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Introduction
The term neighborhood has numerous meanings and uses according to different people, environment, and context (Kawachi et al. 2003). For instance, neighborhood may refer to a small group of houses in the immediate vicinity of one’s home or a larger area covered by a number of houses of similar structure and market values. A deeper look at the contextual meaning of the neighborhood shows that it relates both to social (people-oriented) and geographic. In other words, the term neighborhood refers to the people who live near each other and occupy a section of an area in town or city (Kawachi et al. 2003). According to former studies and research about, it’s of strong evidence that many of these neighborhoods are not safe to live. That insecurity entails the hygiene, security and immorality conducted within their bounds. One would notice that a bigger hand of danger of these places rests on them. Inhabitants of the neighborhoods are themselves sources of risk. This paper looks deeper into safety breaches of neighborhoods.

Background information

Cases of community violence have been the talk of the day in many neighborhoods. That renders many families to experience regular chronic worries and stress. Most of the crimes involve immoral acts such as burglary sexual harassment, bullet shots, as well as to social disorder issues like the trafficking and sale of graffiti, development of teen gangs and drugs abuse. Such activities are said to be so epic and have developed to be daily routines in several neighborhoods (Bursik, 2007).

The unsafe nature of neighborhoods

It is of great concern that children begin to witness events of a crime while very. They get to view acts of violence such as the use of guns such as robbery at home. Some got to see murder through stubbing. These actions teach them no morals, but only brutality. A good number of them could turn into bullies (Bursik, 2007). Furthermore, some neighborhoods are much squeezed. Amenities such as playgrounds or community centers are not available. The shortages deny children the opportunities to be proactive and hamper their opportunity to get engaged in the broader community. Poor conditions such as dilapidated housing and litter at door-steps always cause series of impacts that may be harmful to health of residents and their overall well-being. Playgrounds for children are mostly unavailable. However, in places where they exist, they sometimes turn out to become a dangerous spots and hideouts for bad planners (Rubinowitz, 2009).

Not all neighborhoods are unsafe. Some residents have been able to make collaborative measures towards making their communities healthy places to live. One method they have found to be effective is through neighborhood watch programs. Diligently, neighbors have effectively succeeded to prevent violence and crime within their vicinity.

Conclusion
It’s evident that the unsafe nature of a neighborhood cannot only be seen in the angle of crime, but also on the basis of hygiene. In most cases, crime activities involve theft and fights. Lack of space, dirty, littered areas are other issues related to neighborhoods. There are too many instances of violence and ever-present threats, gun sounds, and drug dealings. Residents of such zones are always in worry about what is coming next (Rubinowitz, 2009). Some families spend nights worrying about themselves. All these collectively prove that indeed there exist security issues in these areas. Though unsafe, they form home to many people who have little or no alternative places of abode. All they can do to survive is awaiting the next episode. Many of these neighborhoods are thus unfit to the morality and value incorporation to young growing children, particularly boys.

Is a “Cloud based” educational system a real possibility, or the mere dream of a utopian future? In hid TED talk, educator and activist, Suguta Mitra asserts his optimistic vision of access to learning for all. His enthusiasm for a global cloud based education is not without experiential foundation. Mitra relates how his experiments of placing computer terminals in remote locations with the particular intention of engaging children with the machines, lead to some astonishing discoveries and insights about the nature of learning.

Mitra started by placing a computer terminal in a slum neighborhood in Delhi. He wanted to see how the local children, most living in poverty with no exposure to technology, would respond to an essentially alien device. The children he found in the city were fast adaptors, mastering the computer in a few months. Some attributed this to the urban atmosphere in Delhi were the kids were probably instructed by a local technologist. Mitra was not convinced. Determined to prove his findings, he next placed a computer 100 miles outside Delhi in the remote village where most of the population did not even speak English. Again he did not instruct the children, shrugging off questions with responses like “well, it is.” Months passed and when he came back he found the children playing games. They were irritated with him “you left this machine here with instructions in English so we had to learn English,’ they said. They also requested a faster processor and a better mouse.

In the final level of this experiment, Mitra decided to leave a computer loaded with esoteric explanations of DNA all in a non-English speaking Tamil town. “It has lots of important information on it,” he told the curious local children. He had no expectation they would be able to decipher any of the scientific content. Months later he again returned and it seemed his anticipated result of no progress was indeed the case. “We study it every day,” the children said, “We know nothing.” Mitra was ready to accept this failure and then, a small girl piped up in broken English “Yes, except for the fact a broken DNA strand leads to disease, we have learned nothing.”

In continuing cases Mitra found the same results. He also discovered the children learned more with some interaction with an adult. These adults, however, did not take on a formal teaching role, but instead acted in what he describes as the “granny approach;” standing behind the children and asking questions like ‘OH, what is that?” “What do you think it means?” He even employed a whole retinue of English grandmothers to interact with village children via the internet.

The implications Mitra’s experiments have for the use of the Cloud as a provider of knowledge, and the educational process itself are remarkable. In the past citizens were educated in many basic clerical skills, reading, writing etc., which in many ways have been replaced by machines. The population of the future will be more focused in understanding and interpreting information, rather than more rudimentary tasks. With the simple access to information an abundance of true thinkers can be developed.

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