Mathicillin Resistant Staphylococcus Aureus Research Paper

Mathicillin Resistant Staphylococcus Aureus - Research Paper Example Methicillin resistant S. aureus is an antibiotic resistant form of S. aureus that has emerged as a significant strain of this bacterium. The first outbreak was reported in 1980 in the region of Detroit and since then MRSA has established itself as a clinically dominant community pathogen. In 2004, a study of adult patients who presented with purulent staphylococcal infections in the emergency, MRSA constituted a 78% of S. aureus infections (Crossley et al 272, 275). The community associated MRSA has been defined on the basis of the criteria provided by the Center for Disease Control and Prevention. According to the criteria, infections are classified as MRSA if (a) MRSA is isolated within 48 hours from a hospitalized patient, (b) the patient presents with a history of hospital admission, dialysis, surgery or long term care facility residence, (c) patient has an indwelling device during the time of culture isolation, (d) previous history of MRSA infection (Crossley et al 272). It is i mportant to differentiate the microbiological characteristics of the MRSA strains from the S. aureus, the disease spectrum and manifestations so that a correct diagnosis and treatment plan can be devised. Fig 1 :Prevalence of MRSA shown in relation to the age of the patients performed by the National Health and Nutrition Examination Survey 2001-2004 (Crossley et al 281). The microbiological characteristics of the staphylococcus aureus are significant in understanding the clinical course of the disease. Staphylococci are included in the Gram positive bacteria which are signified by their catalase-positive and facultative anaerobic properties. Staphylococci measure 0.2-1.5 micro-meters in diameter and produce golden yellow colonies on agar or broth cultures within 12-24 hours at 37 C. The colonies are formed in grape like cluster formation or in the form of pairs, chains or even single bacterium (Weston 128). MRSA is a type of S. aureus that is resistant to a group of antibiotics call ed beta-lactams. This group includes Methicillin and others such as oxacillin, amoxicillin and penicillin (Centers for disease control and prevention n.p.). Fig 2: Representation of the MRSA colonies on the cultures agar observed through microscopic examination (Centers for Disease Control and Prevention n.p.). The epidemiology of MRSA is mostly significant in health-care facilities. MRSA is typically introduced through patients who are transferred from other health care settings. Doctors are also considered as important sources of inter-hospital spread of MRSA infections. Spouses of patients can also act as reservoirs of infections at several times. Colonization occurs rapidly once MRSA is introduced into a hospital. Open wound diseases such as skin diseases including chronic dermatitis, ulcers, burns, surgical wounds and decubitus ulcers predispose the patients to the MRSA colonization. Aged and debilitated patients, patients on poor anti-microbial therapy, intensive-care patients , patients of chronic hemodialysis or long-term hospitalized patients are at higher risks for MRSA infection development (Gantz et al 264,265). Apart from patients in health care facilities, visitors of infected patients are also at high risk. Disease is transmitted through casual contact such as hugging, touching or kissing. Close skin to skin contact or contact of open wounds with contaminated items and surfaces also predisposes to MRSA infections. Crowded living conditions and locations

647 W4D "Originally identified risks" Essay

647 W4D "Originally identified risks" - Essay Example In doing so, one increases the project’s chances of becoming a success through elimination of avoidable obstacles. The techniques that are available to a project manager include brainstorming, SWOT analysis, scenario analysis and retrospective analysis. Brainstorming refers to a process of idea generation where a group is given free rein to explore their thoughts and come up with strategies to move the project forward (Garrett, 2012). In the essence of risk analysis, it is useful in that it provides the group with the opportunity to assess potential risks on a large scale level and take advantage of combined thinking. The collective reasoning increases the quality of ideas on potential risks. Retrospective analysis considers past events and analyzes why they occurred so as to provide a platform for future reference (Kendrick, 2009). In risk management, it can help the project to analyze similar cases so as to get an idea of potential pitfalls. Retrospective analysis will help limit the risks that may occur from known threats and give the project a better standing. SWOT analysis is a comprehensive analytical tool that looks at the project in terms of the strengths it has, the weaknesses it may possess, the opportunities available to it, and the threats it may face (Garrett, 2012). SWOT analysis identifies the actualities (strengths and weaknesses) as well as the potentialities (threats and opportunities) enabling the project leader to be more aware of the segments to consider when analyzing risk. Scenario analysis refers to analyzing different pathways the project may take and focusing on worst-case instances so as to come up with potential risks that may harm the project’s effectiveness (Kendrick,

Museum of Fine Arts in Houston | Reflection

Museum of Fine Arts in Houston | Reflection Cultural Response This cultural response essay will discuss my trip to the Museum of Fine Arts in Houston. I will be describing my favorite works of art, compare two pieces of art by Do Ho Suh, and then describe my experience at the museum. The first part of the museum that I visited was the Audrey Jones Beck building on level 1. The exhibit was the Antiquities and American Art 1800-1970. I saw art given by Ima Hogg, Jackson Pollock, Severin Roesen, Louis Comfort Tiffany and Christian Edward Bottcher. I have visited the Hogg Plantation and being able to see the furniture and art that was given by Mrs. Hogg from her home was very interesting. The first piece of art that caught my attention was in section 107 of this level. It was called the Victorian Bouquet by the artist Severin Roesen in circa 1850-1855. Roesen was an American artist but was born in Germany in 1815. The media of the artwork is oil on canvas. The Victorian Bouquet features a wide variety of exquisite flowers and fruit. It revives the 17th century Dutch tradition of still-life portraits and paintings. The painting celebrates wealth, life, and aesthetic and physical comfort. It contains roses, poppies, morning glories, peonies, tulips, forget-me-nots, car nations, lilies, irises, peaches, raspberries, pomegranates, and a glass of wine among other things. Roesen provides a feast for the senses. What I love most about this work is how vivid, realistic, and beautiful he made the flowers and contents of the picture. The bright and rich colors chosen in contrast to the black background really create a beautiful scene. The second artwork that I was impressed with was created by Louis Comfort Tiffany, who created the Tiffany lamps. This piece was in the same building but in section 109. He was an American artist and developed Tiffany Studios in 1900. The name of the piece is A Wooden Landscape in Three Panels created around 1905. The medium is glass, copper-foil, and lead. A Wooden Landscape is far more complex than any stained glass windows I have seen, which are usually put together like a puzzle. Usually they are layered together in multiple pieces with glass, one on top of the other. This is just like a painter layered his paint of a canvas. Tiffany used subtle choices of color in this artwork which changes with the variations of light that it has been exposed to. Like a living landscape, this artwork changes in appearance responding to the light surrounding it. The thing that caught my attention about this artwork was the size. Its overall size is 7.2 x 11 feet. Another thing that I liked about this artwork was that it was stained glass. I love stained glass windows and how Tiffany did this was gorgeous. My dad has collected Tiffany lamps and so when I saw this artwork I recognized the styling and technique quickly. The Third portrait I found was in the same building as the other two but in section 113. The artist who created the work was Christian Edward Bottcher. Bottcher was a German artist who lived from 1818 to 1889. The name of the artwork was Summer Night on the Rhine which was created in 1862. The medium of the work was oil paint on canvas. It contained medieval castles, picturesque towns, friends gathered under a beautiful tree, and a vineyard sloping down the side of a hill. The Rhine valley is an extremely romantic scene which was captured perfectly in this artwork where there is an exciting, charming, and nostalgic get-together. Laughter and happiness spill from the canvas and it makes you want to be a part of the celebration. The moonlight sets the perfect shadowing and colors to reflect the mood of the painting. What I found to be charming about this scene is how all 15 or so men are trying to court the women and are giving them flowers. It is almost like an extremely large match-m aker party. Another fun thing about this picture is where the party is taking place. You can quickly tell that they are all from the upper class because of their dress and the castle that they are beside, but the party is under a big tree with a table underneath. A chandelier is tied to a limb of a tree with rope. This is a very exquisite oil painting and I sat and wondered at its detail for a very long while. In the Caroline Wiess Law building, 2nd floor, gallery 200, I found the works of Do Ho Suh, a Korean artist living in America. The first piece I found was called Fallen Star 1/5 which is 131 x 145 x 120 inches. It was created in 2008-2009 and is made up of ABS (plastic), basswood, beech, ceramic, enamel paint, glass, honeycomb board, lacquer paint, latex paint, LED lights, pinewood, plywood, resin, spruce, styrene, polycarbonate sheets and polyvinyl chloride sheets. The second piece of art created by Suh is called Home within a Home which was created in 2009. The dimensions of this piece are 131 x 145 x300 inches. It was created with resin. Do Ho Suh began using nylon and silk to create full size representations of his childhood home in Korea and his first American Apartment, a historical building in Providence, Rhode Island. The translucent quality of these materials creates the blurred line between the past and present, inside and outside. Fallen Star 1/5 is an autobiographical rep resentation of Suhs journey from Korea to the U.S. The artwork shows us a traditional Korean scholars house that has crashed into the building that housed his first American apartment. Each object in the house has been hand made by Suh. He made the house and its contents as realistic as possible to create the effect of being lived in and something the viewer can relate to. Home within a Home is a continuation of the piece Fallen Star. In the earlier work, the two buildings were very much separate entities but in Home within a Home, the Korean house and the apartment building have become a part of the same entity, growing and forming together as one. Suhs artwork is not trying to convey the idea of a violent collision between cultures, but rather about how they coexist together. He said maybe If you start to move things around, maybe the Korean house loses its identity, sort of blends in with the American style-or the other way around. I would love to build a house like this because it raises very interesting questions. Are you in a Korean house or an American house? Thats a constant question to myself (MFAH description of artwork). Both pieces of art symbolize the destroyed Old Korea coming together with the merging New Korea and America. Both pieces of art are easy to compare because of their connection that was created by the artist. Both represent the story and journey of Do Ho Suh. They both show what home means to him and how he puts importance on his culture. The only big difference between the pieces is the materials used and the fact that Fallen Star they are two different houses, and in Home within a Home they are put together and morphing into one house. My favorite out of the two is Fallen Star 1/5 because of how realistic it was. It took him 2 years to create this masterpiece and it is so amazing. I love how each room is made to look lived in and creates this warm, at home atmosphere. On the outside of the building he uses an old style of architect ure that I love and it was put together very intricately. There was a woman who was giving a tour to a middle school group and she described the artwork to them by comparing it to The Wizard of Oz. She did this because of how the Korean home is crashed into the apartment building. I thought this was humorous and helped the children relate more to the painting, Were not in Kansas anymore! The one thing I found interesting about Home within a Home was the material used, resin. Just gazing at the piece, you could see right through it and could see every detail of the staircases, hallways, windows, and the roof of the Korean house while still being very detailed on the outside. Both pieces by Do Ho Suh were very interesting and thought provoking. I would recommend any of my class mates to go see them both as soon as possible. My experience at the Museum was very enjoyable and I hope to go there again very soon. I drove there with my mom which created a good bonding time and made the experience even better for me. When we first entered Houston I was actually confused about which building the Museum was a part of and we ended up in the parking garage of the Houston Museum of Natural Science, oops! Once we figured out where we actually needed to be, the right museum, we walked into the first room and were warmly greeted by the two women up front. I had a small, fun conversation with them both and they were extremely interested in my assignment and asked me about it and what I planned to do. Once they looked over my assignment sheet they informed me that my entrance into the museum would be free of charge. That was extremely nice of them to put that much importance into learning and reward students that way! As my mom and I wandered aimlessly around the building taking in all there was to see, all of the empl oyees greeted us and smiled. I noticed quickly that all of them were from different countries, mostly Asia and one man was even from Africa. While my mom and I walked around, we get turned around and confused as to where we were and every single employee we asked to help us was extremely kind. I have already recommended many of my friends to go visit this museum. The pieces of art I saw were amazing and I love that an establishment like this is as close to me as Houston. This trip was a great experience but unfortunately I did not have the time to stay and see all of the pieces and so I hope to go again very soon.

Our Dysfunctional Haverworld Essay -- Personal Narrative Descriptive P

Our Dysfunctional Haverworld As we seniors graduate and head out into the world, one of the things I bet most of us will seek is community. This seems to be one of the requirements for a sustainable society: one that is adaptive according to small, diverse regions, so that local conditions are met with appropriate technologies, and one that functions with a strong ethic based on social ties. In my future I want to feel I am included in and contributing to a supportive, caring and ethical community, whose values of sustainability determine our relationship to nature. I have not found this at Haverford College, as a collective society and an institution. (I hope you all can relate to this from Swarthmore as well. I doubt the two are really very different.) In fact, Haverford has helped me define what I do not want to be a part of--a large corporation that deals in the currency of its own prestige as well as its funding, concentrated only on maximizing the profits of this kind, rather than valuing the equity and ju stice that we have agreed should overrule economic decisions. Al Gore's comparison of US society to a dysfunctional family translates perfectly to the society at Haverford. This helps to explain the lack of ethics concerning justice and sustainability, and suggests that there is hope to resolve these problems. At Haverford and Swarthmore we embody the Cartesian model developed in the scientific revolution that focuses on the separation between humans and nature, mind and body. Our colleges contain an extreme version of what Gore calls "the disembodied intellect"(524) in which we value our abstract academic thoughts above all else, as we "encourage the fullest expression of thought while simultaneously stifling the e... ...ion of forest. We are committed to overconsumption in our extravagant use of paper, purchases of products to decorate our rooms and clean ourselves, and waste of food in the large cafeteria. I notice that most of us in this class have removed ourselves from these aspects of college culture as much as possible, to shield ourselves from it. I personally shield myself by trying to limit my interactions to those with my close friends, with whom my relationships are much less dysfunctional. I hope you all will relate in some form to my analysis, and I hope as a class we can carry this further. In pinpointing the aspects of liberal arts college life that lack the ethics that are desirable and necessary to build sustainable communities, I hope we will dare to envision in detail the situation that would make us feel fulfilled and at peace with ourselves and our environment. Our Dysfunctional Haverworld Essay -- Personal Narrative Descriptive P Our Dysfunctional Haverworld As we seniors graduate and head out into the world, one of the things I bet most of us will seek is community. This seems to be one of the requirements for a sustainable society: one that is adaptive according to small, diverse regions, so that local conditions are met with appropriate technologies, and one that functions with a strong ethic based on social ties. In my future I want to feel I am included in and contributing to a supportive, caring and ethical community, whose values of sustainability determine our relationship to nature. I have not found this at Haverford College, as a collective society and an institution. (I hope you all can relate to this from Swarthmore as well. I doubt the two are really very different.) In fact, Haverford has helped me define what I do not want to be a part of--a large corporation that deals in the currency of its own prestige as well as its funding, concentrated only on maximizing the profits of this kind, rather than valuing the equity and ju stice that we have agreed should overrule economic decisions. Al Gore's comparison of US society to a dysfunctional family translates perfectly to the society at Haverford. This helps to explain the lack of ethics concerning justice and sustainability, and suggests that there is hope to resolve these problems. At Haverford and Swarthmore we embody the Cartesian model developed in the scientific revolution that focuses on the separation between humans and nature, mind and body. Our colleges contain an extreme version of what Gore calls "the disembodied intellect"(524) in which we value our abstract academic thoughts above all else, as we "encourage the fullest expression of thought while simultaneously stifling the e... ...ion of forest. We are committed to overconsumption in our extravagant use of paper, purchases of products to decorate our rooms and clean ourselves, and waste of food in the large cafeteria. I notice that most of us in this class have removed ourselves from these aspects of college culture as much as possible, to shield ourselves from it. I personally shield myself by trying to limit my interactions to those with my close friends, with whom my relationships are much less dysfunctional. I hope you all will relate in some form to my analysis, and I hope as a class we can carry this further. In pinpointing the aspects of liberal arts college life that lack the ethics that are desirable and necessary to build sustainable communities, I hope we will dare to envision in detail the situation that would make us feel fulfilled and at peace with ourselves and our environment.

Effects of Rape

Psychological Effects of Rape A victim often suffers intense emotional and psychological reactions immediately after a rape. These can be described as personal crises where the victim relives the fear, agony or anxiety, mixed with emotional feelings. For most rape victims, the reactions begin days or weeks after the rape and will sometimes decrease after two to six months. However, disturbing emotions combined with low self-respect and sexual dysfunction may last for a year or more for some. Survivors will likely feel anger, depression, anxiety, and perhaps have a general sense that everything is falling apart. This phase is often marked by recurring nightmares, a generalized feeling of anxiety, and flashbacks to the attack. While these feelings are disturbing, they are a normal reaction to a trauma and are part of the healing process. Often it is at this time that survivors seek assistance from trained professionals who can help to put their lives back together and recover from rape-related post-traumatic stress. Even long after a sexual assault, some reactions may be triggered by people, places or things connected, or seemingly unconnected, to the assault. These are called â€Å"triggers† and they are difficult, but common. Defense mechanisms such as denial, suppression and dissociation are common among rape victims. The function of suppression is to block out the strong emotions and thereby escape the painful feelings for a short time which can be psychologically very exhausting. Denying or putting the worst parts of the assault out of the memory allows the rape victims to cope with their altercation. Dissociation is a defense mechanism which can be employed during painful physical or psychological abuse impossible to escape. This technique provides a feeling of â€Å"leaving† one's body, making the trauma harder to remember, especially the details. Defense mechanisms like these may affect the victim's ability and motivation to talk about the abuse they suffered. Professionals and health care personnel has to strongly take this into consideration while talking to a rape victim. Other long-lasting traumatic reactions following rape may be hyper-vigilance, avoidance of certain thoughts, feelings and situations that remind the victim of the abuse. Avoidance behaviors serve as a psychological defense against severe anxiety and tend to be long-lasting. Research shows that a person's normal work-capacity may be disrupted for as long as eight months after the rape. Depression is one of the most common effects of a rape victim and it can last for months. Suicide episodes begin to occur along with the depression. Sleep disturbances are also common, especially if the victim was assaulted in her own bed. Some examples of how a victim's lifestyle may change after rape are that she may stop opening the door if alone at home, stop using the laundromat, avoid going out after dark, and avoid social interactions, especially with men. I have a friend that was raped years ago and she only eats at restaurants that deliver her food. I hate that she can’t enjoy her life because, she is still young and has a lot going for herself. Spousal rape damages an individual’s psychological state more than stranger rape. It is longer-lasting than stranger rape because, it is carried out by a trusted individual whose trust is now damaged. Ongoing violence and rape within a close relationship may result in effects comparable to those of torture and war. Due to the repeated violence, the effects become even more difficult to work through, leading to deeper wounds. Many times, marital rape involves a combination of several types of crimes, such as physical harm, threats and property damage. All this often intensify the trauma Environment can play a huge role in the recovery process after a rape. It is important for the victim to be able to talk about the assault without being interrupted and questioned as a person. Therapy may be necessary to help the victim work through the traumatic experience. It is important that the woman is not made to feel guilt or responsibility after a sexual assault because that may harm instead of help. The immediate care by health care professionals and doctors is also very important. Some important points to cover are: The patient must be informed about examinations and tests that will be done and why. The patient must never be left alone in the waiting area, and the waiting time should be kept as short as possible. The patient must be informed that certain questions have to be asked, and why it is necessary to ask them. The immediate social situation must be evaluated. Does the patient have someone to stay with her over night? Does she wish to be admitted to the hospital or need to stay home from work? Was a police report filed? Unfortunately, reactions from society often involve some blame of the victim's own behavior. It is not unusual that the victim blames herself for the rape, and the public's attitude has an effect on that action. Blame and doubt by the public most likely stem from their own psychological defense system rather than from an uncaring attitude. This mind-set is partly a result of an unconscious conviction that those who behave appropriately will escape trouble, which also strengthen our own sense of security and control. Another reason is that placing blame on the victim relieves oneself of the responsibility to take action and help. Resistance and self-defense is another technique rape victims carry out. The perpetrator's first objective is to gain control of the victim so the rape can be completed. Some strategies are physical violence, threatening violence, scare-tactics and the use of alcohol or other drugs. Another strategy is that the perpetrator first attempts to gain the victim's trust and create a situation she cannot get out of. Strategies vary, depending on the situation, the relationship between perpetrator and victim as well as on the perpetrator's intent. All investigations clearly show that women who have been raped tended to avoid to resist. This is true for both marital and stranger rapes. No resistance is presumed to be the best defense, but the lack of resistance could be held against the victim later in court. Research in this area points to two things: Attempts by the woman to defend herself against aggression and rape in her own home are seldom successful. Physical resistance is also rare within a marriage. To actively defend oneself and physically and verbally resist the perpetrator decrease the risk for completed rape by a stranger. By and large, the risk for injuries does not appear to be higher because the woman resisted, even if the common belief is that it is â€Å"safest† not to resist. Traditionally, women learn that no resistance is the best strategy in a rape situation. However, there are two obvious problems with this viewpoint. First, the non-resistance may be used against them in court; and, second, new research shows that women who physically resist an assault by a stranger have a good chance to avoid being raped. Research like this must never be interpreted in a way which places resonsibility on those who are unable to or too afraid to resist or whose resistance was not effective. The fact is, and must always be, that the perpetrator is responsible for his actions. This is especially relevant when speaking of rape within the marriage, where resistance appear to be both more dangerous as well as rare. The most successful resistance strategies often talked about are kicking the assailant hard between the legs, pulling his hair, poking him hard in the eyes, and digging with the nails or other objects. At the same time, the woman must also try to find a way to escape. As a result of the newer research, girls and women are now more often encouraged to take self-defense classes. However, this type of resistance does not appear to have the same effect on rape within the marriage. Men who assault and rape women in close relationships must be held accountable and prosecuted. They should also be offered appropriate individual or group psychotherapy. Women and their children also need help and support to leave an abusive relationship, and offered better protection as well as psychotherapy if needed. Rapists come from all areas of society. Many times, they live in normal relationships with other women. Research has been done to find specific biological and personal reasons to why men rape, but the results vary. Therefore, it is difficult to determine a particular biological reason or personality trait of the typical rapist. . Victims of rape are found in all classes of society and are of all ages. However, one common factor emerges: almost every rape victim will have some kind of psychological problem afterwards.

Stop Book Banning

Stop Book Banning! Should school administrators be allowed to ban books? Of course not! They are abusing their power of having the right to teach children. They want to ban a book just because it shows the true past of America, which some students cannot handle. They should not shield the past; if anything they should tell everything about the past and explain to the students why the events occurred. They should understand why America did the things it did so that they will not be ashamed of the country that they live in and they can then defend their country to anybody trying to put it down.One reason administrators should not be allowed to ban books is because it takes the right and freedom to choose what is read, away from the parents and students. Doesn’t it say in the first amendment that all people have the freedom of speech and the freedom of the press? By writing a book you are expressing and sharing your opinions which is exercising the freedom of speech, and by putti ng your words down on paper, you are exercising your freedom of the press. Why then are the school administrators trying to take our rights away from us?What makes them think they have the right to take away our freedoms given to us from the first amendment of the Constitution? The article â€Å"Book Banning Efforts are Up, Poll Finds† by Hillel Italie, says, ‘â€Å"It all stems from a fearfulness of well-meaning people,† said Michael Gorman, president of the library association. â€Å"We believe in parental responsibility, and that you should take care of what your children are reading. But it’s not your responsibility to tell a whole class of kids what they should read. ’ This is saying that yes you do have the right to decide what your kid reads, however you cannot decide what other kids should read. This also applies to the administrators. They can decide what their kid can read, but they cannot decide what an entire school can or cannot read. Another reason to not ban books is because it prevents kids from learning. How can we learn about the past and the way America was back when the great American authors wrote, when the administrators take away the books that teach us this, preventing us from learning?How can we learn of the language of the olden days when we cannot read this language? How are we supposed to learn the history of our ancestors and their ancestors when there is a possibility that administrators will ban the book that will help us do so? Why are the people of America letting these administrators get away with this cruel and unjust act? The article â€Å"Let Me Poison My Mind with Books† by Craig Pearson states, â€Å"Just like muscles, the brain requires pushups.The more ideas we expose ourselves to the more we devise our own. That’s why education, and thus reading, is so essential, even if by some people’s account what we read is dirty. † People should be able to choose for t hemselves what they read, and nobody else should be able to tell them differently. One person reads a book and learns something from that particular book. However, another person can read the exact same book and learn something completely different from what the first person learned.Why should this fact of life and learning be taken away because one person reads a book, learns something they don’t like from it, and then proceeds to take that book away from others, even though they will most likely learn something different then what the person trying to ban the book learned? The reason for the first person trying to ban the book could be something that another reader does not even notice or care about and it therefore does not impact them. So why are people so worried? One argument to my case could be that some people feel that these books should be banned to protect students from indecent and controversial material.But why should books be banned to protect one student in a s chool of hundreds, when none of the other kids or their parents feels that they need that kind of protection? You can not protect one kid from material if it means preventing others from that material. Instead, the kid who needs â€Å"protecting† should learn to protect themselves and choose not to read that material that could be harmful to him/her. Students need to learn to make decisions for themselves and banning material from a library is in no way helping them learn for themselves.If they are sheltered their whole life then what is going to happen when they embrace the real world? In the article â€Å"Did You Ever Meet a Book You Didn’t Like? † by Sharon Coatney, she says, â€Å"That being said, books are meant to be chosen carefully. Some titles are appropriate in one situation and not in another, for one child and not another. † I think she says it beautifully. Every kid needs to look at the book, asses it, and make sure it is something that they can and want to read. Each book that is made has a purpose.This could mean that that book is meant to be read by a certain kid at a certain point in their life so as to help guide that kid through life. All books have the chance to influence a kid’s life, so why would administrators want to prevent the book from somehow helping someone? Why can’t the administrators put themselves in our shoes? If the roles were reversed they would feel the same as we do. Why then do they have no compassion? Why can’t they do for us what we would do for them? The saying goes, â€Å"Treat others the way you want to be treated. † Young children can do it. Why can’t we?