A Rose For Emily Essays (1123 words) - Emily Grierson,

A Rose For Emily A Rose for Emily In A Rose for Emily, William Faulkners symbolic use of the rose is essential to the storys theme of Miss Emilys self-isolation. The rose is often a symbol of love, and portrays an everlasting beauty. The rose has been used for centuries to illustrate an everlasting type of love and faithfulness. Even when a rose dies, it is still held in high regard. Miss Emilys rose exists only within the storys title. Faulkner leaves the reader to interpret the roses symbolic meaning. Miss Emily was denied the possibility of falling in love in her youth, so subsequently she isolated herself from the world and denied the existence of change. Miss Emily was denied her rose, first by her father, then by the townspeople, and then Homer Barron. Through the explicit characterization of the title character, Miss Emily, and the use of the rose as a symbol, the reader is able to decipher that Homer Barron was Miss Emilys only rose. Miss Emilys father denied her the ability to establish a normal relationship because of their familys social position. She lost the will and the desire to do so, even after he died. The reader is aware that Miss Emilys chances of having a normal relationship are hindered by her fathers obstinace. Miss Emilys father was a prominent well-respected southern gentleman, and he would not allow his only daughter to be courted by just anyone. None of the young men were quite good enough for Miss Emily and such. We had long thought of them as a tableau. As most little girls do, Miss Emily idolized her father, and held him in high regard, even though he was a strong and forbidding man, who did not allow her to experience life. Miss Emilys father robbed her of her ability to court during her youth, and therefore hindered her ability to grow emotionally. She refused to accept that her father was anything but the southern gentleman that he was. Miss Emilys first rose could have been her father, b ut he wasnt. We remembered all the young men her father had driven away, and we knew that with nothing left, she would have to cling to that which had robbed her, as people will. Miss Emily met them at the door, dressed as usual and with no trace of grief on her face. She told them that her father was not dead. She did that for three days. While the corpse of her father remained in the house for three days while Miss Emily refused to accept the her father was dead and that she was now left alone and a pauper, she had no idea what to do now that she was alone. She did not know how to accept the fact that she could now make her own decisions. So when she got to be thirty and was still single, we were not pleased exactly but vindicated; even with insanity in the family she wouldnt have turned down all of her chances if they had really materialized. The townspeople knew that Miss Emilys chances of a semblance of a normal life dwindled each day. They assumed because of Miss Emilys social status, and her age that she would be a spinster, and expected her to act as such. They were appalled when Homer Barron arrived, and he and Miss Emily were seen together in town. They even contacted out of town relatives to come and talk some sense into Miss Emily. They could not accept that Emily may be coming into herself, and that she may take on a personality that wasnt modeled after their expectations of her. When Homer Barron arrived in Jefferson, he knew nothing of the lonely woman in the old white house. Although he is not of Miss Emilys hierarchy social status, of course a Grierson would not think seriously of a Northerner, a day laborer. The townspeople wouldnt expect for Miss Emily to even be seen in public speaking with him, let alone gadding about the town. Presently we began to see him and Miss Emily on Sunday afternoons driving in the yellow-wheeled buggy and the matched team of bays from the

Election of a President essays

Election of a President essays The process by which the United States follows according to the election of the commander in chief the president, is systematically implemented according to an official infrastructure of dynamics that are dictated by an array of sub-systems that are essentially of the people and by the people. These systems have constantly undergone growth and innovation as pertinent to the deployment of the amended laws and procedures that conform to the progression of the U.S. Government. Through the course of the ever-developing election process, every aspect of the electoral standards has proven circumstantial as basis for the current economical factors that have outlaid each election period. Through the history of the presidential elections, several oppositional sides, though both as mainframes encircling a democracy government; were developed into the constructs of separate parties with separate primaries that represent each sect. Often, through history the simple division has deployed according to two sides the democratic and republican parties. As the progression of the election processes developed, each of these political parties branched out within themselves to form separate components of each side, which are and have been structurally instituted by the varying political positions and opinions that create their divisions. Each of these sects and their oppositions produce a delegate that reflects the political opinions and agendas of those parties. Among these separate wings of the government makeup, the definitive attributions that discern the parties have varied in electoral systems of primaries and caucuses. The primary electoral system inherently display s the nepotism of specific states. Through the history of this system of determination and hopeful influence, the Electoral College system developed just as significantly. The Electoral College was developed to expend the votes of high populous areas that a...

Week 4 DB Sha Essay Example | Topics and Well Written Essays - 250 words

Week 4 DB Sha - Essay Example Even though the captain allowed some of the firefighters to make use of the occasion to pick up women, some of the firefighters in attendance were on duty. As a result, the city is vicariously liable for the assault offences of its employees. The employer was directly negligent in allowing the employees to use the occasion pick up women which resulted in the sexual offense Some of the firefighters were on duty in case of any eventuality at the event. This implies that the firefighters were dutifully at the place to perform responsibilities authorized by the agent. As stated in American Federation vs. Equitable life, for respondeat superior to attach, the employee needs to have breached his duty to a third whilst acting in the scope as well as course of his employment. At the time of the sexual assault, one of the firefighters was on duty. This implies that the firefighter breached duty while acting in the course of his employment. The offence was committed within the time and space limits of the agency considering that one of the employees was on duty. Furthermore, sexual assault is a violation of the basic human rights and a criminal offense. In my view, the city is to have respondeat superior liability for the harmful acts of these

Personality characteristic Essay Example | Topics and Well Written Essays - 1500 words

Personality characteristic - Essay Example It used to be, before modern psychoanalytical studies on personality were done, that leadership and the ability to lead was pretty much a matter of the old adage, â€Å"leaders are born not made.† Great leaders it was assumed possessed certain unique traits. They were natural born leaders with characteristics apart from the common man. The idea stemmed from a socio-analytical perspective that placed those in the upper echelons of society automatically in the category of leaders, awarding them in a similarly automatic and autocratic way leadership roles. Peons, as it were, were peons. They simply did not have the traits necessary to be leaders. Those traits included the ability or willingness to exhibit initiative, the integrity, intelligence, or for that matter, perception to be a true leader of men. (Leadership: Traits and Process Approaches, para. 1) To dispute this, Krames (2004) in his introduction to the U.S. Army Leadership Field Manual, writes, â€Å" The United States Army has created scores of exceptional leaders from every rank and file† (v). As time went on research conducted on more scientific and empirical level cast serious doubt on these most unscientific and biased conclusions. Trait theory as defined is the measurement of traits, which can be defined as habitual patterns of behavior, thought, and emotion. According to this perspective, traits are relatively stable over time. However, it is not only traits that define a person’s ability to be a leader. Some leaders surprise even the experts. Studies do indicate the near necessity for certain leadership traits when it comes to the success or failure of given activities. As might be assumed, individuals with leadership personality and tendencies would exhibit an extroverted personality. Assumptions, however, can be deceiving. We can often find present some interesting and

Organization Learning Disabilities Essay Example | Topics and Well Written Essays - 500 words

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Social Work Reflective Essay

Social Work Reflective Essay Introduction Reflection forms a central part of social work practice and education, and it is particularly important for social workers in placement settings or newly qualified social workers (Dcruz et al, 2007; Parker, 2010). In its simplest terms, reflection provides us with an opportunity to review our decisions and decision-making processes however, in practice, reflection is a far more complex concept (Trevethick, 2005: 251). It is essential that social workers have the confidence to question their own practice, the organisation that they work in, and dominant power structures in society at large (Fook, 1999). Reflection, and in particular critical reflective practice, forms a key part of this, as social workers are called on to reconsider and reconstruct the dominant social discourse. In this essay I will explore my experience of reflection during my practice placement, and in particular in relation to a specific case study. I will start by outlining my practice setting, and the details of the particular case study. I will then explore my experience of reflection, and how reflective practice supported me to apply theory to practice. Finally take a critical look at my practice, and suggest things that I could have done differently. Although I engage with and explored multiple models of reflection during my placement, the model of reflection that I found most useful was Schons theory of reflection (Schon, 1983; 2002). Schon advocated 2 types of reflective practice. Firstly, reflection-on-action, which involves reflecting on an experience that you have already had, or an action that you have already taken, and considering what could have been done differently, as well as looking at the positives from that interaction. The other type of reflection Schon notes is reflection-in-action, or reflecting on your actions as you are doing them, and considering issues like best practice throughout the process. Due to the limits of the current medium, I will be focusing mostly on reflection-on-action. However, appropriate use of this type of reflection should inform future practice, and encourage appropriate reflection-in-action when presented with a similar situation again. Practice Setting My placement was based at a not for profit mental health agency, where we provided psycho-social support for people who have experienced mental health difficulties. Many of the people that we worked with had been subject to section 2 or 3 orders under the Mental Health Act 1983/2007, and were now experiencing aftercare under section 117. Referrals to the agency could come from social services, GP surgeries, and other not-for-profit organisations. The people with whom we worked usually had a multitude of presenting issues and concerns, and I was aware from the onset that complex settings like this require social workers to be reflective in their practice in order to be able to deal with a variety of situations (Fook and Gardner, 2007). However, it soon became clear to me that the fast-paced working environment, where at times paperwork was promoted over practice, meant that reflection could potentially be ignored in favour of bureaucracy and targets (DCruz et al, 2007). This type of difficulty and uncertainty around reflection is common in placement settings and when starting a new role (Knott and Spafford, 2010). Reflection was particularly important when making the transition from university learning to the learning experienced in a placement setting. Social workers are provided with some guidance in practice to support this process. The Practice Competency Framework (PCF) domains provide some direction about what areas social workers are expected to emphasise in practice, and what needs to be evidenced in order to successfully complete a placement. Values and ethics are central to this framework, and comprise domain 2. Critical reflection is also part of this framework, making up the entirety of domain 6. However, it is essential that social workers do not become complacent in their personal reflection, and they cannot fall back on these types of guidance and procedures as a shield against engaging in reflection on complex ethical subjects (Banks, 2006). Case Study Many of the service users that we worked with had a dual diagnosis (problems with mental health and addiction). These service users particularly challenged me, as I found their intersecting issues usually stretch well beyond their dual diagnosis, to other areas like housing or physical health. I have, therefore, chosen to discuss one such case, where I engaged in substantial reflection. The background to this case study, and my involvement with him, will now be discussed. JK is a man in his 50s who was born in Nigeria but moved to the UK at a young age. When I worked with him, he lived in a housing project that was specifically meant to house ex-offenders. Although JK had a lead key-worker at my agency who was a permanent member of staff, I was responsible for the majority of the key working sessions with JK during my time on this placement. JK had a long history of substance misuse and mental health problems. He was diagnosed with bi-polar disorder, and dealt with significant anxiety and depression. He received depot injections monthly for his mental health difficulties, and he found these instances particularly distressing. JK also had a substantial history of criminal activity, which he said became necessary in order to maintain his addiction to certain illicit drugs. I would meet JK in a location of his choosing. Although usually this would mean either in our office or in his room, sometimes we went for a walk and I accompanied him to appointments at times also. This more informal working setting was where he felt he could speak most openly to me. Although I will discuss my involvement with JK more broadly,I will focus on one particular key working session that we had, where JK was most descriptive about all his concerns and the issues that were effecting him (session A). This is significant because reflection is particularly important when a critical incident like this has been experienced, and a less reflective approach could lead to a less holistic or even inadvertently oppressive account of what had transpired (Ruch, 2002). Reflective Practice Different models of reflection supported me throughout the reflective process. Gibbs Model of Reflection (1988) and Atkin and Murphys Model of Reflection (1994) both promote a cyclical approach to reflection, whereby reflection is ongoing and not a linear process. I found this to be the case, as I did not move through stages of refection one after the other, but moved between them, often returning to my conceptual starting point multiple times before settling on a holistic understanding of an event or situation that incorporates all systems influencing that scenario. Keeping a reflective diary of critical issues and my own thought process encouraged me to construct my understanding of the work I was doing, and justify what actions I had taken (White, 2001). Support from colleagues and supervisors was also invaluable in this process (Ruch, 2002). Yip (2006) aptly notes that models like those described above are most useful when starting out the reflective process, and I quickly adapted and developed a model of reflection that was most appropriate for me. Social work has traditionally been constructed as the professional knowing best, and continues to be practised in a way where the practitioner holds most of the power (Holmes and Saleeby, 1993). The power dynamics are slightly different in a non-statutory setting like I was working in. However, these power dynamics cannot be ignored, and underline all social work practice.I acknowledged the inherent power dynamics from the inception of my interactions with JK. I recognised that where unequal power dynamics exist in a relationship, it is usually the partner with the most power that benefits most from the interaction (Milner and OByrne, 2002). This is why it is important for social workers to listen to the perspectives of the people with whom they work, and be willing to accept different paradigms than their own or the dominant paradigm (Milner and OByrne, 2002). When working with JK, I was made aware of his engagement with mental health services, usually provided through the medical professions. He had an allocated community psychiatric nurse (CPN) who would visit occasionally, and at times he also met with a psychiatrist. Throughout my social work education, the difference between the medical model and the social model of experiencing mental illness has been stressed to me, and I clearly saw this when working with JK. The historically oppressive nature of mental health services is widely recognised in literature (Szasz, 1961; Foucault, 1967), and JK expressed to me at times that he felt that he was not listened to by medical professionals, and just moved from service to service having things done to him, rather than with him. Tew (2005) noted that the in the social model of mental distress, core values required include looking at the person and their situation holistically, removing the us and them thinking that tends to dominate mental health services, listening to what people really have to say, and being committed to anti-oppressive practice. I found these to be very helpful in working with JK. During Session A, the fact that I chose to explore JKs mental distress alongside the other issues that were going on in his life allowed me to identify that his physical health, including intense back pain that he has been experiencing, was having a substantial effect on his mental health, and I encouraged him to seek help and support with this. JK clearly appreciated my anti-oppressive approach, where I tried to work with him in partnership, and he was always keen to know when we would meet next. There is a stigma attached to having a mental illness, and even when contact with services has ceased, that stigma usually persists (Miles, 2005). JK had clearly been the subject of this stigma throughout his life. Tew (2005) believes if mental health services were more receptive to the social model of looking at mental distress, then significant amounts of this stigma and the resultant oppression would be removed. Applying Theory to Practice An important part of reflection in social work is the application and consideration of theories in practice (Trevethick, 2012). The theory base of social work is essential to all the work that we do in practice (Teater, 2010). Social workers need to be prepared to critically reflect on the theory that they are bringing to practice. It has been noted that the theory base of social work is dominated by euro-centric discourse, meaning that certain paradigms or perspectives may be excluded unintentionally (Trevethick, 2012). Being from Nigeria originally, and coming from a different cultural background than myself, meant that I had to be particularly careful in applying theory to the work that I did with JK.However, it is also clear that practice cannot just be based on routine or habit, with no basis in evidence (Thompson, 2009). The increasing influence of post-modern theory, which does not promote one paradigm over another, but focuses on the subjective nature of truth, has helped to alleviate these issues in social work to some extent (Fook, 2012). Our agency worked with some of the most marginalised and vulnerable members of society, and engaging in uninformed work with these types of service users is a dangerous undertaking (Collingwood et al, 2008). Through active engagement with reflection, I was able to work with JK using an eclectic theory and knowledge base, but was also careful to note if JK was not comfortable with some aspects of my approach, and adjusted the approach accordingly. Working closely with JK over a period of several months supported me to be able to identify any issues quickly, and by the time I we were engaged in Session A, we had a good working relationship. Of particular importance when working with service users who have a dual diagnosis was systems theory, and I found this theory to be particularly important when reflecting on Session A. Healy (2005) has recognised that systems theory have been highly influential on the knowledge base of social work. As noted above, people experiencing problems with addiction tend to have other issues in other areas of their lives (Tober and Raistrick, 2004).I was able incorporate specific applications of systems theory for the service user group I was working throughout my placement, and in particular with JK. The Six Cornered Addictions Rescue System (SCARS) was useful in that it took into account a person who was dealing with an addictions situation holistically, rather than just focusing on the addiction in isolation (McCarthy and Galvani, 2004). In Session A this allowed me to see how JKs addiction and mental health problems were also linked to issues with accommodation, physical health, relationships and employment. What could have been done differently? I have discussed my work with JK, and reflected on specific incidents and issues with him. However, returning to Schon (1983), he notes that reflection takes place within our own understanding and the meaning that we attribute to an event, rather than within the event itself. Therefore, social workers need to look at their own underlying assumptions, as well as dominant social narratives, in order to shape their holistic understanding and experience of a given incident. Dewey (1993) recognised the importance of discovering new information in reflection. This can come from both internal sources (personal reconsideration) and external sources (professional support or research), and this new information can completely re-construct the way that an incident or event is considered, and change the narrative that we are engaged in. This is helpful in reconsidering an event, and determining whether something could have been done differently or better. In relation to Session A, one area that I reflected on was that I may have focused too much on theory when working with JK. It has been recognised in literature around theory in practice that overly focusing on theory when working with service users can actually hinder the work being done, as the service user can feel depersonalised (Parker, 2010). As noted above, this was particularly important in the case of JK, who was from a different culture than me. More time could have been spent on listening to JK and his perspective, rather than trying to fit him into a theory or model for the sake of evidencing my own case notes or reflective journals. I worked with JK very much in isolation. Although I met his CPN and his drug worker, at no stage was a multi-agency meeting held that I was invited to. To some extent, this was the fault of the other professionals, who did not consult me on the work they were doing with JK, and literature has noted that collaboration is particularly difficult when working with dual diagnosis service users, as mental health and addiction services can disagree over the correct course, or who should take the lead (Clement et al, 1993; Champney-Smith, 2004). However, I could have made more of an effort to engage with them, or at least discuss with JK how much consultation he would like me to have with those other workers. Suter et al (2009) have found that a willingness to communicate is a key characteristic needed for effective collaboration, and after the other professionals were not active in engaging with me, I lost this willingness, potentially to the detriment of my work with JK. It has to be noted that reflection is not always recognised as a self-evidently positive mechanism. There are critics of the way reflection is promoted in current practice environments, with some bemoaning the cult following that has developed around reflection in the social work sphere (Ixer, 1999: 513). Boud and Knight (1996) equally describe how reflection has come to be seen as self-evidently worthwhile without significant critique (p.32). Ixer (1999) recognises that focusing too much on assessing reflection can lead to a prescriptive approach to reflection that is uncompromising. I found this to be the case at times, when I was expected to write my reflections at a certain time, and have reflective supervision in a certain way. As well as this, having someone essentially assessing my reflection made this even more difficult, as I was not able to reflect in a way that was personal for me. Parker (2010) has noted that reflection is not something that can be assessed based on traditional reductionist techniques. Therefore, I found it important to not just reflect on my work and the working environment, but also the process of reflection itself. Conclusion The issues that social workers are engaged with, and that I have discussed here, do not only reflect the concerns of the service user, but are a reflection of the issues that are inherent in wider society (Davis, 2007). Unequal power dynamics, concerns around oppression and issues with stigma are all societal problems that social workers need to engage with not just on a micro-level, but also a macro-level. To some extent this is an area that I found reflection lacking in. I was able to look at my own practice, and my own assumptions and narratives; however, I was unable to determine how best to address wider inequality and societal oppression of people like JK. In this reflective essay, I have explored my practice setting in relation to a particular case study. I introduced the placement setting and the case study, and then looked at my experience of reflection within this setting. I discussed how I engaged with different models of reflection, experienced power dynamics, and explored different interpretations of mental distress. I then moved on to look at how reflection promoted me to engage with theory in practice, in particular in relation to systems theory. Finally, I used this reflection to look at things that I could have done differently, including a decreased focus on theory and engaging more with other services. This type of critical reflection should be ongoing for social workers in practice, and to some extent it would be difficult to work in a complex setting like I was without being reflective. Although I noted some areas I could have improved on in my interactions with JK, what was most apparent in my work with him was that my willingness to explore his paradigm and perspectives opened him up to engaging with me on a range of issues, that otherwise may have remained hidden. References Atkins, S. and Murphy, K. (1994) Reflective Practice, Nursing Standard8(39) 49-56. Banks, S. (2006) Ethics and Values in Social Work, Basingstoke: Palgrave Macmillan. Cameron, A., Lart, R., Bostock, L. and Coomber, C. (2012) Factors that promote and hinder joint and integrated working between health and social care services, London: SCIE. Champney-Smith, J. (2004) Dual Diagnosis in T. Peterson and A. McBride (Eds.) Working with Substance Misusers: A Guide to Theory and Practice, London: Routledge. Clement, J., Williams, E. and Waters, C. (1993) The client with substance abuse/mental illness: Mandate for Collaboration Achieves of Psychiatric Nursing, 7(4), 189-196. Collingwood, P., Emond, R. and Woodward, R. (2008) The theory circle: A tool for learning and for practice Social Work Education, 27(1), 70-83. Davis, A, (2007) Structural Approaches to Social Work in J. Lisham (Ed.) Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory, London: JK. Dewey, J. (1993) How we Think: A restatement of the relation of reflective thinking to the education process, Boston: Health Publishing. DCruz, H., Gillingham, P. and Melendez, S. (2007) Reflexivity, its meanings and relevance for social work: A critical review of the literature British Journal of Social Work, 37, 73-90. Fook, J. (1999) Critical reflectivity in education and practice in B. Pears and J. Fook (eds) Transforming Social Work Practice: Postmodern Critical Perspectives, St Leonards: Allen and Unwin, 195-208. Fook, J. (2012) Social Work: A Critical Approach to Practice, London: Sage. Fook J. and Gardner F. (2007) Practising Critical Reflection: A Resource Handbook, Maidenhead: McGraw-Hill. Foucault M. (1967) Madness and Civilization: A History of Insanity in the Age of Reason, London: Tavistock. Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods, Oxford: Oxford University Press. Healy, K. (2005) Social Work Theories in Context: Creating Frameworks for Practice, Basingstoke: Palgrave Macmillan. Holmes, G. and Saleeby, D. (1993) Empowerment, the Medical Model and the Politics of Clienthood, Journal of Progressive Human Services, 4(1), 61-78. Ixer, G. (1999) Theres no such thing as reflection British Journal of Social Work,29, 513-527. Knott, C. and Spafford, J. (2010) Getting Started in C. Knott and T. Scragg (eds.) Reflective Practice in Social Work, Exeter: Learning Matters. McCarthy, T. and Galvani, S. (2004) SCARS: A new model for social work with substance misuse  Practice, 16(2), 85-97. Milner, J. and OByrne P. (2002) Assessment in Social Work Basingstoke: Palgrave Macmillan.Parker, J. (2010) Effective Practice in Social Work, Exeter: Learning Matters. Miles, A. (1987) The Mentally Ill in Contemporary Society, Oxford: Blackwell. Parker, J. (2010) Effective Practice Learning in Social Work, Exeter: Learning Matters. Ruch, G. (2002) From triangle to spiral: reflective practice in social work education, practice and research, Social Work Education, 21(2), 199-216. Schn, D. (1983) The Reflective Practitioner, New York: Basic Books. Schon, D. (2002) From technical rationality to reflection-in-action in R. Harrison, F. Reeve, A. Hanson and J. Clarke (eds) Supporting Lifelong Learning: Perspectives on Learning, London: Routledge. Szasz, T. (1961) The Myth of Mental Illness: Foundations of a Theory of Personal Conduct, London: Harper and Row. Teater, B. (2010) An Introduction to Applying Social Work Theories and Methods, Maidenhead: Open University Press. Tew, J. (2005) Social Perspectives in Mental Health London: Kingsley. Thompson, N. (2009) Practicing Social Work: Meeting the Professional Challenge, Basingstoke: Palgrave Macmillan. Tober, G. and Raistrick, D. (2004) Organisation of Services Putting it all Together in T. Peterson and A. McBride (Eds.) Working with Substance Misusers: A Guide to Theory and Practice, London: Routledge. Trevithick, P. (2012) Social Work Skills: A Practice Handbook, Maidenhead: Open University Press. White, S. (2001) Auto-ethnography as reflexive enquiry: The research act as self-surveillance, in I. Shaw and N. Gould (eds), Qualitative Research in Social Work, London: Sage. Yip, K. (2006)Self-reflection in reflective practice: A note of caution British Journal of Social Work, 36(5), 777-788.

Censoring Our Students :: Argumentative, Legal Issues, Social Issues

â€Å"Students do not shed their constitutional rights to freedom of speech or expression at the schoolhouse gates.† --Justice William Brennan For many years it has been debated whether students have the same amendment rights as any other person in the world. Many would say that they do not. They would say that by taking away those state given rights they are protecting the students from being exposed to negative things. Unfortunately the only thing that is being accomplished by this overprotection is the lack of understanding of the world they will soon be facing. â€Å"Why not stand firm as a public institution that expresses and explores the complex range of human experiences? Why be diplomatic and apologetic about the fact that we do not shy away from difficult, challenging, and complex topics? (Durbin)† There isn’t a more appropriate statement. Why not stand firm? Prepare students for the real world. Teach them how to survive. By censoring out issues or only allowing limited discussions of high profile topics, students are not being exposed to life skills that are crucial to the real world. Therefore setting them up for failure.   Ã‚  Ã‚  Ã‚  Ã‚  The American public schools, for many years, have been faced with the problem of censorship. Many such problems have been fostered by groups who question the use of instructional materials that do not meet their moral, religious, political, cultural, or ethic values (Sherrow 38). By censoring topics such as homosexuality, religion, sex, racial issues, and other taboo topics it is not allowing the growth and expansion of student’s minds.