Leprosy Disease - Free Essay Example

Sample details Pages: 4 Words: 1205 Downloads: 1 Date added: 2018/12/19 Category Health Essay Type Research paper Level High school Tags: Disease Essay Did you like this example? Introduction Leprosy, also called Hansens disease, is one of the first microbiology diseases that cropped up in the 1940s. People living in poverty had and still have a high probability of suffering from leprosy. During the 1940s, leprosy was an incurable disease. Don’t waste time! Our writers will create an original "Leprosy Disease" essay for you Create order Leprosy is caused by an infective agent known as Mycobacterium leprae. The causative agent, Mycobacterium leprae, causes a long-term infection in people suffering from leprosy. The infective agent can be transmitted from one host to another through contact with fluid from the nostrils of an infected patient or through a cough. However, leprosy is not very communicable (1). The signs and symptoms of leprosy include granulomas of the skin, nerves, eyes, and the respiratory tract and poor eyesight. These signs and symptoms make an infected person to be numb to pain. Infected people may sometimes not be aware of wounds on their skin due to their numbness. Treatment for leprosy is done through the multidrug therapy. Lymphocyte transformation, radioimmunoassay, immunogel diffusion, fluorescent antibody absorption tests are used to detect the Mycobacterium leprae during treatment. Leprosy control programs are being used to prevent the spread of leprosy (1). Leprosy Leprosy, also referred to as Hansens disease, is a mycobacterial infection that affects the skin, eyes, testes, peripheral nerves, bones, and mucous membranes. Leprosy affects about 1.15 million people, of both sexes and all ages, in areas that are poverty stricken. Poverty stricken regions that have been hit hard with leprosy include Nigeria, India, Indonesia, Brazil, and Myanmar (4). These regions have the highest number of leprosy cases. Also, the probability of being infected with leprosy is higher in these particular regions. In todays modern world, the name leprosy has been replaced with the Hansens disease. This is because leprosy is connected with the Biblical leprosy, thereby making the leprosy patients to be discriminated. To avoid discrimination or harsh treatment, the Western hemisphere refers to leprosy as the Hansens disease (1). The Hansens disease is caused by an infective or causative agent known as Mycobacterium leprae (3). Mycobacterium leprae is an intercellu lar bacillus that gradually grows and enters the peripheral never, eyes, bones, mucous membranes, and testes. This causative agent for leprosy is related to the causative agent of Tuberculosis. The incubation of Mycobacterium leprae is between two to ten years or twenty years sometimes. This means that the period between infection and emergence of leprosy is two to ten or twenty years (4). Human beings infected with leprosy, primary reservoirs of Mycobacterium leprae, may transmit the infection to other hosts through various routs of transmission like skin to skin and airborne routes of transmission. Skin to skin transmission is the main route of transmission in leprosy. Since the bacilli cannot be located on unbroken skin, the transmission may take place through surgical processes and tattooing. Airborne transmission is only possible through an infected persons nasal secretions with Mycobacterium leprae to an uninfected persons nasal mucosa. The Hansens disease is, however, cons idered to be less communicable because of human beings natural immunity, which destabilizes the infection. The host of the Hansens disease is mainly human beings but armadillos have been found to be naturally infected with leprosy in Louisiana (1). Symptoms of Leprosy People who have been infected with the Mycobacterium leprae exhibit signs and symptoms like skin lesions, nose bleeding, nose congestion, peripheral nerve trunk damage, and hair loss on eyelashes, eyebrows, and on the body (5). The peripheral nerve trunk damage results into numbness and paralysis of body parts that later causes deformities and trophic changes. The numbness affects the peripheral nerve trunks and the small dermal nerves. The damage of the nerves may happen in untreated individuals infected with leprosy or those undergoing chemotherapy and instances when treatment is stopped because of the association of neuritis with erythema nodosum leprosum reactions. These signs and symptoms may later on make an infected person suffer from blindness or visual impairment (6). Blindness or visual impairment is as a result of mycobacterial infection and the inflammation of parts of the anterior segment of the eyes. The diagnosis of leprosy is founded on the clinical symptoms. For a person to be diagnosed with leprosy, immunogel diffusion, fluorescent antibody absorption, radioimmunoassay, and lymphocyte transformation tests have to be performed. Positive results from the tests often indicate the type of leprosy a person has. The number of skin smears further suggests whether a patient has the indeterminate, tuberculoid, lepromatous, borderline or dimorphous, or the paucibacillary-multibacillary types (1). Treatment of Leprosy The recommended treatment for leprosy is the multidrug therapy (3) (2). Patients with leprosy are expected to visit the leprosy clinics near them every month for clinical check-ups. The multidrug therapy should strictly not be utilized as monotherpay for leprosy. The first drug that was used for the treatment of leprosy is Dapsone. Dapsone is bacteriostatic against the Myobacterium leprae. It is combined with Rifampicin to treat paucibillary leprosy. The treatment of multicibillary leprosy is a combination of Rifampicin and Clofazimine. One dose of the combination therapy can be administered to treat single lesion paucibillary leprosy. The dosage form is Rifampiin (600mg), Minocycline (100mg), and Ofloxacin (400mg). An adult takes twice a childs dose (4). In cases where a patients results are not certain, the patient should be prescribed the multidrug therapy for multibacillary leprosy. Any individual infected with leprosy and has tested positive for skin smear should be trea ted with the multidrug therapy dosage for multibacillary leprosy. It is important to note that the dosage for paucibillary leprosy should not be administered to patients suffering from multibacillary leprae (4). Control of Leprosy A leprosy control program could be built to stop the transmission of leprosy. The main aims of such a program disrupt the transmission of the infection from a primary host to a second host, discover new subjects that are symptomatic, making follow ups on all leprosy patients under medication, and create awareness to the public, medical personnel, patients, and their families on leprosy (1). Conclusion In conclusion, leprosy, also referred to as the Hansens disease, is a mycobacterial disease that is caused by Mycobacterium leprae. This causative agent infiltrates the bones, eyes, mucous membranes, testes, and the peripheral nerves. The Myobacterium leprae is an intracellular bacillus that grows slowly and infiltrates these areas. The incubation period between infection and emergence of the disease is two to ten or twenty years. The main routs of transmission of leprosy are skin to skin and airborne transmission. However, leprosy is not highly communicable. For a person to be diagnosed with leprosy, immunogel diffusion, fluorescent antibody absorption, radioimmunoassay, and lymphocyte transformation tests have to be performed. The main treatment for leprosy is the multidrug therapy. The transmission of leprosy could be regulated through the leprosy control program. References Health Report Manual Department of Health and Hospitals. (2010). Hansens disease (Leprosy), Infectious Diseases Epidemiology Section, 1-12. Medical Research Resource ICMR BULLETIN. (2002). Short Course Treatment of Leprosy Present Status, vol.32, No.1. Leprosy Elimination Group. (2000). Guide to Eliminate Leprosy as a Public Health Problem, 1- 22. Health Report World Health Organization. (1998). Drugs Used in Leprosy, WHO Model Prescribing Information, 2-30. Fact Sheet Maryland Department of Health Mental Hygiene. (2002). Leprosy (Hansens Disease), Fact Sheet. Electronic Journal Centers for Disease Control and Prevention. (2017). Hansens Disease (Leprosy): Signs and Symptoms. Website via the Internet (https://www.cdc.gov/leprosy/symptoms/index.html)

Difference Between Hobbes And Rousseau - 890 Words

Tim Adami PHIL 099: Political and Social Thought Second Essay: Prompt 2 The social contracts of Thomas Hobbes, John Locke, and Jean-Jacques Rousseau differ from each other due to divergent concepts of the state of nature. All three theories are therefore the products of highly differential ideas of how people instinctively behave. Hobbes, the first of these philosophers to theorize about such topics, believed that humans, while being innately equal with each other, are brutish, cruel, and power hungry. Social contracts are then made to protect oneself from the state of nature. Locke, conversely, wrote that humans are naturally predisposed to helping one another, and as such, create social contracts in order to protect one’s property and†¦show more content†¦The law of nature commands that each man be willing to pursue peace when others are willing to do the same, all the while retaining the right to continue to pursue war when others do not pursue peace. The creation of a social contract in the Hobbesian perspective , can then be justified by a need to protect oneself from the state of nature. Rather than live in the state of nature, where â€Å"there [is] no common Power to fear,† Hobbes proposes a society in which people can feel some sense of security. Fear for one’s safety is the only reason one needs to enter into the social contract. To ensure the contract is valid, society is ruled by the â€Å"Leviathan,† as there is always a â€Å"fear of not performance on either part† due to man’s innate desire to take what he wants with little disregard for others. With a larger, omnipotent power at the head to enforce the law, one does not have to fear one’s neighbor, one does not have to fear ones neighbor; one must fear only the government. To Hobbes, prior to the creation of a social contract, anything goes. A person can do whatever they want in the state of nature, but after contracts are established, people are expected to keep promises and to cooperat e with each other, while the ability to act as one pleases is impossible, stability is ensured. Moreover, Hobbes claims that people are never justified in rebelling against the government, regardless of how ineffective it is, because it is the onlyShow MoreRelatedDifference Between Hobbes And Rousseau1153 Words   |  5 Pagesthe sake of this essay, the definitions provided by Hobbes and Rousseau, on the notions of equality and inequality, as well as their views on the state of nature and the idea of a social contract will be analyzed. â€Å"Nature hath made men so equal in the faculties of body and mind as that, though there be found one man sometimes manifestly stronger in body or of quicker mind than another, yet when all is reckoned together the difference between man and man is not so considerate as that one man canRead MoreSimilarities And Differences Between Hobbes And Rousseau965 Words   |  4 PagesThis assessment is drawn from the works of Hobbes and Rousseau, whom despite addressing many of the same issues differed greatly on issues such as the state, human nature, and inequality, posing difficulty in telling who among the two represented a better view of those issues. A breakdown of the various works of both Hobbes and Rousseau will assist in examining the similarities and differences in their views on the three issues. To start with, Rousseau is of the view that human beings are not naturallyRead MoreThe Differences Between Hobbes And Rousseau s Accounts Of Freedom And Liberty Essay2057 Words   |  9 Pagesset out by Thomas Hobbes and Jean-Jacques Rousseau, writing in the seventeenth and eighteenth centuries, respectively. The difference between Hobbes’s and Rousseau’s accounts of freedom and liberty depends on how each theorist views society in achieving freedom, either as a positive or negative factor. The consequences of such, such as what type of political system would be best suited for a society then follow from how they see society in achieving and preserving freedom. Hobbes’ conception of genuineRead MoreRousseau s View On State Of Nature1551 Words   |  7 PagesIn Philosophy the argument of the state of nature often comes into discussion. However, two mainstream philosophers Thomas Hobbes and Jean- Jacques Rousseau have similarities, but mostly have multiple differ ent ideas on this theory. Although Hobbes makes valid points Rousseau s view on state of nature is more realistic then Hobbes. Rousseau’s view on the state of nature is interpreted as a forest, and refers to the â€Å"savage man†. He begins by explaining how he relates man to an animal he statesRead MoreHobbes And Rousseau On The Social Contract Theory1625 Words   |  7 PagesHobbes and Rousseau on the Social Contract Theory The social contract theory focuses on the origin of states and laws, and the impact of regulated communities or states on individuals. All conceptions of the social contract theory can be harmonized to the individual desire for safety or security and the demand for fulfillment through a collective agreement which transforms the human dimension into an organized society from the primordial state. Rousseau was the first philosopher to coin the socialRead MoreHobbes And Rousseau s View Of State Of Nature1486 Words   |  6 Pagestheir theories about society, chief among them Hobbes and Rousseau. Even though both philosophers saw state of nature as the phase prior to formation of societies, Hobbes saw the state of nature as a step to the better phase (a political society ruled by sovereign), while Rousseau saw it as a step to man’s misery. For Hobbes, man’s natural state is fearful and chaotic phase which create the need for an institution that provides self-protection. Ro usseau opposed Hobbes’s view of state of nature as heRead MoreComparison of Thomas Hobbes and Jean-Jacques Rousseau Essay1092 Words   |  5 Pagesguided the works of the 17th and 18th century philosophical writings of Thomas Hobbes and Jean-Jacques Rousseau. Through Thomas Hobbes world-renowned publication Leviathan and Rousseau’s discourses on basic political principals and concepts, each man validated their thoughts on human nature and what is required for a successful society within their respective government confines. The distinct differences between Hobbes and Rousseau’s opinions on the natural state of man frame the argument of theRead MoreModern Practices Of Hobbes And Rousseau Core Humanities Paper No1470 Words   |  6 Pagesï ¿ ¼University of Nevada, Reno Modern Practices of Hobbes and Rousseau Core Humanities Paper No. 1 Kimberly Martin CH 202 Joe Taglieber September 22, 2015 Martin !1 ï ¿ ¼Thomas Hobbes and Jean-Jacques Rousseau were philosophers from the 16th and 17th centuries. Hobbes and Rousseau developed theories that explained the development of human nature and how men govern themselves given the circumstances around them. Thomas Hobbes and Jean-Jacques Rousseau both have become the most influential philosophers ofRead MoreIs Outsourcing A Refugee Crisis?1544 Words   |  7 Pagesthis course to a media object provided by the professor. The authors I chose to focus on are Thomas Hobbes and Jean Jacques Rousseau. From the readings â€Å"Leviathan† by Thomas Hobbes (CITE) and â€Å"Discourse on the Origin of Inequality† by Jean Jacques Rousseau (CITE), both authors have similar but yet very different viewpoints on ideas they have made. The ideas I will be comparing and contrasting between these two philosophers are their different beliefs and understandings on the state of nature and theRead MoreHuman Nature, By Jean Jacques Rousseau And Thomas Hobbes1711 Words   |  7 PagesThese constructed categories have put a label on people who do not share the same ideas as one another. These different views of human nature have come to propel change and have come to revolutionized human history. Jean-Jacques Rousseau, Michel de Montaigne, and Thomas Hobbes all differ on their ideas of human nature, but they also share common ground. For some of these men the practices of different cultures are categorized as savagery, and for others it has been viewed as noble savagery. Their ideas

Ending School Shootings Free Essays

Justin Bizarro Mrs. Nye English 1301 14 November 2012 Stopping the Tragedy of School Shootings Every single day, millions of kids across the country wake up, get ready for the day, and head to school. The parents of these children trust the school with many things; a safe bus ride, a productive environment, and most importantly, keeping their kids safe throughout the day. We will write a custom essay sample on Ending School Shootings or any similar topic only for you Order Now School districts take pride in this, and on a normal basis, things will go smoothly. Despite all of their efforts, though, one of the most serious and saddening problems that affects schools today is the occurrence of school shootings. Since 1980, there have been over 50 deadly shootings in the United States that occurred on school campuses. There have been many actions taken to prevent these terrible acts, but because they are so unpredictable, shootings still occur. There are many more things we can do to prevent school shootings, horrible events that do not need to occur, and to help those who suffer from thoughts of violence. Shootings have been a problem for hundreds of years. Beginning in 1927, individuals have been driven to intense measures and have taken it out on classmates, teachers, or even random victims. Unfortunately, almost every single incident involving school shootings could have been avoided if people would have taken precautions and said something. Dr. Fred Bemak, a professor at George Mason University, feels that situations can be dodged if we just talk to one another. â€Å"This is a very individualistic society, and we need to work more toward becoming a collective one. We need to work in groups to help foster tolerance and acceptance for others† (Orr 92). One of the most saddening things is the fact that often times, the attacker is a victim driven to these extremes. There are many different things that can be pointed to as the cause of school shootings, including mental disorders and family trouble, but perhaps the largest contributor is bullying. â€Å"One-third of U. S. students have experienced bullying, either as a target or the perpetrator, and 8 percent of those reported bullying or being bullied at least once a week† (Orr 25). We constantly hear the media telling us about how serious of a problem bullying in schools is, but even the news underestimates how bad it is. According to a study produced by Secret Service after the Columbine shooting, one of the most famous deadly school shootings ever, bullying is a leading cause in driving someone to a breaking point. â€Å"Many attackers felt bullied, persecuted, or injured by others prior to the attack† (Threat Assessment). Bullying is something that will never entirely go away, but there is not nearly enough being done to put an end to it. If this problem were taken out of the equation, hundreds of lives could have been saved. More programs need to be put into place that make people aware of this impending problem, and schools need to be more firm about putting their foot down against bullying when it occurs. In turn, the chances of a victim lashing out will be hugely diminished. In this day and age, firearms are much too easy to acquire. There are laws that say you must be a certain age to purchase a gun, and laws that make the punishments clear for supplying a minor with a weapon, but kids across the country find ways to get them illegally with ease. In the eyes of gun-control advocates, the correlation between violence and a growing supply of guns is clear: the greater availability of guns leads to more gun-related deaths† (Gun Control). Guns are a great thing for many reasons, and in the 2nd Amendment of the Constitution, every American has the right to possess a gun, but in the wrong hands they can have deadly consequences. They also become all the more dangerous when someone driven to the break ing point owns one, and lashes out. Shootings can be entirely spontaneous and throwing a deadly weapon into the picture makes them all the scarier. Gun-control advocates add that the mere existence of a gun in a home raises a family’s risk of harm significantly. A 1993 study by criminologist Arthur Kellerman, for example, concluded that the presence of a gun in the home actually triples the risk that someone in the home will be killed† (Gun Control). By reducing the access to firearms, the school shootings will be directly effected in a positive way. Students aren’t the only people who start school shootings. There are countless stories of former students and adults coming onto school campuses and shooting them up. One of the leading questions is how did they get on to the campuses so easily? â€Å"Backers stress that the chief reason for imposing mandatory-ID policies is to improve the safety of students in school buildings and around campus. By requiring students to carry IDs, trespassers can be detected more easily, they say† (Student ID Cards). Generally, when someone wants to enter a school campus during the school day, they have a specific purpose for going there. Assuming someone wanting to access a school is up to no good would be wrong, but it goes back to the old saying, â€Å"better safe than sorry†. ID’ing people coming and going from schools would definitely not be a hindrance to anyone, and if it could prevent deadly attacks from happening, what would the harm be? â€Å"More than three-quarters of school shooters had a history of suicidal thoughts, threats, gestures, or attempts. Most of these students were known to have been severely depressed or desperate at some point before their attacks† (Threat Assessment). Approximately 1 in 4 people in the United States suffer or have suffered from depression at some point in their lives. To really comprehend this, an understanding of the meaning depression is crucial. Dictionary. com defines depression as â€Å"a mental disorder characterized by extreme gloom, feelings of inadequacy, and inability to concentrate†. Depression is a serious mental-health issue, and it takes a strong toll on its victims. Thankfully, modern medicine is advanced enough that we can now treat people with this truly awful condition, helping their personal lives along with preventing possible dangerous situations stemming from this disorder. By beginning to identify these individuals, we can help them by getting them medical attention and counseling to assist them in their troubles. Many victims think that there is no hope for them, or anyone else they know, so they take drastic measures. No situation needs to ever be escalated to the point of violence, and if these victims can be helped soon enough, we could prevent shootings everywhere. After a school shooting occurs, there is often a common feeling of sorrow, a tense atmosphere, and a sense of confusion, and rightfully so, considering that people have been hurt or killed. The way that the school and teachers cope with the aftermath is a crucial step in healing. Beyond just dealing with the physical injuries and/or deaths, there will be students who are emotionally or mentally traumatized by the entire incident† (Orr 150). These students have just seen things that no one should ever have see, and people that they knew on a daily basis were either involved or affected. At this stage, teachers have a right to take action, and there is more that can be done. Counseling is a very good solution for these stud ents. Talking about how they are feeling is proven to help the healing process, and it can help spot students who may be having the same thoughts as the shooter, but have hidden them. Schools may decide to have prepared crisis teams on hand to help students with their various reactions, which may include anything from suicide to paralyzing grief to insomnia to paranoia† (Orr 150). This is just another way that future violent events can be prevented, and a difference can be made in schools across America. School shootings have been a problem in our country for too long. As we continue to grow as a nation, we must remember all of those victims of shootings- not just those people who have passed away, but the families of those people as well. The easy thing to do is to condescendingly look at all of the hurt and pain, destruction and havoc caused by school shootings, but instead of turning into pessimists. We should be optimistic about the good things going on to defend against these attacks. A wise man once pointed out, â€Å"Rome wasn’t built in a day†. While we learn in our knowledge of techniques for ending this problem, we need to be patient and realize that when tragedies do occur, we can turn them into valuable learning experiences. By putting a stop to bullying, being more careful with gun laws, and helping those who suffer from depression, we can prevent school shootings. Let’s band together, take a stand, and act to save lives across the country. Works Cited â€Å"Key Findings from the ‘Threat Assessment’ Guide for Schools. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services, 11 May 2007. Web. 9 Nov. 2012. Orr, Tamra. â€Å"Violence In Our Schools: Halls of Hope, Halls of Fear. † Danbury: Scholastic, 2003. Print. â€Å"School Safety. Issues Controversies On File: Issues Controversies. Facts On File News Services, 15 Feb. 2005. Web. 9 Nov. 2012. â€Å"School Safety: Statistical Update. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services, 2 Nov. 2006. Web. 15 Nov. 2012. â€Å"Student ID Cards. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services. 17 Dec. 2004. W eb. 15 Nov. 2012. â€Å"Update: Gun Control. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services, 29 May 1998. Web. 15 Nov. 2012. How to cite Ending School Shootings, Essay examples Ending School Shootings Free Essays Justin Bizarro Mrs. Nye English 1301 14 November 2012 Stopping the Tragedy of School Shootings Every single day, millions of kids across the country wake up, get ready for the day, and head to school. The parents of these children trust the school with many things; a safe bus ride, a productive environment, and most importantly, keeping their kids safe throughout the day. We will write a custom essay sample on Ending School Shootings or any similar topic only for you Order Now School districts take pride in this, and on a normal basis, things will go smoothly. Despite all of their efforts, though, one of the most serious and saddening problems that affects schools today is the occurrence of school shootings. Since 1980, there have been over 50 deadly shootings in the United States that occurred on school campuses. There have been many actions taken to prevent these terrible acts, but because they are so unpredictable, shootings still occur. There are many more things we can do to prevent school shootings, horrible events that do not need to occur, and to help those who suffer from thoughts of violence. Shootings have been a problem for hundreds of years. Beginning in 1927, individuals have been driven to intense measures and have taken it out on classmates, teachers, or even random victims. Unfortunately, almost every single incident involving school shootings could have been avoided if people would have taken precautions and said something. Dr. Fred Bemak, a professor at George Mason University, feels that situations can be dodged if we just talk to one another. â€Å"This is a very individualistic society, and we need to work more toward becoming a collective one. We need to work in groups to help foster tolerance and acceptance for others† (Orr 92). One of the most saddening things is the fact that often times, the attacker is a victim driven to these extremes. There are many different things that can be pointed to as the cause of school shootings, including mental disorders and family trouble, but perhaps the largest contributor is bullying. â€Å"One-third of U. S. students have experienced bullying, either as a target or the perpetrator, and 8 percent of those reported bullying or being bullied at least once a week† (Orr 25). We constantly hear the media telling us about how serious of a problem bullying in schools is, but even the news underestimates how bad it is. According to a study produced by Secret Service after the Columbine shooting, one of the most famous deadly school shootings ever, bullying is a leading cause in driving someone to a breaking point. â€Å"Many attackers felt bullied, persecuted, or injured by others prior to the attack† (Threat Assessment). Bullying is something that will never entirely go away, but there is not nearly enough being done to put an end to it. If this problem were taken out of the equation, hundreds of lives could have been saved. More programs need to be put into place that make people aware of this impending problem, and schools need to be more firm about putting their foot down against bullying when it occurs. In turn, the chances of a victim lashing out will be hugely diminished. In this day and age, firearms are much too easy to acquire. There are laws that say you must be a certain age to purchase a gun, and laws that make the punishments clear for supplying a minor with a weapon, but kids across the country find ways to get them illegally with ease. In the eyes of gun-control advocates, the correlation between violence and a growing supply of guns is clear: the greater availability of guns leads to more gun-related deaths† (Gun Control). Guns are a great thing for many reasons, and in the 2nd Amendment of the Constitution, every American has the right to possess a gun, but in the wrong hands they can have deadly consequences. They also become all the more dangerous when someone driven to the break ing point owns one, and lashes out. Shootings can be entirely spontaneous and throwing a deadly weapon into the picture makes them all the scarier. Gun-control advocates add that the mere existence of a gun in a home raises a family’s risk of harm significantly. A 1993 study by criminologist Arthur Kellerman, for example, concluded that the presence of a gun in the home actually triples the risk that someone in the home will be killed† (Gun Control). By reducing the access to firearms, the school shootings will be directly effected in a positive way. Students aren’t the only people who start school shootings. There are countless stories of former students and adults coming onto school campuses and shooting them up. One of the leading questions is how did they get on to the campuses so easily? â€Å"Backers stress that the chief reason for imposing mandatory-ID policies is to improve the safety of students in school buildings and around campus. By requiring students to carry IDs, trespassers can be detected more easily, they say† (Student ID Cards). Generally, when someone wants to enter a school campus during the school day, they have a specific purpose for going there. Assuming someone wanting to access a school is up to no good would be wrong, but it goes back to the old saying, â€Å"better safe than sorry†. ID’ing people coming and going from schools would definitely not be a hindrance to anyone, and if it could prevent deadly attacks from happening, what would the harm be? â€Å"More than three-quarters of school shooters had a history of suicidal thoughts, threats, gestures, or attempts. Most of these students were known to have been severely depressed or desperate at some point before their attacks† (Threat Assessment). Approximately 1 in 4 people in the United States suffer or have suffered from depression at some point in their lives. To really comprehend this, an understanding of the meaning depression is crucial. Dictionary. com defines depression as â€Å"a mental disorder characterized by extreme gloom, feelings of inadequacy, and inability to concentrate†. Depression is a serious mental-health issue, and it takes a strong toll on its victims. Thankfully, modern medicine is advanced enough that we can now treat people with this truly awful condition, helping their personal lives along with preventing possible dangerous situations stemming from this disorder. By beginning to identify these individuals, we can help them by getting them medical attention and counseling to assist them in their troubles. Many victims think that there is no hope for them, or anyone else they know, so they take drastic measures. No situation needs to ever be escalated to the point of violence, and if these victims can be helped soon enough, we could prevent shootings everywhere. After a school shooting occurs, there is often a common feeling of sorrow, a tense atmosphere, and a sense of confusion, and rightfully so, considering that people have been hurt or killed. The way that the school and teachers cope with the aftermath is a crucial step in healing. Beyond just dealing with the physical injuries and/or deaths, there will be students who are emotionally or mentally traumatized by the entire incident† (Orr 150). These students have just seen things that no one should ever have see, and people that they knew on a daily basis were either involved or affected. At this stage, teachers have a right to take action, and there is more that can be done. Counseling is a very good solution for these stud ents. Talking about how they are feeling is proven to help the healing process, and it can help spot students who may be having the same thoughts as the shooter, but have hidden them. Schools may decide to have prepared crisis teams on hand to help students with their various reactions, which may include anything from suicide to paralyzing grief to insomnia to paranoia† (Orr 150). This is just another way that future violent events can be prevented, and a difference can be made in schools across America. School shootings have been a problem in our country for too long. As we continue to grow as a nation, we must remember all of those victims of shootings- not just those people who have passed away, but the families of those people as well. The easy thing to do is to condescendingly look at all of the hurt and pain, destruction and havoc caused by school shootings, but instead of turning into pessimists. We should be optimistic about the good things going on to defend against these attacks. A wise man once pointed out, â€Å"Rome wasn’t built in a day†. While we learn in our knowledge of techniques for ending this problem, we need to be patient and realize that when tragedies do occur, we can turn them into valuable learning experiences. By putting a stop to bullying, being more careful with gun laws, and helping those who suffer from depression, we can prevent school shootings. Let’s band together, take a stand, and act to save lives across the country. Works Cited â€Å"Key Findings from the ‘Threat Assessment’ Guide for Schools. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services, 11 May 2007. Web. 9 Nov. 2012. Orr, Tamra. â€Å"Violence In Our Schools: Halls of Hope, Halls of Fear. † Danbury: Scholastic, 2003. Print. â€Å"School Safety. Issues Controversies On File: Issues Controversies. Facts On File News Services, 15 Feb. 2005. Web. 9 Nov. 2012. â€Å"School Safety: Statistical Update. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services, 2 Nov. 2006. Web. 15 Nov. 2012. â€Å"Student ID Cards. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services. 17 Dec. 2004. W eb. 15 Nov. 2012. â€Å"Update: Gun Control. † Issues ; Controversies On File: Issues ; Controversies. Facts On File News Services, 29 May 1998. Web. 15 Nov. 2012. How to cite Ending School Shootings, Papers