Direct Manipulation and Virtual Environments Essay

Direct Manipulation and Virtual Environments - Essay Example This is because users can see the outcomes of an action before completing the object; thus, evaluating the results and compensating for mistakes (Wang and Tsai, 2011). A command line structure on the other hand is an interaction with a computer program through which the user gives commands to the program in the form of consecutive lines of texts. A command line shell is used to implement an interface. The command line shell is a program that would accept commands as text input converting them to operating system functions. Programs are easily automated through scripting if only they have command line interfaces. The command line structure provides an access to the arguments and the name used to invoke the running program (Wang and Tsai, 2011). Direct manipulation style can be applied in pupil’s interaction with some educational software. The computer interface can encourage people to think, plan on relevant issues and learn more successfully. The direct manipulation is very effective to learning and is likely to broaden learners’ notion on task beyond their computer interaction. This style will be effective in increasing learner’s legibility in future to improve the current processes and create new

Tuberculosis Disease Essay Example | Topics and Well Written Essays - 750 words

Tuberculosis Disease - Essay Example In the same vein, elderly people are seen as vulnerable victims due to failing immune system (Landau, 1995). According to research, in their early years, carriers already had the bacterium in them but the development is slow and manifesting lately in their older years. The nature of the disease can take years to become active, so an older person may have acquired the disease earlier in their life, but the bacterium can be active in the latter years (Landau, 1995). Pathophysiology. TB is a disease caused by germs that could be transmitted from person to person via airborne droplets that is infected with the Mycobacterium. The bacteria when inhaled travels directly to the alveoli through respiration (Landau, 1995). Inhaling the droplets via airborne from the person infected with TB by other person standing close to the carrier will surely make the person the new TB bacteria carrier. The belief that TB is transmittable by contact with a person's clothing, bed linens, or dishes and cooking utensils was voided of by recently-conducted research, stating that the bacteria can be acquired via direct contact (Landau, 1995). Signs and Symptoms. The most common symptom of the pulmonary tuberculosis is the persistent cough. ... In the United States the statistics data of TB declined. Since 1993, the number of cases of the TB patients reached to the lowest point according to the study conducted by University of Wisconsin in 2003 due to the recent medicinal discovery (Todar, 2005). Impact on community. Studies showed that ten to fifteen million Americans are carriers of inactive tubercle bacilli in their bodies, until it gradually develops in their later years. In the conventional setting of everyday human interactive, the possibility to transmit the bacteria from one person to another is very high (Landau, 1995). Less than ten percent of people who acquired the tubercle bacillus through inhaling the agent, however, become ill. The rest of the percentage shows no development of symptoms. In this case, it is said that the disease is inactive even when bacilli are stored in cells (Landau, 1995). When one person in the family is a carrier of tubercle bacilli or Mycobacterium tuberculosis, it is more likely that the whole family is inflicted with inactive bacterium. Upon social interaction in the community, the family could also transmit to other people the disease nesting upon them (Hyde, 1994). History shows evidence that this disease can affect society, as the break down of TB during 1700's to 1800's that caused the "white plague" among many countries. This suggests that it could wipe out even the whole community if prevention and awareness are not readily made available (Hyde, 1994). Prevention and risk factors. Awareness and education about TB is one of the most effective prevention measures of this disease. Sanitation in dwelling places including the air to breathe and taking up appropriate medicinal

Characters are similar throughout books Essay Example for Free

Characters are similar throughout books Essay Henrik Ibsens characters are similar throughout his books. There are pairs of characters with similarities in A Dolls House and Ghosts. One such pair is Nora and Mrs. Alving.  Both characters were unhappily married, but had other significant men in their lives. Manders and Dr. Rank both appeared as good friends to the women. This is a similarity, but with the difference that Nora rejected one and Mrs. Alving was rejected by the other. These men helped the women through their problems however and they would do anything for them. To have loved you as much as any one else does? Was that horrid? (A Dolls House, Act II, p. 40) Dr. Rank tells Nora. He is expressing that he has loved her the whole time that she thought they were just best friends.  Mrs. Alving ran away from her husband in their first year of marriage and went to Manders. She had been in love with him, but he respected the sanctity of marriage so had to turn her away. That I was able to turn you from your outrageous intention, and that it was vouchsafed to me to succeed in leading you back into the path of duty and back to your lawful husband. (Ghosts, Act I, p. 89)  Nora and Mrs. Alving both have children that they love very much. Nora is talking to Mrs. Linde, an old friend, when she brings up the topic of her children, So you are quite alone. How dreadfully sad that must be. I have three lovely children. (A Dolls House, Act I, p. 8) Nora often brings up the topic of her children when talking, because she loves them so much and wants to tell the whole world about them. Mrs. Alving loved her son Oswald so much that she sent him away, even though it would be very painful for her, so that he wouldnt become like his father. It was then that Oswald was sent away. He was about seven then, and was beginning to notice things and ask questions as children will It seemed to me that the child would be poisoned if he breathed the air of this polluted house. That was why I sent him away. (Ghosts, Act I, p. 93) She rationalizes her decision. Mrs. Alving and Nora prove that they love their children through their actions in the plays, which are often similar.  As much as Ibsen deliberately made his characters similar, he also made what happens to them different. At the end of A Dolls House, Nora ends being the victor. She leaves her husband because it is what she wants and she knows how to get it. Oh, Torvald, I dont believe any longer in wonderful things happening That our life together would be a real wedlock. Good-bye. (A Dolls House, Act III, p. 68) With this, she leaves her house and the man she was in a loveless marriage with. Mrs. Alving does not have the same fortune as Nora. At the end of Ghosts, her beloved son is left in a vegetative state and she is left to despair over it.  Oswald! What is the matter with you! Oswald! Oswald! Look at me! Dont you know me! I cant bear it! Never! (Ghosts, Act III, p. 128) A main difference in Mrs. Alving and Noras attitudes is that Nora left her husband when she couldnt take it any more and Mrs. Alving waited for hers to die.  Listen, Torvald. I have heard that when a wife deserts her husbands house, as I am doing now, he is legally freed from all obligations towards her. (A Dolls House, Act III, p. 67) Nora tells him. This shows that she is a stronger character than Mrs. Alving, because she actually stood up to her husband and told him that his behavior was unacceptable. I had my little boy, and endured it for his sake I took the upper hand in the house absolutely both with him and all the others. I had a weapon to use against him (Ghosts, Act I, p. 92-93) Mrs. Alving shows that she took the easy way out. She could have stood up to Mr. Alving and taken her son and left, but instead she chose to go along with it, just standing in his shadow and quietly telling him that she was unhappy. The similarities that come out in the characters of Mrs. Alving and Nora are always mixed in with other situations that make them different. Ibsen wanted to prove to his audience that it wasnt always healthy to be in a marriage and by doing this he went against the norms of society. Neither play has a so-called happy ending, because not all the characters have had their issues resolved by the end. The two plays show the different angles that he wanted the audience to be aware of, but their endings repeat a point for clarity.

Youth Justice Policy in the UK

Youth Justice Policy in the UK Youth Justice Policy In order to evaluate why developments in youth justice policy and practice since 1997 are a cause for celebration and concern, the ideological motivations and the wider social and political context will be identified. The Crime and Disorder Act 1998; the Youth Justice and Criminal Evidence Act, 1999 and the Anti Social Behaviour Act 2003 will be discussed in terms of the motivating ideology and rational underpinning. The practical implications of the acts and their social consequences will be evaluated in order to demonstrate what the acts achieve and where they fail to serve the rights of the individual in the youth justice system. Developments in youth justice policy and practice in the previous decade have been rooted in an ideological context that incorporates both neo-liberal approaches of responsibility and risk management (Muncie, 2006) and neo-conservative ideologies that entail an authoritarian realisation of policy (Muncie Hughes, 2002). However, cultural elements cannot be undermined when considering factors that motivate the formation of youth justice policy. Increasingly, a culture of fear and intimidation has arisen in the UK around societys youth. Muncie and Hughes (2002) point to cases such as the murder of 2 year old James Bulger by two 10 year olds as contributing factors to this fear culture. The manifestation of this cultural consciousness of fear is demonstrated in the coining of the term hoody to represent an intimidating youth in a hooded jumper (Sanders, 2005). Thus youth justice policy must be seen to appease these societal concerns. A result of this is that youth are at risk of crimina lisation and marginalisation (Scraton, Haydon, 2002). The risk is of a presumption that members of youth culture are likely to, or already have committed a criminal act. To understand whether developments in youth justice policy should be celebrated or be regarded with concern, it is important to understand the aims of the wider context of New Labour Reform. Policy has been motivated by a desire to form a transition from penal to restorative justice (Gelsthorpe Morris, 2002). This is motivated by a culture of increasing understanding and engaging the offender with the implications of their actions and is reflective of the New Labour political stance to be tough on crime and the causes of it. The resulting revolution in youth justice policy has been criticised for its failure to maintain a consistent ideology throughout (Goldson Muncie, 2006). The resultant risk is a confused, or muddled ideological approach to youth justice, and a contradictory experience between liberalism and conservatism for the offender passing through the reform system. However, this mixture of ideological approach is increasingly difficult to unify in a diverse multi-cultural society (Newburn, 2002; Fergusson, 2007). It is against this cultural and political backdrop that three significant pieces of youth justice legislation have emerged. These are the Crime and Disorder Act 1998, the Youth Justice and Criminal Evidence Act 1999 and the Anti Social Behaviour Act 2003. The Crime and Disorder Act 1998 employs principles of actuarial risk management by imposing local authorities with the duty to implement risk reduction measures within a constituency (Moss, 2001; Farrington, 2002). These Community Safety Strategies are required to specifically address the prevention of youth crime. The practical outcomes of these strategies include the implementation of parenting and child safety orders, local curfews and action plan, detention and training orders (Scanlan, 1998). The Act brought into use the Anti-Social Behaviour Order (ASBO) and refuted the previous assumption that individuals under the age of ten should not be criminalised for committing an offence. The ASBO is administered to individuals who are deemed to be behaving in a manner that may cause harm or distress to others. The use of risk management strategies to form Community Safety Strategies has been both supported and challenged. Rooted in quantitative analysis, they explicitly identify predictor variables for youth criminal activity providing a target area for interventions and preventative measures (Farrington, 1997). Such identified risk factors have frequently included impoverished socio-economic backgrounds, harsh and erratic discipline cultures and peer group influences (Loeber, Farrington Waschbusch, 1999). Clearly, successful prevention strategies aimed at improving the conditions surrounding these risk factors are of benefit to the juvenile offender and to society as both enjoy improved welfare conditions. However, there are problems inherent in the decentralised approach to Community Safety Strategies. The quantitative approach dictates that concepts are generalised, and the actuarial assessment strategies focus upon efficiency and streamlining through youth justice process (Kempf-Leona rd Peterson, 2000). What is lost is a qualitative, individual approach to youth justice reform, and the individualistic consideration of the most beneficial (if not most efficient) process is absent. Case (2007) argues that this approach neglects to account for the experience of stakeholders such as youth workers and juvenile offenders. A combination of the quantitative and qualitative approaches would improve the ecological validity of risk analysis interpretations. The Anti-Social Behaviour Act 2003 amends details of prevention strategies such as parenting contracts and ASBO administration. Inherent in the motivations contributing to the policy is the desire to appease public fear of juvenile offenders by re-establishing a notion of respect within British community culture (Squires, 2008). Rooted in social inclusion discourse, the act predominantly aims in part to improve the educational and social bonds between the youth, parents and the school establishment. This is evident in the parenting contracts which require an insurance of a childs attendance at school. According to the social development model (Catalano Hawkins, 1996), factors of poverty and poor education jointly interact to promote the likelihood of delinquent behaviour. By ensuring parental and childhood engagement with education, this link can be broken. Furthermore, parents may be required to attend parenting courses if their childs behaviour is not deemed to improve. The act st ates that local education authorities are able to engage with parents of children excluded from school in order to establish the contractual process. The Act also puts in place powers for police to disperse groups of more than two individuals in public spaces if they appear to be causing nuisance. There are problems inherent in these new powers allocated to the police. Research has demonstrated that groups of youths are more readily perceived as threatening than congregated groups of other age groups (Mille, Jacobson, McDonald, Hough, 2005). Furthermore, local agencies present conflict in how to deal with individuals deemed to be engaging in anti-social practice. There appears to be a difficulty in balancing neo-liberal and neo-conservative approaches and the favoured approach may vary regionally. Mille et al (2005) also demonstrated a discrepancy between national perceptions and local implementations of ASBO administration. A national consensus that there should be an emphasis on enforcement contrasts with the local implementation of social inclusion policies. While parenting courses have been deemed as successful in the short-term (Kazdin, 1997), concerns have been raised about the long-term efficacy and the cost effectiveness of national implementation. It has also been de monstrated that the notion of responsibility has been centralised in governmental youth justice reform and that the rights of the parent and the child have not been sufficiently conceptualised to deal with this (Hollingsworth, 2007). The failure to do this has resulted in a social stigmatisation and criminalisation of families with low socio-economic status (Goldson, 2002) which negates the desired effects of social inclusion. The overall result of the Act is the social penalisation and discrimination of young individuals and working class parents. The Youth Justice and Criminal Evidence Act 1999 was also borne out of a desire to effectively manage youth crime issues in a manner that was economically efficient. The focus on crime prevention and intervention is borne out of this motivation for efficiency. It has been deemed that prevention of crime is more cost effective than punitive measures once the act has been committed (Winter, 2007). Furthermore, concepts of diagnosis, rehabilitation and reformation are considered too individualistic and are more efficiently managed by employing applications of resource management (Muncie, 1999). In order to improve efficiency, the Youth Justice and Criminal Evidence Act 1999 orders the referral of first time youth offenders to panels as opposed to serving a custodial sentence. The resource of the panel which is allocated to the youth offender is deemed to be an early solution to re-offending, ensuring that the individual does not become a habitual criminal. This will ensure that the indi vidual requires less resources overall from the penal system. The practical outcome of the Youth Justice and Criminal Act 1999 is that the juvenile offender is referred to a panel upon the first offence if they plead guilty. The individual confers with the panel to produce an action plan that the youth will adhere too. Action plans are aimed at improving the social circumstances of the child and negating risk factors. On the outset this appears positive. The offending individual is consulted and if able to work co-operatively, is theoretically able to engage in a rehabilitative process that will deter future offending behaviour. While this approach has deemed to initially appear as an effective measure, further research is required to fully determine the effectiveness of the approach (Anand, 1999). Muncie (1999) argues that the re-conceptualisation of rehabilitative issues into resource management rhetoric results in a depoliticised issue where youth justice problems are viewed as requiring efficient management as opposed to resolution. Therefo re, while the alternative to custodial sentences may prove beneficial, it is important that the emphasis on rehabilitation is still prominent. It has been determined that youth justice policy is rooted in a conflicting ideological basis centred upon neo-liberal and neo-conservative ideals. This occurs against a backdrop of a social context of a mass cultural fear of the young individual. The Crime and Disorder Act 1998 and the Youth Justice and Criminal Evidence Act 1999 are borne out of political motivations to govern public services with economic efficiency. What results is a process that manages youth justice as a resource issue. Any focus upon individual needs and rehabilitative process is threatened. Actuarial concepts do favour preventative measures which can work to improve the circumstances of the individual. The Anti-Social Behaviour Act 2003 aims to improve social inclusion by re-conceptualising notions of social responsibility. However, the administration of parenting contacts; and the power to move on groups of individuals, results in a criminalisation of young individuals and families of lower socio-economic st atus. References Anand, S.S. (1999). Youth Crime: What Works, What Doesnt, and What it Means for Canadian Criminal Justice Policy. Queens Law Journal, 25,177-189. Anti Social Behaviour Act 2003.(c. 38): HMSO. Case, S. (2007). Questioning the Evidence of Risk that Under-pins Evidence Led Youth Justice Interventions. Youth Justice, 7(2),91-105. Catalano, R.F., Hawkins, J.D. (1996). Social Development Model: A Theory of Antisocial Behaviour.Rockville, MD: National Institute of Justice. Crime and Disorder Act 1998. (c. 37): HMSO. Farrington, D. (1997). Evaluating a Community Crime Prevention Programme. Evaluation, 3(2),157-173. Farrington, D. (2002). Understanding and preventing youth crime. In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Fergusson, R. (2007). Making sense of the Melting Pot: Multiple Discourses in Youth Justice Policy. Youth Justice, 7(3),179-194. Gelsthorpe, L., Morris, A. (2002). Restorative youth justice: The last vestiges of welfare? In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Goldson, B. (2002). Youth Crime, the Parenting Deficit, and State Intervention: A Contextual Critique. Youth Justice, 2(2),82-99. Goldson, B., Muncie, J. (2006). Rethinking youth justice: Comparative analysis, international human rights and research evidence. Youth Justice, 6(2),91-95. Hollingsworth, K. (2007). Responsibility and Rights: Children and their Parents in the Youth Justice System. International Journal of Law, Policy and the Family, 21(2),210-219. Justice and Criminal Evidence Act 1999.(c. 23): HMSO. Kazdin, A. (1997). Parent Management Training: Evidence, Outcomes, Issues. Journal of the American Academy of Child and Adolescent Psychiatry, 36(10),1349-1356. Kempf-Leonard, K., Peterson, E. (2000). Expanding the realms of the New Penology. Punishment Society, 2(1),66-97. Loeber,R., Farrington, D., Waschbusch, D. (1999). Serious and Violent Juvenile Offenders. In R. Loeber D. Farrington (Eds.) Serious and Violent Juvenile Offenders: Risk Factors and Succesful Interventions.London: Sage Publications. Mille, A., Jacobson, J., McDonald, E., Hough, M. (2005). Anti-Social Behaviour Strategies: Finding a Balance.Bristol: Policy Press. Moss, K. (2001). Crime Prevention v Planning: Section 17 of the Crime and Disorder Act 1998. Is it a Material Consideration? Crime Prevention and Community Safety: An International Journal, 3,43-48. Muncie, J. (1999). Institutionalized Intolerance: Youth Justice and the 1998 Crime and Disorder Act. Critical Social Policy, 19(2),147-175. Muncie, J. (2006). Governing young people: Coherence and contradiction in contemporary youth justice. Critical Social Policy, 26(4),770-793. Muncie, J., Hughes, G. (2002). Modes of governance: Political rationalities, criminalization and resistance. In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Newburn, T. (2002). The contemporary politics of youth crime prevention. ? In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Sanders, B. (2005). Youth Crime and Youth Culture in the Inner City.London: Routledge. Scanlan, D. (1998). The Crime and Disorder Act 1998: A Guide for Practitioners.London: Callow Publishing. Scraton, P., Haydon, D. (2002). Challenging the criminalisation of children and young people: securing a rights based agenda. In J. Muncie, E. McLaughlin, (Eds.). Youth Justice: Critical Readings.London: Sage Publications Ltd. Squires, P. (2008). ASBO Nation: The Criminalisation of Nuisance.Bristol: Policy Press. Winter, H. (2007). The Economics of Crime: An Introduction to Rational Crime Analysis.London: Routledge.

Embryos :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mechanisms of Epiboly of ectoderm in the Xenopus Laevis embryo Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Epiboly is a movement of gastrulation in the amphibian embryo, whereby ectodermal precursors expand to cover the entire embryo. This process occurs in the surface and deep layer cells in the animal and marginal regions. Three rounds of cell division occur in the deep cells, while they also rearrange to form fewer layers. Superficial cells elongate by cell division while flattening, which gives them greater surface area and thinner depth. The ectoderm eventually covers the entire embryo, internalizing the endoderm. This process sets up the correct position for the three germ layers, with the ectoderm on the outside, mesoderm in the middle and endoderm on the inside. Keller (1980) found that superficial cells spread, divide, and undergo rearrangements and a temporary change in shape, which produces an increase in area. The deep cells become thinner and decrease in the number of layers. They do this by a process called radial interdigitation. Radial interdigitation is when the deep cells elongate, extend protrusions between one another along radii of the embryo and interdigitate to form fewer layers with greater area. Once this process is complete, the deep region consists of one layer of columnar cells, which flatten and spread to further increase area. In the dorsal marginal zone the cells also undergo a shape change, which is not seen in the cells of the animal region. The difference may be due to the uniform spreading in the animal region contrasted with extension and convergence that occurs in the dorsal marginal zone. In his work on time-lapse films of exogastrulae, Keller (1980) found that the ectoderm becomes corrugated by rapid constrictions of the apices of superficial cells and by the appearance of holes in the epithelium. From this, he suggested that shrinkage, rather than expansion aids in epiboly of the ectoderm. He presents a model (see Figure 1) in which the superficial layer is under tension and the force for expansion must come from the deep cells. The expansion of the deep region is resisted by the tension in the superficial layer resulting in an outward curling of the bilayer (deep and superficial layers).   Ã‚  Ã‚  Ã‚  Ã‚  An alternative model (see Figure 2) is also proposed, in which the superficial epithelium is stretched by tension at the margin of the blastopore, which initiates the superficial cells to spread passively (Keller, 1980). While the deep cells rearrange themselves to occupy the areas now available that were once occupied by the superficial cells.

Child Abuse and Neglect Essay -- essays research papers fc

â€Å"Child Abuse†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Child abuse is a very serious and controversial issue that is escalating in today’s society. As we look back to the 1940’s and 1950’s, it was almost unheard of to let anyone outside of your immediate family know anything about your personal life. Every family was thought to be, or shown to the general public to be, the â€Å"perfect family†. Some schools had the authority to punish a child by either spanking them with a paddle or hitting their knuckles with a ruler. Child abuse is one of the leading causes of childhood deaths in this nation. Statistics show â€Å"every 4 seconds a child is abused and every 7 minutes a child's life is lost† (Neglect 1). We as a society need to work together to try to think of alternative ways of disciplining our children. A child is a gift from God and should be treated as such. I do understand that with the hectic life styles of today’s society, sometimes it just seems like life is a struggle and just too much. Spanking a child as corrective action is one thing, but beating a child, ripping his or her hair out, locking him or her in a closet, or verbally abusing a child is unacceptable. One solution we can consider is...

Not just children Essay

The essay is effective in that it provides some convincing examples of potential internet dangers that can be experienced, with emphasis on how these â€Å"bad guys† can get away with their deeds with no law to control their actions. I must agree that â€Å"people who use the internet should not be exempt from many of the rules and regulations that govern their conduct elsewhere. † Its arguments about general online business holds much merit. I do agree that there should be laws against copyright violation, fraud, child pornography, trust violation, and child-stalking. However, the essay’s great failing is that it does not address the issue of freedom of expression as much as I think it needed to in the context of the topic, especially concerning pornography. Internet pornography is certainly a complicated topic, considering that many children have internet access. The essay contends that pornography must be controlled, particularly because of these children. Although the welfare of children should indeed be of concern to us, I subscribe to the idea that â€Å"if you don’t want to see, don’t look. † Encountering pornographic sites (or going anywhere on the internet for that matter) generally requires an active decision by a person. I take the view that sites on the internet are public only in the sense that they are accessible when a person chooses to access them; but that these sites are not publicly displayed in the sense that a billboard on the street is. Since seeing content generally involves the decision of a person to visit, making whatever information accessible to whomever chooses to access it seems to be reasonable. There have been times when a search using a seemingly innocuous phrase turns up results with nudity or pornographic content, especially when I’m using a search engine with filters turned off. It seems to me that encountering sites with offensive or objectionable content is unavoidable, even if one does not want to come across them. I feel that children’s access to pornographic sites should be restricted. I recognize that total censorship would be very difficult to impose, but still, measures should be enacted to deter or hinder young children from accessing such sites. One solution that has been proposed to solve this problem advocates a change in the domain naming system that will easily identify sites that are â€Å"for adults only† (i. e. , pornographic sites). For example, if sites with adult content ends in â€Å". xxx† rather than the usual domain identifiers, users will know that the site contains adult content, and therefore, can steer clear from it. Using this system, it will also be easier to filter out those kinds of websites. However, if there is any censorship, it will affect everyone, not just children. I still subscribe to the notion that it should be the parent’s/elder’s responsibility to protect children from the darker side of the internet. History has shown that anything that is suppressed by the government does not really disappear, but goes underground. Censorship in any form is a blow to the whole notion of the freedom of expression of the public. With this freedom comes responsibility, and it might actually be better to allow the public to take care of themselves (on the internet) in this regard.