero, I would want to be like super woman. She can do almost anything she wants. I could fly, shoot laser beams through my eyes, have super strength, invisibility, and have super speed. My name would be The Bullet. [ (Your Super Hero Name) ] If I were a superhero, my powers would be flying, strength, laser eyes, invisibility, super strength, and super speed because then I could get places faster, be stronger, melt things with my eyes, and secretly be places without anyone else knowing. [ (Superpowers) ] If I were a superhero, I would be able to do almost anything I wanted without anybody having a say in it.I could cook my own meals with my laser beam eyes. I could save loads of money on gas by flying or running everywhere. I would also be super fit due to running or flying everywhere. Along with having super strength I would be able to also be a hero to anyone that needed help lifting things, or getting their kittens out of the tree, or any need anyone n eeded I could help them. If I was a superhero and my name was The Bullet, my outfit would be jeans and a t-shirt, because they are super comfortable and are casual. [ (Glamour Magazine) ] My t-shirt would be pink because my favorite color is pink.And my shoes would be running tennis shoes because they are my favorite to wear and most comfortable. If I was a superhero and my name was The Bullet, I would look casual to not stand out so badly in a crowd. My superpowers would include flying, strength, laser eye beams, invisibility, super speed, and super strength. Works Cited â€Å"Glamour Magazine. † August 2012. Superpowers. 22 August 2012 . Your Super Hero Name. 22 August 2012