Teen Pregnancy

On average, 700 girls are impregnated each year in The Bahamas. Twenty percent of these teen mothers have another child while they are still in their teens according to the president of the PACE Foundation, Sonia Brown. We are urging citizens to take a stand and educate our children about contraceptives and the irresponsibility and lack of knowledge that leads to teenage pregnancy. Most teens that have children find it harder to become a part of the work force because their time is more focused on their child.They are less prepared to enter the working world because they are ill prepared due to being forced to be adults at a young age. Thus, not completing school in most instances. When they enter the Job market these teens need assistance with day care and other services that they are often unable to afford due to their minimum wage Jobs that they barely qualify for. Unplanned teenage pregnancies can lead to higher high school dropout rates, higher rates of single parenthood, and lo wering scores in math and reading.Stopping teenage pregnancy requires a hands-on connection between parents and hildren, a good educational foundation, and unbiased resources. The COB Gazette is campaigning for: *Teaching Sex Education to Stop Teenage Pregnancy Government officials claim that their efforts to fght teenage pregnancy is that they already have parenthood sessions in government schools but those are not effective enough because we still have a large number of teenage pregnancies in The Bahamas today. Sex education starts in the home as well.Parents should begin introducing the subject of puberty and sex with their children at around age 5. At irst these discussions are more based on the relationships between the sexes. Schools also teach teens about the chances and effects of teenage pregnancies, though the approach will depend on each school. Teens have hormones raging through their bodies and often misunderstand how these hormones affect their choices about safe sex. Implementing a parenting class to become a part of the curriculum in Bahamian schools will help teach girls about the dedication and time it takes to be a teenage mother.The class should also include lessons on different ypes of contraceptives and birth control methods. *Providing Resources to Prevent In addition to teaching teens about teenage pregnancy, parents and school systems should provide a list of resources for teens that are contemplating having sex. These resources often include phone numbers to local support groups and locations where teens can pick up free condoms. Some school systems can even choose to hand out condoms as part of their safe sex services. *Birth Control and Teen Pregnancies Teenage girls can be placed on birth control to stop teenage pregnancies.This does not mean sexual education is no longer needed. Birth control and condoms may prevent teenage pregnancies but they will not stop the transmission of sexually transmitted diseases like HIV, syphilis and gonorrhea. When choosing birth control, parents and teens have options. There are daily, monthly and tri-monthly birth control solutions. Daily birth control pills are the most common utilized by teen girls trying to prevent pregnancy. The pills need to be taken at the same time every day, however, which can be difficult for some teen girls to remember.Parents can discuss birth control options with the family physician or gynecologist. The solutions proposed should be greatly considered by the government and schools, as they would pose to be great options in helping our teenage girls. Although the pregnancy rate amongst teens has decreased by two percent over the last ten years, PACE still enrolls 100 to 150 pregnant teens a year. The age group mostly affected by this epidemic are girls ages 14 to 15. We should be making moves to encourage our young girls to make smarter choices. Teen Pregnancy On average, 700 girls are impregnated each year in The Bahamas. Twenty percent of these teen mothers have another child while they are still in their teens according to the president of the PACE Foundation, Sonia Brown. We are urging citizens to take a stand and educate our children about contraceptives and the irresponsibility and lack of knowledge that leads to teenage pregnancy. Most teens that have children find it harder to become a part of the work force because their time is more focused on their child.They are less prepared to enter the working world because they are ill prepared due to being forced to be adults at a young age. Thus, not completing school in most instances. When they enter the Job market these teens need assistance with day care and other services that they are often unable to afford due to their minimum wage Jobs that they barely qualify for. Unplanned teenage pregnancies can lead to higher high school dropout rates, higher rates of single parenthood, and lo wering scores in math and reading.Stopping teenage pregnancy requires a hands-on connection between parents and hildren, a good educational foundation, and unbiased resources. The COB Gazette is campaigning for: *Teaching Sex Education to Stop Teenage Pregnancy Government officials claim that their efforts to fght teenage pregnancy is that they already have parenthood sessions in government schools but those are not effective enough because we still have a large number of teenage pregnancies in The Bahamas today. Sex education starts in the home as well.Parents should begin introducing the subject of puberty and sex with their children at around age 5. At irst these discussions are more based on the relationships between the sexes. Schools also teach teens about the chances and effects of teenage pregnancies, though the approach will depend on each school. Teens have hormones raging through their bodies and often misunderstand how these hormones affect their choices about safe sex. Implementing a parenting class to become a part of the curriculum in Bahamian schools will help teach girls about the dedication and time it takes to be a teenage mother.The class should also include lessons on different ypes of contraceptives and birth control methods. *Providing Resources to Prevent In addition to teaching teens about teenage pregnancy, parents and school systems should provide a list of resources for teens that are contemplating having sex. These resources often include phone numbers to local support groups and locations where teens can pick up free condoms. Some school systems can even choose to hand out condoms as part of their safe sex services. *Birth Control and Teen Pregnancies Teenage girls can be placed on birth control to stop teenage pregnancies.This does not mean sexual education is no longer needed. Birth control and condoms may prevent teenage pregnancies but they will not stop the transmission of sexually transmitted diseases like HIV, syphilis and gonorrhea. When choosing birth control, parents and teens have options. There are daily, monthly and tri-monthly birth control solutions. Daily birth control pills are the most common utilized by teen girls trying to prevent pregnancy. The pills need to be taken at the same time every day, however, which can be difficult for some teen girls to remember.Parents can discuss birth control options with the family physician or gynecologist. The solutions proposed should be greatly considered by the government and schools, as they would pose to be great options in helping our teenage girls. Although the pregnancy rate amongst teens has decreased by two percent over the last ten years, PACE still enrolls 100 to 150 pregnant teens a year. The age group mostly affected by this epidemic are girls ages 14 to 15. We should be making moves to encourage our young girls to make smarter choices. Teen Pregnancy Teen pregnancy is a growing epidemic in the United States. Teen girls are becoming pregnant at an alarming rate, with a lot of the pregnancies planned. With television shows broadcasting shows such as â€Å"16 and Pregnant† and â€Å"Teen Mom†, it is giving teenage girls the idea that it is alright to have premarital sex and become pregnant. It is in a way condoning teen pregnancy. I am interested in discussing teen pregnancy and the options that are out there for the teens who find themselves in this situation. I don’t think enough is being done to educate or prepare these teens about how their lives will change in the event of pregnancy. I am especially interested in this issue, because I found myself in this very situation when I was just seventeen years old. I made the decision that was best for me at the time, but wasn’t given all the support I think I needed. I didn’t have anyone to talk to who was going through what I was at the time. I think that teenagers wanting to grow up too fast, peer pressure and television, both reality and fiction, all play a huge role in this problem. I think the answer to probably not solving this problem, but hopefully lowering the number of teen pregnancies is to better educate our teenage population. All in all, I would like to see teens better educated on teen pregnancy. Also to let them know if that is the situation they find themselves in, that there are options out there for them to choose from. There is someone for them to talk to and confide in about what they are feeling and how they want to proceed. There have been numerous surveys of adolescent sexual behavior, but their results have often been inconsistent. There is, however, general agreement about one point: Young people are having sex at an earlier age than they did a century ago. Although this change is just one part of an overall trend toward more liberal sexual attitudes and behaviors, it poses some special problems. In the erotically charged atmosphere of today’s society, young people are often confused about how to deal with their own sexuality. They see the overwhelming importance given to sexual attractiveness in the media-one study estimated that the average teenager ahs witnessed nearly 14,000 sexual encounters on television- yet they also hear their parents and religious advisers telling them that sex is wrong. As a result, many young people begin having sex without really intending to and without taking precautions against pregnancy. In the last decade or so, however, the growing awareness of the dangers of AIDS does appear to have contributed to a decline in the rates of sexual intercourse among teens. The Youth Risk Behavior Survey found that between 1991 and 2005 the percentage of teenagers who are sexually active dropped from 57. 4 percent to 46. 3 percent among males and from 50. 8 percent to 44. 9 percent among females. The rates of pregnancy, abortion, and sexually transmitted disease among teens have actually dropped even faster than the rate of sexual activity. So it appears that, in addition to postponing sex, teens are also becoming more responsible in their sexual activities. For example, the Youth Risk Behavior Survey found that 87. percent of teens were either abstinent or used condoms. Of course, that means that 12. 5 percent of teens were still having unprotected sex, but that is a significant improvement over past decades. Similarly, although the rate of teen pregnancy has declined, more than 11 percent of the babies born in the United States are still born to teenage mothers. Of sexually active teens, 63 percent reported using a condom during their last intercourse, and 17 percent say they used oral contraceptives, but that still means that 20 percent of sexually active teens had no effective protection against pregnancy. Why don’t more sexually active teenagers use contraceptives? In some cases, they may actually want to have a child, but most teenage pregnancies are accidental. Many teenagers are simply ignorant about sexual matters and believe such myths as â€Å"You can’t get pregnant the first time† or â€Å"You won’t get pregnant if you only have sex once in a while. † Teenagers are also influenced by parents and religious leaders who tell them to abstain not only from having sex but also from using birth control. Although birth control requires planning and forethought, it is easy to be swept into an unplanned sexual encounter in the heat of passion. Moreover, some teenagers feel that planning a sexual encounter is immoral but that if they are caught up in the heat of the moment and unable to stop, they can’t be blamed for their actions. Finally, teenagers often do not know how to get birth control devices or are afraid that their parents will get angry if they do. Teen Pregnancy Subject:Argumentative Synthesis Research Paper Sheltering the youth from birth control does not decrease the percentage of teen pregnancy but it fact helps initiate unprotected sex. The increase in teen pregnancy is due to, inadequate sexual education available to adolescents, lack of knowledge and resources for birth control, and the environment the individual grew up around. Research Questions Does providing adolescents with birth control increase teen pregnancy 1 Is there enough information on the consequences of unprotected sex easily accessible to today’s youth 2 Is the environment a teen lives in a factor of getting pregnant at a young age 3 Are parents willing to inform their child(ren) about the consequences about unprotected sex 4 Are parents more excepting about their child having sex if they know they are using protection 5 How does having condoms at easy access for teens result in unprotected sex Sources ttp://www. solutionsforamerica. org/healthyfam/teenage-pregna ncy. html http://www. escrh. eu/about-esc/news/young-people-report-high-levels-unprotected-sex-and-barriers-affecting-their-right-ob http://healthpsych. psy. vanderbilt. edu/condomConumdrum. htm * Write a brief paragraph here Three Supports for Thesis Statement * Teenage pregnancy and birth rates both dropped in the 1990s among all racial and ethnic groups.Increased use of contraceptives and increased abstinence * Teenage pregnancy is linked to several risk factors including: being poor, living in a single-parent household, child abuse, and risky behaviors such as drug abuse and early or unprotected sex * On average, only half of young people surveyed across Europe (55%) receive sex education in school compared to three quarters across Latin America (78%), Asia Pacific (76%) and the USA (74%) Arguments and Rebuttals * With the easy access of condoms there is more risk for teen pregnancy * Some positive aspects of providing condoms included that providing ondoms could reduce incidenc e of unwanted, teenage pregnancy and the spread of STDs. Secondly, a comprehensive sex education program including condom provision accepts the inevitability of adolescent sex and encourages students to make wise, â€Å"safe† decisions if they do have sex. * There is enough sexual education available to the adolescents in our society * Comprehensive health education or sexuality education that includes information on contraception; this may delay sexual initiation and increase contraceptive use.Youth development programs that include sex education along with other activities such as, volunteering, mentoring, and job training are associated with delayed first sex and lower teenage pregnancy rates * The environment that an adolescent is exposed to has nothing to do with the outcome of teen pregnancy * It was found in a study by the American Medical Association that â€Å"Teens who live in neighborhoods that have high levels of poverty, low levels of education, and high residen tial turnover are at a higher risk for teen pregnancy†(AMA,7).A similar study found that family factors also contribute to the rising rate of teen pregnancy. These include the income level of the family, as well as the family structure. Teens that were born to teenage parents are also more likely to become teenage parents themselves Reference Page Reising, Michelle. â€Å"Condom Conundrum: Should Condoms be Available in Schools?. † Health Psychology Home Page. Ed. David Schlundt. Vanderbilt University, n. . Web. 15 Nov. 2011. . â€Å"Teenage Pregnancy Prevention. † Solutions For America. Healthy Families and Children, n. d. Web. 15 Nov. 2011. . â€Å"Young people report high levels of unprotected sex and barriers affecting their right to obtain trustworthy information about sex and Teen Pregnancy On average, 700 girls are impregnated each year in The Bahamas. Twenty percent of these teen mothers have another child while they are still in their teens according to the president of the PACE Foundation, Sonia Brown. We are urging citizens to take a stand and educate our children about contraceptives and the irresponsibility and lack of knowledge that leads to teenage pregnancy. Most teens that have children find it harder to become a part of the work force because their time is more focused on their child.They are less prepared to enter the working world because they are ill prepared due to being forced to be adults at a young age. Thus, not completing school in most instances. When they enter the Job market these teens need assistance with day care and other services that they are often unable to afford due to their minimum wage Jobs that they barely qualify for. Unplanned teenage pregnancies can lead to higher high school dropout rates, higher rates of single parenthood, and lo wering scores in math and reading.Stopping teenage pregnancy requires a hands-on connection between parents and hildren, a good educational foundation, and unbiased resources. The COB Gazette is campaigning for: *Teaching Sex Education to Stop Teenage Pregnancy Government officials claim that their efforts to fght teenage pregnancy is that they already have parenthood sessions in government schools but those are not effective enough because we still have a large number of teenage pregnancies in The Bahamas today. Sex education starts in the home as well.Parents should begin introducing the subject of puberty and sex with their children at around age 5. At irst these discussions are more based on the relationships between the sexes. Schools also teach teens about the chances and effects of teenage pregnancies, though the approach will depend on each school. Teens have hormones raging through their bodies and often misunderstand how these hormones affect their choices about safe sex. Implementing a parenting class to become a part of the curriculum in Bahamian schools will help teach girls about the dedication and time it takes to be a teenage mother.The class should also include lessons on different ypes of contraceptives and birth control methods. *Providing Resources to Prevent In addition to teaching teens about teenage pregnancy, parents and school systems should provide a list of resources for teens that are contemplating having sex. These resources often include phone numbers to local support groups and locations where teens can pick up free condoms. Some school systems can even choose to hand out condoms as part of their safe sex services. *Birth Control and Teen Pregnancies Teenage girls can be placed on birth control to stop teenage pregnancies.This does not mean sexual education is no longer needed. Birth control and condoms may prevent teenage pregnancies but they will not stop the transmission of sexually transmitted diseases like HIV, syphilis and gonorrhea. When choosing birth control, parents and teens have options. There are daily, monthly and tri-monthly birth control solutions. Daily birth control pills are the most common utilized by teen girls trying to prevent pregnancy. The pills need to be taken at the same time every day, however, which can be difficult for some teen girls to remember.Parents can discuss birth control options with the family physician or gynecologist. The solutions proposed should be greatly considered by the government and schools, as they would pose to be great options in helping our teenage girls. Although the pregnancy rate amongst teens has decreased by two percent over the last ten years, PACE still enrolls 100 to 150 pregnant teens a year. The age group mostly affected by this epidemic are girls ages 14 to 15. We should be making moves to encourage our young girls to make smarter choices.

Frankenstein coursework Essay

Frankenstein was written in 1816 by female novelist, Mary Shelley. She was only 18 at the time she had the idea for it. Her, her boyfriend Percy Shelley (whom she later married) and some of her friends were on holiday at the shore of lake Geneva in Switzerland, and at the time it was pouring down outside, so one of them decided that they should have a competition to see who could create the scariest horror story. Each person tried desperately to think of one, so much that they tried eating things that would give them nightmares. Mary had the idea of a creature being brought to life, which then lead to the birth of Frankenstein.  This book is often referred to as ‘the modern Prometheus’, named after a greek god who stole power from heaven to create life from lifeless materials. When this book was first published, it was done so under an anonymous name because in those days women were not supposed to do things like  Write horror stories and therefore would have been outcast.  Summary  This story is based upon an English man called Robert Walton who is writing to his sister back in England. He is seeking to find the North Pole. In doing this, he finds a man called Victor Frankenstein floating on a piece of ice. Walton drags the man aboard and revives him. When Frankenstein is recovered he starts to tell his story.  He begins to tell Walton about his father and how he came to life, and goes on to talk about his childhood. At this time everything seems fine as Frankenstein appears to have had a very happy time as a child with his family, but it is after this that things start to go wrong. Frankenstein tells of how he goes to university to study natural philosophy, otherwise known as chemistry. It is from this that he goes on to make the discovery he so dearly goes to regret – the discovery of giving new life to dead material.  He goes on to say that with this discovery he begins to build a new being. He not only begins to build it, he becomes obsessed with creating new life and even though he becomes ill he continues with it until it is done. He explains how excited he is with what he is doing and how he can’t wait to get it finished. However, when it does spring to life the last emotion Frankenstein feels is joy. He is horrified by his creation, and runs out of his room. He returns later to find, to his extreme delight, the monster to be gone. Frankenstein soon forgets about it and decides to return to Geneva to visit his family who he has not seen for 5 years. He returns to discover some grave news.  His younger brother, William, has been murdered and his adopted sister, Justine, has been accused of the crime. Frankenstein instantly knows who had really performed the act. He knew that it was the monster he created which had done this heinous deed. He knew, however, if he told the court that they would not believe him, so Justine was convicted and executed. This filled Frankenstein with great bitterness and hatred towards the monster. He decides to go for a walk in the Alps to take his mind off things. It is here where he confronts the monster for the second time.  When Frankenstein sees the monster his first instinct is to kill it, but the monster is a lot bigger than stronger than him. The monster then tells Frankenstein to listen to what he says and then judge him. This is where the monster tells his story.  He says that he came into the world with no understanding of anything around him, like a fully-grown baby. After his confrontation with Frankenstein, he walked out into a park, where he found berries to eat and a stream to drink from. He then moved out into the countryside where he had numerous encounters with humans he’d rather forget about. Whenever humans saw him, they either ran away or attacked the monster. This upset him, because he did not wish to harm them. Eventually, he found a small ‘hovel’ (small hut) on a farm. It was here he stayed for a long time. He learnt the names of the people who lived on the farm, and also their history, that they were sent out of France by the government because they were planning to free someone from prison. The monster slowly picked up their language of these people and also how to read from old books they threw out. He helped the family by cutting wood for them at night in the winter at night, and generally became quite attracted to the family. After a year and a bit, the monster decided he would confront the family. This went well at first because firstly he met the old man. This was an advantage to the monster because the old man was blind and couldn’t judge him by his looks. However, when the rest of the family came home they were horrified by the monsters appearance and attacked him. The monster was very upset by this and ran out of the house.  He ran out into the forest, and returned the following morning to discover the family rushing to leave the place from the monster. He was so angered by this that he trashed the farm, destroying everything and burning it all. The monster then set his sights on returning to Geneva. He spent about half a year travelling but eventually got there.  When he got there he discovered Frankenstein’s younger brother, William. The monster grabbed the boy, and he started shouting so he tried to silence him by choking him and ended up killing him. The monster found a pendant round the boy’s neck, and out it round a girl who was sleeping nearby, and then ran. It is here the monster concludes his story.

Discuss Merle Hodge’S Crick Crack Monkey As a Novel Essay

Merle Hodge born in 1944, in Trinidad is the daughter of an immigration officer. After studying at the Bishop Anstey’s high school of Trinidad, she obtained the Trinidad and Tobago Girls Island Scholarship in 1962 which led her to the university college of London. She obtained a degree in French and later in 1967 a Master Philosophy degree. Merle Hodge traveled a lot in Eastern and Western Europe and when she returned to Trinidad she started teaching French in junior schools. Later she obtained a post of lecturer at the University of the West Indies. In 1979, she started to work for the bishop regime and she was appointed director of the development of curriculum. In 1983, she left Grenada because the bishop was assassinated and she is now working for the Women and Development Studies at the University of the West Indies in Trinidad. She wrote the novel Crick Crack Monkey in 1970 where she deals with the theme of childhood in the West Indies. The main protagonist called Tee lives with Tantie who is a working class woman. She later goes to live with her aunt Beatrice and she faces a new and different world from that of her Caribbean world: â€Å"Hodge’s story is presented through the eyes of a black, lower class girl of Trinidad in the 1950s.† The whole story is one presented from one point of view: Tee’s. She is left alone by her father who goes abroad after the death of her mother and she has to live with her lower class Tantie where she learns about being independent. Later in the story her aunt Beatrice takes her and she then has to adapt herself to the ‘white’ world. She faces a lot of cultural and identity conflict as she does not really know where she belongs or what culture is wrong or right. â€Å"However, looking at the story of â€Å"crick crack monkey† through the eyes of a young white girl, rather than a young black girl, the reader might see the injustice and the ethnic discrimination that a black person must endure. She would not be accustomed to being called a â€Å"little black nincompoop† (Hodge 457), and she would most likely not have to suffer a physical beating with a ruler (Hodge 456)† Tee becomes the narrator and Hodge guides the reader through an â€Å"intensely personal study of the effects of the colonial imposition of various social and cultural values on the Trinidadian female.† Tee narrates the diverse problems in her life in such a way that it is often complicated to split up â€Å"the voice of the child, experiencing, from the voice of the woman, reminiscing; in this manner, Hodge broadens the scope of the text considerably.† It has often been seen that the British have used various techniques to influence the viewpoints of the Caribbean people. â€Å"The people’s self awareness, religion, language, and culture has coped with the influx of British ideals and in coping, the people have changed to appease the islands’ highly influential British population.† Crick Crack Monkey is made to be a novel dealing with the conflict of cultures that Tee has to accept. We first meet Tee when her mother dies and she is portrayed as being surrounded by people. She experiences ‘crowd-scenes’ where she has all her family and friends around her to give her support. At Tantie’s house, she had Tantie’s loud presence and when she was absent she had the presence of other children. This in a way is made to reflect the Caribbean culture where every one is warm and caring and where the people like to stay together and entertain social relationships: â€Å"As Yakini Kemp notes, â€Å"she [Tee] is moving progressively toward the development of a positive self-image while she resides with Tantie† (24). Tee is made to be independent and having a voice for herself in the Trinidadian society. She has a confident personality which has been molded by the culture in which she was living. These episodes where Tee is made to be surrounded by the people of Trinidad are made to contrast with the isolation and the loneliness which Tee is made to feel at her Aunt Beatrice’s place: â€Å"these scenes set up a contrast to the loneliness the narrator-protagonists will experience once removed from their original environment and placed into a Western or Western-aspiring one. What Marjorie Thorpe has said about Crick Crack Monkey thus can also be said for Bedford’s novel: â€Å"Throughout the novel Hodge contrasts the warmth and congeniality of Tantie’s household with the loneliness and isolation which Tee experiences at Aunt Beatrice’s† (36) In Crick Crack Monkey Hodge makes the isolation felt by Tee become associated with cultural alienation. She had always been said to belong to an extended family culture where she feels part of the family but the western culture makes her feel out of place and she thus feels alienated from both cultures at a certain point. This alienation process is depicted through the fact that Tee has to move from an Antillean culture to a supposedly European culture: â€Å"In this novel Merle Hodge presents the process of alienation by depicting Tee’s transition from a typical Antillean tradition to that of a pseudo-European culture.† Tee is made to balance herself between the culture of Tantie who gives her â€Å"the promise of staying on with the original culture of the Caribbean islands† and between Aunt Beatrice who gives her a prospect of another culture: â€Å"Aunt Beatrice offers the lure of abroad – a culture that Tee slowly becomes familiar with but does not b elong to.† It is seen that, while Tantie and Aunt Beatrice represent different perceptions of cultures which were present in the island, Ma, Tee’s Grandma, represents another culture. She is the one who tells the children â€Å"‘nancy† stories and she is near to the Tee’s African roots. Tee visiting her grandmother makes her realize that: â€Å"Ma’s sayings often began on a note of familiarity only to rise into an impressive incomprehensibility, or vice versa, as in ‘Them that walketh in the paths of corruption will live to ketch dey arse†. The three women in Tee’s life makes her realize that each one belongs to a class and a culture which is seemingly different from each other and Tee is unable to even understand the culture of her Grandmother so she becomes alienated from the African culture in a way. She is left with Tantee’s culture and with Aunt Beatrice’s culture where both culture makes her in a way lose her own identity . In Merle Hodge’s Crick Crack Monkey, Tee’s education is responsible for her internalization of the European or the western culture. It is found in the novel that even before Tee is made to go and live with her Anglicized Aunt Beatrice she has to learn about their culture where things which she has learned in her Caribbean culture does not exist â€Å"Books transported you always into the familiar solidity of chimneys and apple trees, the enviable normality of real Girls and Boys who went a-sleighing and built snowmen, ate potatoes, not rice, went about in socks and shoes from morning until night and called things by their proper names, never saying â€Å"washicong† for plimsoll or â€Å"crapaud† when they meant a frog. Books transported you always into reality and Rightness, which were to be found Abroad. (61)† It has often been seen that the colonial education was part of massive artillery to colonize the mind of the people and that this helped to consolidate the colonialists power and culture. It is said that the ‘whole educational apparatus was geared towards cultural domination by consent’ and that in a way it completely destroyed the culture and the cultural education of the colonized people. They were in fact alienated from their own culture through the colonized education and they were made to create an environment where they would desire the Eurocentric culture. This is in a way what happens to Tee who is made to feel alienated from her own culture by the colonial education she is given. Tee’s education thus in a sense puts her in an unbearable state: â€Å"since her own world does not have the same cultural referents as the one she is taught to regard as â€Å"correct,† she is forever trying to â€Å"catch up,† always seeing herself in terms of a world which can never be her own because it is always elsewhere.† She is always lacking in her acceptance of this culture: â€Å"her whole socialization process comes to affirm that however many of the cultural standards prescribed by the educational system, her teachers, or Aunt Beatrice she adopts, she always falls short — and so do her teachers and Aunt Beatrice, who are similarly caught in a cycle of self-denial and self-hatred.† Tantie representing the Caribbean culture warns Tee not to get carried by the colonialist instructions and this warning comes in time when Hodge introduces the teacher, Mr. Hinds who â€Å"is bent on living an English reality in the face of the facts of the Caribbean because he holds Englishness as the highest value in his life, and so it is not surprising that â€Å"[e]everyone knew that Mr. Hinds had been up to England† because he is eager to let everyone know about it. His devotion to the metropolis assumes a worshipful attitude illustrated by his â€Å"daily endeavor to bring the boys to a state of reverence† towards a â€Å"large framed portrait of Churchill† (24).† He makes the colonial education, the center of his teachings and what he teaches the students does not even include the Caribbean reality that the children are living. He tries to instill the English culture in the students: â€Å"from apples to Christmas to snow and the haystacks the children learn about in their school primers — who do not have any lived knowledge of England, thus attempting to erase Caribbeanness in them as it has been erased in him.† There is one passage which addresses the issue of language, identity and of culture. Mr. Hinds being irritated with his students says, â€Å"‘Here I stand, trying to teach you to read and write the English language, trying to teach confounded piccaninnies to read and write. . . . I who have marched to glory side by side with His Majesty’s bravest men — I don’t have to stand here and busy myself with . . . little black nincompoops† (29). This in a way reflects the culture which is often adopted by the western world where people think that the way you speak is a representation of yourself proposed by Ashcroft. The students are made to reject their local language to adopt the language of the colonizer and the†use of the language highlights cultural specificity† when the vernacular language is inserted in the novel. The very rendering of the vernacular in written English gives it equal status to â€Å"mainstream† English and linguistically symbolizes an act of resistance and a cultural alternative – Creole culture — that, in the plot of the novel, is marked by a relative wholeness when juxtaposed to Mr. Hinds’ and Aunt Beatrice’s self-alienation, which is expressed in the above passage through Mr. Hinds’ concern with having his students learn â€Å"proper† English. According to Frantz Fanon: â€Å"Every colonized people — in other words, every people in whose soul an inferiority complex has been created by the death and burial of its local cultural originality — finds itself face to face with the language of the civilizing nation; that is, with the culture of the mother country. The colonized is elevated above his jungle status in proportion to his adoption of the mother country’s cultural standards. He becomes whiter as he renounces his blackness, his jungle. (18)† Mr. Hinds is the representation of the colonized man who tries to act white. He creates walls between himself and the children where he is in a way rejecting his own blackness and is trying to make them accept the culture of the colonized through language: â€Å"attempting to make them like himself, with language as a primary standard of culture, he also tries to prove his own cultural â€Å"redeemability,† the possibility of becoming English.† Tantie represents the Caribbean culture and thus she tries to preserve it in Tee. It seems that the culture in which Tee is living is mixed with the European culture and there are many agents of ‘westernization’ which are present in the society. Mr. Hinds seems only to be a puppet who has been employed to prepare Tee for her awaiting life at the household of Aunt Beatrice: â€Å"it is for good reason that Tantie warns Tee of such indoctrination in the vernacular, since the vernacular is the only cultural basis for Tantie (and potentially for Tee) from which to launch a defense.† The novel shows that the children have to go to Aunt Beatrice’s place in order to obtain the proper education and Tantie has to let the children live with Aunt Beatrice. In a way she knows that the colonial education and system is all that matters to succeed in the world. It seems that Aunt Beatrice’s westernized house is the only ‘proper’ place for the children to stay because it contains all the cultural values of the Europeans. At her arrival there it is immediately shown how the world of aunt Beatrice is different when Tee’s and Todan are made fun of because of their clothes and color: â€Å"Not only color and features are under scrutiny concerning their similarities and dissimilarities to European beauty standards, but so are clothes, as Tee finds out when her cousins inspect her wardrobe soon after her (second) arrival: â€Å". . . We are shown how with the phenomenon of â€Å"double consciousness,† Du Bois’ term: â€Å"While Du Bois speaks of African Americans looking at themselves through the eyes of racist whites, Tee looks at herself through the eyes of her cousins, who have so thoroughly imbibed a British colonialist world view that nothing appears to exist resembling even remnants of a Caribbean identity.† makes Tee feel aware of her color and of her clothes as compared to her colonized cousins. When Tee had gone to Aunt Beatrice’s place the first time, she used to beat up her cousins and later on when she goes there again she is in a way crippled by her education and through her indoctrination of the standards of the European culture. The first time she had Tantie’s culture fully present in her, she had all her Caribbeaness in her and had not been made aware that she has to judge herself by the standards of others and that the European culture was the scale along which she should judge herself and her achievements: â€Å"Tee has already been indoctrinated into standards of â€Å"Reality and Rightness† and she recognizes her cousins as being closer to the Anglophile standards instilled in her, quelling the resistance against their denigration that was still available to her when she drew her world view and strength from Tantie’s cultural orb.† In this new world which is different from the world of Tantie, all that represents the African culture is denigrated and shown to be insignificant. Aunt Beatrice in every way makes Tee feels that the white world and culture is supreme and the clothes she had brought is seen as ‘niggery’ and everything connected with Europeans is adorned and there is the example of the photograph of the ‘white ancestress: â€Å"Such veneration of â€Å"white blood† illustrates that Aunt Beatrice does not merely admire and strive to emulate English culture, but that her Anglophilia is ultimately rooted in racist and Darwinist beliefs in the superiority of bloodlines and â€Å"races.† Thus, in her eyes, African ancestry in and of itself is a liability, not merely African culturally acquired styles and behaviors. This explains her manic attempt to erase everything in herself, in her daughters, and in Tee, reminiscent of such ancestry†. She is in a way trying to ali enate the Caribbean culture in Tee just as Mr. Hinds had tried to do. Tee is made to feel alienated from the world she used to know. In this new world she is made to feel powerless and she feels that she cannot cope when she has to speak or when she dresses as she cannot and is not fully accepted in this Europeanized world of her cousins: â€Å"As Ketu Katrak has said, â€Å"Beatrice cultivates bourgeois values that despise blackness in every form — skin color, speech patterns, food† (66), and this is a legacy from which Tee cannot escape†. She does not belong to the culture of Tantie anymore and nor does she belong to the culture of the Aunt Beatrice ad she only feels torn between the two. This is shown when she cannot accept the food brought to her by Tantie and: â€Å"The final scene demonstrates that Tee now lives between the worlds, not belonging to either. Unable ever to be accepted fully into Aunt Beatrice’s household and Englishness, she is also alien to Tantie’s world.† Ketu Katrak says that â€Å"Colonized people’s mental colonization through English language education, British values, and culture result in states of exclusion and alienation. Such alienations are experienced in conditions of mental exile within one’s own culture to which, given one’s education, one un-belongs.† (62) Tee has received an education and a western culture which is very much unlike the culture of Tantie and which in a way makes her feel the dullness of her Caribbean culture and of Tantie’s world. Tee feels alienated and marginalized since the time she has started to learn the European culture and she did not feel this before in Tantie’s household. Tee’s alienation leads her to hopelessness and feelings that she is unworthy of living: â€Å"(Thorpe 37): â€Å"I wanted to shrink, to disappear. . . . I felt that the very sight of me was an affront to common decency. I wished that my body could shrivel up and fall away, that I could step out new and acceptable† (97). Though she does not actually contemplate killing herself, her self-hatred and eagerness to assimilate are the cultural equivalent of suicide.† Tee is found without a culture and ‘Aunt Beatrice’s self-negating and self-hating cultural influence’ on her seems to destroy her identity. Tee is unable to live in both culture and the novel: â€Å"thus ends on an ironic note: to save Tee, who is unable to return to the Caribbeanness she has known in Tantie’s household through having become socialized in the worship of Englishness, Tantie sends her to the ultimate source of this cultural negation: to the metropolis, to England† â€Å"Hodge goes to great pains to portray the cultural bankruptcy of playing monkey to the Great White Ancestor. In this important respect, the narrative, which in the fiction a mature Tee relates, places considerable vaule on the vulnerable African oral culture that so easily succumbs to the power of the written†. Crick Crack Monkey ending gives us a hope for Tee who goes to London and â€Å"The goal of the novel, it seems, is not to idealize a lost African past but to reveal the cultural sovereignty of Trinidad.† BIBLIOGRAPHY: Web sites: * BILL CLEMENTE: The A, B, C’s of Alienation and Re-Integration : Merle Hodge’S Crick Crack Monkey * httpClemente.htm * httpcrick crack monkey study guide.htm * The Two Worlds of the Child: A study of the novels of three West Indian writers; Jamaica Kincaid, Merle Hodge, and George Lamming * httpJamaica Kincaid, Merle Hodge, George Lamming.htm * Two Postcolonial Childhoods:Merle Hodge’s Crick Crack, Monkey and Simi Bedford’s Yoruba Girl Dan * http Jouvert 6_1 – 2 Martin Japtok, Two Postcolonial Childhoods Merle Hodge’s Crick Crack, Monkey and Simi Bedford’s Yoruba Girl Dancing.htm * http merle.htm books: * HODGE ,MERLE. Crick Crack, Monkey. Andre Deutsch, 1970; London: Heinemann, 1981; Paris: Karthala, 1982 (trans. Alice Asselos-Cherdieu). Lectures: * Lectures by Mrs. MAHADAWO on Island Literatures.

The Phlight of Armenians History Research Paper

The Phlight of Armenians History - Research Paper Example In the midst of this, however, dandyism, epitomized by George â€Å"Beau† Brummell, flourished as a kind of revolt against the aristocracy and the landed classes of the day. According to Rhonda K. Garelick (1998), dandyism during this period influenced modern concepts of celebrity, well into the late twentieth century. She views dandies as â€Å"sexually ambiguous† (3) and as â€Å"double-sex beings† (5), implying that dandyism of the eighteenth century had very little to do with gender roles and sexuality. It has been traditionally understood that dandyism was an idealization of women performed by men, but if Garelick is correct in her estimation of dandies and of dandyism, then that may not be the case. S.R. Cole (2006), however, would disagree with Garelick and takes dandyism in a different direction. He sees dandyism as a class-related phenomenon intertwined with homo-eroticism between men. For Cole, dandyism is â€Å"driven by†¦the desire for aristocra tic status†Ã¢â‚¬â€one that involves an admiring â€Å"male gaze† (138). This perspective does not perceive dandyism as inevitably hostile to women. To the modern person, dandyism appears â€Å"unmasculine† and even â€Å"effeminate,† but its connection to gender and sexual practices is not as strong as its connection to status and the aristocracy. A discussion about dandyism requires discussing the dandies themselves, especially George â€Å"Beau† Brummell, who although he was unattached, was definitely not gay in the modern sense. He was, however, the arbiter of fashion of the time. One of the most famous quotes regarding Brummell was stated by another dandy, Brummell’s friend Lord Byron: â€Å"There are three great men of our age, myself, Napoleon and Brummell, but of we three, the greatest of all is Brummell† (Moers, 24). Not only was Brummell one of the earliest dandies; he was the model for the entire movement. One of the earlies t books written about dandies, The Wits and Beaux of Society, by Grace Wharton and Philip Wharton in 1860, labels dandies as â€Å"beaux,† after Brummell, which the book describes as â€Å"never likely to be quite forgotten† (xvi). For the Whartons, beaux (or dandies) are all men, even though they previously published a book that focused on well-known women of the time. They describe a dandy as â€Å"a cheat†¦who imposes on his public by his clothes or appearance† (80). Indeed, Brummell’s most recent biographer, Ian Kelly (2006), describes Brummell as â€Å"the first celebrity† (1)—the first person to be famous for being famous. Like many celebrities today, Brummell did not have any particular talent other than a penchant for attaching himself to royalty and to the royal court. Nonetheless, he had a profound influence on British society, and established the modern view of celebrity in the West, even what has become the stereotyped †Å"celebrity pattern of a fall from grace† (Kelly, 1). Brummell was certainly the right man for his time, in the years following the French Revolution, when the British aristocracy felt compelled to justify its existence. The dandy, as expressed through Brummell, was a study in contradictions, and to understand those contradictions, Brummell should be considered in any discussion of the dandy. As Moers (1960) points out, Camus defined the dandy as â€Å"an archetype of the human being in revolt against society† (17), one that had little to do with gender roles and

Alcan Operates Based on the Case Facts Essay Example | Topics and Well Written Essays - 1250 words

Alcan Operates Based on the Case Facts - Essay Example It is one of the world famous cutting-edge enterprises having a remarkable combination of skilled and talented workforce with advanced technology, innovative products, as well as a decidedly focused customer-culture. The enterprise has operating facilities across 61 countries with a work force of about 68,000 employees. The organization takes the leading position in production of raw materials, fabricated products and primary metals. Its four principal business groups include Bauxite and Alumina, Primary Metal, packaging and the engineered products. The four business groups are the main revenue contributors for the organization (Binet, GUALARD, and JACLOT, 2000). The associated products of the business groups include Aluminum sheets for beverage cans, automotive systems, mass transportation markets, personal care industries and the pharmaceutical products. The enterprise is involved in creating and selling of a variety of products, which include bauxite, automobile iron, sheet ingot, aluminium recycling services, forging stock. It is extremely vertically integrated having eight mines and deposits, a transport network with ports and facilities, seven alumina plants, 26 aluminium smelters, 17 laminated products plants, 12 electric power plants, seven alumina refineries, 180 packaging materials plants and 49 engineered products plants. Organizational Structure. ... His services are shared at the bottom of the ladder. The senior management in Alcan Company is made up of a CIO and four associates. These associates include: Strategic IT-Program director, Chief information-security- officer director, performance-management director, and the Enterprise Architectural director. At the bottom of the ladder, two services that are shared exist. One service is for the application, and the next is for infrastructure. All these are directed towards the senior management. In the centre of the ladder, there are different business groups of IT Directors. In this organization, the policy of decentralization ensures that each group is headed by an IT director normally referred to as VP. This director is concerned with the management of the IT in his specific group. He is also accountable for the top management of his group (Dube, Bernier, & Roy, 2009). Normally, the four IT VPs reports 75% of their group to the top management. They also report a 25% of their gro up to the CIO. These directors, therefore, are responsible in attaining the global objectives of the company. On the other hand, the shared services act as the business group internal consultants. Challenges Faced by Alcan Organization. Alcan organization like any other large organization is faced with various environmental, economical, social as well as technological challenges. Environmental challenges. The greatest environmental challenges affecting Alcan Organization are sustainable raw material development, industrial waste, air emissions, and water. These challenges have affected this company since laws requested organizations to change procedures and equipments so as to meet standards imposed to them. This change was to cause any company a substantial amount of money. The

The hidden power of smiling Assignment Example | Topics and Well Written Essays - 500 words

The hidden power of smiling - Assignment Example He indicated smile does not start when people are in the physical life but through the analysis of radio scan information, he found that babies in the womb smile and this continues after birth where, normally, children smile up to four hundred times each day. Gutman noted that a research carried out among sportsmen who smile differently indicated that they have different life span where those who rarely smile are likely to live an average of 70 years while those who smile a little live up to an average of 72 years and those who smile much have an average lifespan of 80 years. He mentioned that only a few adults rarely smile less than fourteen times a day and that they are usually very gloomy and perceived unwelcoming by the other people, but those who do it more than that, have a brighter life. In his analysis, Gutman indicated that a smile is evolutionary contagious and makes a person to feel good and therefore, if a person stays next to others who are smiling, they are likely to sm ile as well. In his argument, Gutman says that smiling stimulates the mind very much, more than the simulation that can be caused by 2000 bags of chocolate, which people like much or 16000 dollars in cash.

Marketing report for a company that produces health organic food Assignment

Marketing report for a company that produces health organic food products - Assignment Example 200). To start with, is to develop a fresh product line which will aim at improving sales by at least 20%. Secondly, a â€Å"new and enhanced† commodity line to the already on hand customer base will be launched through conveying improvements and revisions. Furthermore, we intend to raise product awareness by at least 40% before the end of this year among the intended audience. Finally, carry out an extensive study on the different segments of the market and formulate new ways of satisfying each segment’s needs (Nash, 2000, p. 68). Market Segments Understanding market segmentation is very important since it will enable QOFPC to concentrate on satisfying the specific needs of its customers (Kotler et al, 2009, p. 200). Though mass marketing has its own advantages, it has also been criticized and companies are currently being advised to concentrate of micro-marketing where production is driven by market segments. There are different segments of the market that needs to be studies in order to know how to engage effectively on the production process. For instance, by QOFPC studying the behavior of its potential customers, it will be in a position to determine how to play between quality and low price in its search to satisfy all its customer categories (Schmid, 2007, p.102). First and foremost QOFPC needs to understand the demographic component of the market. This component takes into consideration things such as age, the size of the families of potential customers, gender, income, occupation, religion, social class, race and education. These demographic units are closely linked with consumer needs and preferences (Schmid, 2007, p.103). For example consumer needs change widely with age; a child may prefer very sweet food products as compared to an old person. Studying the geographic segment (focuses on regions, cities and rural and urban areas) is equally important since it will allow the company to identify the buying capability of its market. People in rural areas are mostly ignorant and have low incomes, hence, require different marketing strategies from those in urban areas (Nash, 2000, p. 70). By understanding these variations, the company will be able to estimate its market size and choose an appropriate media of reaching its market effectively. According to Kotler et al (2009, p. 205), the psychographic segment focuses on people’s lifestyles, socio-economic status, values/beliefs and personalities. Under this segment, psychology is applied to the demographic factors in order to have a clear understanding of the potential customers. People of the same age may have different beliefs that are likely to affect their tastes and preferences. The final market segment that needs understanding is the behavioral segment that focuses on: occasions, benefits, usage rate, attitude, readiness stage, user status and loyalty status. QOFPC needs to study the possibility of occurrence of occasions such as festivals that will boost i ts sales in order to target them effectively (Nash, 2000, p. 70). Moreover, since this company produces health organic foods, it will be of great importance to study individuals who exactly buy the products and their buying capability. Marketing Strategy Using Marketing Mix Marketing strategies aim at creating the value of customers, capturing and delivering that customer value and above all sustaining the customer value (Nash, 2000, p. 90). An appropriate marketing strategy calls for discipline blending and high flexibility.

Article2 Article Example | Topics and Well Written Essays - 500 words

Article2 - Article Example World societies are becoming more and more diverse. Liberal values applied to public sector leaders call for equal opportunities, recognition and respect of all people. Growing amount of diverse expectations and demands results in expanded roles of leaders in public sectors. They become responsible for the policy of inclusion in various public organization and community in general. This challenge of global diversity is, perhaps, the biggest and the most problematic issue of contemporary public sector organizations. Different changes emerge every day and public sector leaders are expected to keep their policies up to date in order to be effective. In many cases, changes in public sector are implemented too slowly to be efficient. Growing expectations and increased importance of public sector leadership forces leaders to learn how to implement changes better and faster (Fernandez & Rainey, 2006). Flexible and adaptive thinking is required from public sector leaders if they want to make their solutions widely applicable and effective. Technological development challenges public sector leaders to modernize their organization by implementing advanced technologies. New technologies give many opportunities for public sector development in all spheres, but it often requires more resources than it is available. This financial pressure is typical for public sector where cuts and deficits are usual. Innovation in public sector is often treated sarcastically. However, public sector leaders are required to be innovative in order to keep organizations effective. Only innovative leaders can find the right paths to balance limited budget and the need in new technologies implementation. According to Borins (2002), innovation has to touch upon governmental responses to crisis, redistribution of power to front-line servants and middle managers and education. Rosenbaum (2003) stresses the importance of education in

Organizational culture Essay Example | Topics and Well Written Essays - 3000 words

Organizational culture - Essay Example It also focuses on ways of implementing the concept of organisational culture in its operations so as to ensure optimal performance of the organisation. Recommendations will also be given at the end so as to suggest the best possible ways that can be implemented to ensure that there is compliance between the organisational culture and its stated goals. MSD is a multinational pharmaceutical company with headquarters in USA but it operates in more than 100 countries across the globe. Particular attention is given to MSD in the Arabian Gulf region where I am currently working in the sales field. The company has more than 150  000 employees around the globe and it operates in different areas with people from different cultural backgrounds. In my own country, there are more than 300 employees and of interest is that the organisation has more than 80 years in business now. However, as going to be outlined, the organisational culture needs to be constantly refined in order to meet the changing demands of the environment. There is also need for flexibility where the workers need to be developed and trained to play a part in decision making in areas that affect them and their work. According to Brown (1998), research suggests that strong, adaptable cultures which value stakeholders and leadership, and which have a strong sense of mission are likely to be associated with high performance over a long period of time. Basically, organisational culture is a system that tries to make a distinction between one organisation from the other and there are various definitions of organisational culture that have been developed over the years. â€Å"Organisational culture refers to a system of shared assumptions held by members which distinguishes one organisation from the other,† (Werner 2003: 25). In the case of MSD, it can be noted that there are no espoused values that are clearly stated by the

The Manipulation of History Essay Example for Free

The Manipulation of History Essay By looking at the past we are presented with conditions of possibility which makes the past constitutive of the present. Such an act involves the individual’s consideration of culture’s role in the authentication of specific memories. Memories emerge spontaneously from people’s stories about their nations. Culture, on the other hand, chooses specific stories which it legitimizes with objectivity by attaching to it the term history. Story lines emerge continually from man’s consciousness however culture with its demands for social order and progress denounces the memories of common people and relegates the task of remembering to the institutions within the public sphere. Such an act leads to the repression and later on the elimination of the peoples desires to tell their own stories. Due to culture’s capability to make memories dissipate from people’s minds while reimbursing it with its own notions of truth, people tend to forget that the accounts of the events given to them may not necessarily be the truth rather they are just one of the several accounts of an event. This shows culture’s power to control the circulation and exchange of ideas society. Furthermore, this shows us that â€Å"truth is a thing of this world†¦produced by multiple forms of constraint and regular effects of power† (Schmidt and Warenberg 288). Historiography, in this sense, only presents us with events which are in accordance with the ideology of the group who is in power. Within this perspective it is interesting to consider how this is apparent in the works discussing a particular event in history. In line with this, this paper’s task is two-fold. First, it aims to present the different accounts regarding a particular historical event. Second, it aims to present an analysis of how these accounts provide an interpretation of an event which manifests the perspective of the individual who discusses the event.   For the sake of brevity, the focus of the paper will be on the Nanjing Massacre as it is presented and interpreted by Iris Chang in The Rape of Nanking and Honda Katsuichi in The Nanjing Massacre. The event known as the 1937-1938 Nanjing Massacre became one of the most reported events by both the Western and Chinese press during the war as it became a major case at the military tribunals in Tokyo and Nanjing after Japan’s surrender. At the end of both trials, the verdict for both the Tokyo trial and the Nanjing trial was the same. The tribunal led to the execution of five Japanese officers who were found guilty for either participating in the said massacre or failing to apprehend the said massacre. The difference between both trials merely lies in the death toll recorded in the former trial. The Tokyo trial of the Nanjing Massacre claims that the aforementioned verdict stands as a result of the occurrence of organized murder, random killings and rape, looting and destruction of the Japanese troops in Nanjing during a six week period on the Winter of 1937-1938 which led to the death of over 200,000 Chinese civilians and prisoners of war as well as the occurrence of 20,000 cases of rape (Pritchard and Zaide 49604-08). The Nanjing trial claims the same things however it states that as opposed to the 200,000 death toll specified in the Japan trial, the death toll reached 300,000 (Second 603-12). In the years that followed the Nanjing Massacre, the information specified on both trials became the springboard for the construction of accounts that presented claims and counter-claims regarding the Nanjing Massacre. Different accounts have circulated regarding the event wherein some accounts affirm the occurrence of the said event whereas others deny its occurrence. One of the most recognized accounts that affirm the occurrence of the Nanjing Massacre is Iris Chang’s The Rape of Nanjing. Iris Chang (1997), an American journalist of Chinese ancestry, wrote the first non-fiction account in a Western language of the Nanjing Massacre in her book The Rape of Nanjing. Within the text, Chang claims that the Nanjing Massacre stands as the East’s equivalent of the West’s Holocaust of the Jews in Europe as both events represent the most heinous cases of violence in recorded history. Chang’s subtitle The Forgotten Holocaust of World War II emphasizes this claim in the aforementioned text. In the introduction of the text, she states, Just as Hitler’s Germany would do half a decade later, Japan used a highly developed military machine and a master-race mentality to set about establishing its right to rule its neighbors†¦marked by countless incidents of almost indescribable ruthlessness†¦ One event can be held up as an example of the unmitigated evil lying just below the surface of unbridled military adventurism, that moment is the Rape of Nanking. (Chang 3-4) As can be seen above, the beginning of Chang’s text may be seen to present the reader with a fixed moral judgment regarding the events that occurred in Nanjing. This moral judgment considers the event in Nanjing as an act of evil. It is important to note however that although, a moral judgment has already been specified in the initial part of the text, Chang clarifies in the later part of the book’s introduction that this judgment does not necessarily aim to establish â€Å"a quantitative record to qualify the event as one of the great evil deeds of history, but (it aims) to understand the event so that lessons can be learned and warnings sounded† (5). The lesson which Chang hopes to be learned from her work refers to the necessity to prevent a â€Å"deliberate attempt†¦to distort history† which she perceives to be evident in Japan’s refusal to recognize the Nanjing Massacre (13). In addition to this, Chang perceives her book as her â€Å"attempt to rescue (the) victims from the degradation by Japanese revisionists and to provide†¦ (her) own epitaph for the hundreds upon thousands of unmarked graves in Nanking† (220). As a text classified within the non-fiction genre, the significance of Chang’s work lies in its presentation of the events in Nanking through the accounts of those who experienced and survived the Nanjing Massacre. It is important to note that Chang was a granddaughter of one of those individuals who escaped Nanjing as Japanese soldiers arrived in the land. Chan’s family thereby stands as one of those who were directly affected by the war since it has forced them not only to leave their homeland but to create new roots in the United States. Within this context, one may argue that Chang’s interpretation of the event may be seen as a result of her attempt not only to remind individuals of the effects of instances wherein they are freed from moral restraints but also as her attempt to recapture her roots and her history. It within this context, that one may understand Chang’s comparison of the Nanjing Massacre to the Holocaust of the Jews. Chang’s comparison of the Nanjing Massacre to the Holocaust of the Jews may seem farfetched since the death toll as well as the duration of the Nanjing Massacre is miniscule in comparison to that of the Holocaust however the comparison may be significant in terms of the politicization or the symbolic use of both the Nanjing Massacre and the Holocaust by its perpetrators since both events served as a symbol of the brutal character of their perpetrators in such a way that the Nanjing Massacre served to symbolize the military aggression of the Japanese army during that time. Chang’s aforementioned text has been continuously questioned. The Japanese publishing company, Kashiwashobo Publishing Company, for example, considers the text to be â€Å"based on prejudice and misconceptions (as a result of) its author’s basic attitude† (1). In the 20 May 1999 press release given by the Kashiwobo Press after its cancellation of the Japanese version of Iris Chang’s The Rape of Nanking, Kashiwashobo Press states, We must provide good history books on the War in order to learn from the past and to avoid the same kind of tragedies in the future. But this publisher also believes that we are responsible for publishing qualified books for the good of the public†¦The fundamental cause of the termination of the contract is the original work, which†¦due to its errors and inaccuracies, The Rape of Nanking has contributed to reviving deniers of the Nanking atrocities in Japan by giving them bullets to challenge the historical event. (1-2) One of the errors of Chang’s text lies in stating that there are no Japanese texts which have recognized the occurrence of the Nanjing Massacre. Such texts however exist. One of these texts which was published prior to the publication of Chang’s text is Honda Katsuichi’s The Nanjing Massacre. In the introduction of the Honda Katsuichi’s The Nanjing Massacre, Katsuichi’s states, I wrote this book not as a means of apologizing to China but as a means of revealing the truth to the Japanese people. Having been a child at the time, I bear no responsibility for the actual massacre, but as a Japanese journalist, I bear some responsibility for leaving the story unreported for such a long time†¦I hope that that the mere fact of my reportage being widely read overseas will serve as gaiatsu and will bring about a change in the disgraceful anti-internationalist behavior of the Japanese government and the conservative forces. (xxvi-vii) From the very beginning of the text, one sees a difference between Katsuichi’s approach to the Nanjing massacre as opposed to Chang’s approach to the said event. Although both individuals are journalists and both of their works do not use sophisticated methodology in order to support their accounts within their texts, one notes that Katsuichi’s goal is for the redemption of the Japanese people. As the subtitle of the work states, Katsuichi’s text aims to ‘confront Japan’s national shame’. This shame may be seen to be a result of the following factors: (1) The Japanese government’s refusal to recognize the Nanjing Massacre and (2) The Japanese people’s inability to recognize the veracity of this event as a result of the Japanese government’s refusal to recognize the aforementioned event. For Katsuichi, retelling the event may enable the enlightenment of the Japanese people which may further enable the Japanese peoples’ recognition of the necessity to change the framework of their government. Katsuichi’s aim in retelling the events of the Nanjing Massacre is for the occurrence of an ideological revolution within the country. Such an aim was supported by his factual reportage of the events within his work. Within Katsuichi’s The Nanjing Massacre, for example, one notes that the Japanese atrocities would not have been prevented even if the Chinese surrendered peacefully since the Japanese troops were already committing atrocious acts along their way to Nanjing. In addition to this, one notes that the Japanese did not find the act of murdering Chinese as an immoral act since they have long considered the Chinese to be inferior entities. Furthermore, as the book progresses, one also notes that the Japanese did not recognize the regulations set within the International Safety Zone as the Safety Zone was continuously entered by the Japanese troops. Katsuichi’s text, in this sense, affirmed the occurrence of the Nanjing Massacre. What makes his text and his account distinct from Chang’s is the perspective from which he perceives the event. One may state that Chang’s highly graphic portrayal of the events in Nanjing as well as her misguided notion that the Japanese failed to present an account of the event may be seen as a result of her position as a victim of the Nanjing Massacre. As was stated in the aforementioned discussion, Chang’s family stands as a survivor of the Nanjing Massacre. As opposed to this, Katsuichi’s more objective portrayal of the evident may be seen as a result of his position an heir to the Japanese people who have committed the aforementioned evident. Within this context, one may state that an author or speakers interpretation of a historical event is affected by his position in relation to the occurrence of the event. If the author or speaker stands in line with the perpetrators of the event, he may either present an account which aims to defend the people who committed the atrocities or he may present an account which aims to sanctify the people who committed those atrocities or to sanctify the succeeding generations affected by the stain of those who committed atrocious actions. If however the author or speaker stands in line with the victims of the event, he may either present an account which aims to commemorate the victims or he may present an account which aims to further vilify the perpetrators of the crime. Given these two accounts of an event from two different perspectives, the goal of the reader does not merely lie in considering whether an account presents the truth or not but to consider that as history is necessarily a nihilation and hence one cannot accurately determine one account as to comprise the totality of what transpired, hence the purpose of a supposed event is to be open to interpretations. Works Cited Chang, Iris. The Rape of Nanking: The Forgotten Holocaust of World War II.   New York: Penguin Books, 1998. Gibney, Frank, ed. â€Å"Editor’s Introduction.† The Nanjing Massacre: A Japanese Journalist Confronts Japan’s National Shame.   By Honda Katsuichi. Trans. Karen Sandness. New York: East Gate Book, 1999. Kashiwashobo Press. Kashiwashobo Press Release about the Cancellation of the Japanese Version of Iris Chang’s The Rape of Nanking. 20 May 1999. Katsuichi, Honda. The Nanjing Massacre: A Japanese Journalist Confronts Japan’s National Shame.   Ed. Frank Gibney. Trans. Karen Sandness. New York: East Gate Book, 1999. Pritchard, John and Sonia Zaide, eds. International Military Tribunal for the Far East: Tokyo War Crimes Trial. 22 vols. New York: Edwin Mellen P., 1998. Schmidt, James and Thomas Warenberg. â€Å"Foucault’s Enlightenment: Critique, Revolution, and the Fashion of the Self.† Critique and Power: Recasting the Foucault/Habermas Debate. Cambridge: MIT P., 1994. Second Archives of China et, al. Archival Materials on the Nanjing Massacre by the Invading Japanese Troops. Nanjing: Np, 1987.

Moral Panic Is Often Citated Criminology Essay

Moral Panic Is Often Citated Criminology Essay Moral panics are essentially but not necessarily media-nduced. the media is always a major contributing factor in exaggerating and distorting actual realities  [4]  . media often fail to portray the real cause of the problem. they fabricate- or contribute to the fabrication- of a scapegoat reason thus diverting the publics attention from the real cause of a problem  [5]  . the rock n roll scene was taking place alongside the drug culture which took place during the 1950s and the 1960s. the latter raised fears that that rock and roll pushes individuals towards promiscuity and anti-social behaviour while the latter promoted the anxiety that an entire generation would become drug crazed addicts  [6]  . Cocaine first appeared in the British dance scene in the late 1915s following the imposition of restrictions on legitimate entertainment to enhance the war effort. prostitutes at the West End were indeed a thriving hub of cocaine dealing with roots from North America as evidenced by the type of slang they used  [7]   In interviews with a prostitute in 1916  [8]  the use of slang to describe cocaine shows that this was an emerging subculture with American roots. With references such as London in the grip of cocaine craze and cocaine deadlier than bullets  [9]  , cocaine was well subjected into a moral panic with Canadian soldiers were in the epicentre. The government seemed to have jumped on the cocaine moral panic wagon, motivated by cocaines adverse effects it had on soldiers and the war effort. It transformed cocaine from a useful element of pharmacopoeia to a drug that dominated the British underground drug scene. The spasmodic reaction of Britons to cocaine, and future new drugs, such as the vicious cycle of banning and emergence of new legal highs, is associated to its inability to adapt to modernity  [10]  , the fear of letting go of the status-quo which provided for their current lifestyle, the human natures apprehension of the new along with its immediate correlation with devi ance, hostily, unfamiliarity. cocaines moral panic was strongly associated not with the pharmaceutical properties of the drug itself per se but with its delinquent use, users, the lifestyle it was associated with. moral panics are often not a response to the drug itself but its by-products. They rarely take place solely because of the pharmaceutical properties of a drug and its dangerousness With cocaine possession becoming a criminal offence , the drug itself transformed within 6 months  [11]  from a miracle into a menace. cocaine moral panic was revolved mostly around women. Britain was going through major transformations at the time, one of which was female emancipation. When the status quo is shaken in a nation, its sense of established morality is shaken. That is when a nation has to take either one of two steps. Engulf itself in a moral panic or transform. The former takes place when that country is unable to transform either because it is still not ready or because it is unwilling  [12]  . are moral panics a vehicle for transformation? Definitely. Are they a convenient, constructive vehicle or a damaging and and negative one? It depends on the proportionality between the real and the perceived threat. It depends on whether there is a genuine benefit for the wider public in tackling moral panics and restoring the status quo ante? It depends whether the new status quo is unalterable and the actual process itself of suppressing and harnessing an otherwise harmless moral panic would be akin to th rowing oil into a fire thus creating a vicious cycle. It is the trigger that rouses the government into action. The West End district of London was the heart of a polymorphic hedonistic scene. It was the progressive part of London. The multitude and diversity of hedonistic services meant that people from all walks of life would meet in a place much unlike its surroundings that were characterised for their conservatism. This is Britains first ever full blown drug panic  [13]  because of fears that cocaine was threating soldiery  [14]  . Cocaine was used as a suicide method by two actress sisters in 1901 who failed to reach success in the entertainment industry. The reason being that cocaine reached common people last. Those who were firstly accustomed to cocaine were the cleverest people.. Cocaine itself was not a threat to society. Its ideological by-products were the ones that fuelled the movement behind the drug; that soldiers using it were made incapable of fighting, prostitution was threatening white womens virtue, promoting foreign threat, hedonism and moral peril  [15]  . Establishing a link between use of cocaine or in fact any drug itself, its users and the public , is the lethal combination in not only forming the cocaine moral panic but also igniting it.. Mephedrone, a legal stimulant not as dangerous as other drugs, is a prime example of this; having created a sensational media panic in the last years. Government inaction will be applauded by the libertarians across the nation.. Letting go og prohibi tion would be aligned with libertarian beliefs. Nonetheless, use will increase and the fallout costs will be vast. It will affect communities, individuals, government debt will rise. Does the public have to pay additional taxes for medical care to users? Where will the governmntThe governments main purpose is to protect the public, even if it means that a minoritys rights will have to be restricted. Rastafarianss right to use cocaine for religious purposes  [16]  since freedom of religion is a qualified right but So is the right to property  [17]  (including capital which would undoubtedly be affected by high taxes in order to accommodate drug related fallbacks by the NHS). Freedoms are two sided. acid house inadvertedly affected people who were not part of the scene. Acid house was a test to Thathcers conservative government boundaries and authority. moral panics are not self contained scenes affecting a limited number of people, a single type of subculture or an ephemeral ideology.they are constant reminders and causes of change. A test of the boundaries of each government. an intersection of between politics, popular culture and the social order  [18]  . A moral panic is an ideal way for the government to present the need for security and policing as necessary and proportionate to the alleged threat  [19]  . this simulated threat allowed the police to introduced further video surveillance, compulsory identity cards- thus allowing a policeman to instantly retrieve information about an individual by a single scan of the card-, and electronic tagging -thus enabling selective curfew  [20]  . Acid House moral panics were dealt with, as many moral panics, disproportionately by the police. the bad publicity of the press demonises them. Are they dealt with that way because their harm is disproportionately inflated? If yes then the excessive force used by the police could be justified  [21]  . If anything else, the Acid House scene, is credited with a reduction of football hooliganism; the Summer of Love  [22]  which took off in 1988  [23]  , and at Manchester; the second summer of Love with its own dance scene; Madchester .. Acid House was perceived, unnecessarily and disproportionately, as a threat to the order and governance of Thatchers government  [24]  ,  [25]  . Disproportionality seems as a prevailing commonality element among moral panics  [26]  Perhaps the acid house itself had a self-destructive effect on the youth subculture and government stepped in to protect the subculture from dancing while taking ecstacy, an activity seen deviant enough to provoke a moral panic  [27]  . Acid House can be seen as the culmination of postwar moral panics  [28]  . Each one treated with the same apprehension by the press and the law. The clash of Acid House and Thatcherism might be due to the actual dangers posed by acid house subculture. Chaos, fear, robberies and disorder , escorted every acid house event that took place in the countryside  [29]  . parties often lacked the correct licences and falied to meet the safety regulations  [30]  . Labour government sought to better re gulate the parties rather than the full-on attack by the conservatives  [31]  to prevent acid houses from evoking the notion of the rampaging mob  [32]  . Perhaps if Labours approach has been adopted for the preceding moral panics, then the dance subculture would have followed a more regulated evolutionary process, from the west end area in London, to the now, national, dispersed dance scences. Moral panics test the liberal boundaries of each government. They are most often, if not always, a step ahead. They are a constant reminder for reform. Acid House was the cause for special laws directed towards the movement itself. It was a test for the liberalism of Thatcherism. Was acid house too deviant for Thatcherism or a result of too much liberal element in the political system and government of that period  [33]  ? the Sun and the Daily Mail were biased at best while more right wing papers  [34]  not only debated the subculture movment but at times celebrated it  [35]  . Throughout the twentieth century there has been a continuity of a common distinguishing feature among the various dance scenes that emerged  [36]  . From the jazz clubs in West End through Acid House, Rave and the Dance subcultures. It was the consumption of alcohol and/or illicit drugs  [37]  . While the Acid House scene did not pose any legitimate threat  [38]  , it nevertheless induced the formation of the Pay Party Unit in 1989 and the passing of the Entertainment (Increased Penalties) Act in 1990. This attitude not only led the movement underground but put it in the hands of criminals thus opening the gates the criminal elements  [39]  . Government response failed in its objective to suppress it. it paved the way for the modern, commercialised dance scene  [40]  . Ecstasy, the then drug of choice, fell in popularity only to give way to the rise of the use of Ketamine and GHB  [41]  . Total prohibition is uncreative. It is the equivalent of the governments legislation in respone to acid house. There are much more creative ways which include a combination of the right amount of criminalisatin and legalisationin order to achieve the right balance of regulation, which unavoidably would lead to an increase in use, but reducing the development of a black market. Heroin proved that moral panics can be contagious  [42]  . Heroin, a drug more powerful than morphine, had a low profile in the UK, unlike the US which saw it as a social evil. Criminalisation thus can occur without any internal moral panic taking place. Instead, it is enough that the moral panic takes place on a governmental, international, academic, political, level. the US was a staunch defender of prohibition on a global scale in an effort to establish itself as an influential global game changer. Turkey and Egypt defended prohibition due to Islamic law. Moral panics can be global. the US started going after cannabis with a great zeal which made other countries, including the UK falsely think they have a cannabis problem  [43]  . it is the same with anti-depressants.? Reducing supply and demand for illegal drugs has been a failed enevour by every government of the day. Scientific and sociological research are put into second place. Perhaps cutting the direct link between MPs and their constituencies would allow Parliament to be unaffected by any moral panics and enforce the right measures unaffected by public opinion. Governments reactive reaction to a moral panic results often in misguided classifications. A drug going through normalisation often escapes the cyclone of a moral panic and as a result the governments regulatory grip. Tobacco and alcohol are the causes of more deaths than all the other drugs combined  [44]  . prohibition does not work but instead leads the drugs underground whilst increasing their usage and reduces their purity. It is a well-known fact. Mephedrone is a prime example of that. Nonetheless, opponents of prohibition might argue that availability would increase use. Increased use would increase trying and long term use  [45]  . a multi-faceted approach is preferred over a blanket approach. In this light, the Drugs Misues Act was right in distinguisinh between three classes of drugs. Reactively and hastily responding to a moral panic such as mephedrones shows that moral panics justification depends on how the moral panic is handled by the government. The publics di scontent will come and go, but the governemnts actions are long lasting and permanent. It is unfortunate that governments actions are so dependent on disproportionate moral panics which are rarely proportionate to the real degree of harmfulness of a drug.. Ecstacy: a moral panic was created with the death of Leah Betts from ecstasy in November 1995. Ecstasy, a class A drug under the Drug Misuse Act has a death rate of about 27 per year. the famous Sorted: Just one ecstasy tablet took Leah Betts caption that escorted a picture showing Leah Betts in a comatose condition made sensational headlines. Nonetheless, water intoxication was a major contributing factor in her death . had she had taken the drug alone she might have survived  [46]  . This part of the story did not get as much publicity. Going against the current that a moral panic creates is counter intuitive. Relatives and supporters of the victims often acquire a serene, almost angel like authority  [47]  which makes it hard to go against. Heroins moral panic contributed in labeliing of ecstasy as a class A drug while legal drugs such as tobacco and alcohol reign free. This raises the question of how much should government interfere. Ecstasy is closely related to the mora l panic of the 90s and its rave scene  [48]  which were tackled by the 1994 Criminal Justice and Public Order Act. Ecsasy has some of the most loyal followers than most of the other drugs. Teenagers respond Similarly, many Class A drugs such as 4-MTA, LSD, heroin , and cocaine, dont even match the mortaliy rate of legal drugs such as tobacco and alcholol. The media always side with the anti-drug supporters in such a great extent that they distort facts and figures . having a default stance against any type of drug is portrayed as the right thing to do, by the media  [49]  . The involvement of the army gave the law a greater leverage in which respectable people were convicted  [50]  for supplying HM Soldiers with cocaine. Cocaine was more rare than the then veronal barbiturates but more ferocious  [51]  . It became the most common form of drug taking , after alcohol. DORA 40B drove the drug scene underground. It prohibited, for the first time the possession of , inter alias, cocaine, in Britain. War traumas that were responsible for the ignition of dance-dope workers whose lifestyle could only be maintained by them maintaining an energetic and vivacious mood throughout the night. Moral panic was made worse by the death of Billie Carleton. Whether this moral panic that culminated and made worse from this death is justified or not is not clear. Kohn claims that her death was not a direct result of cocaine overconsumption but her overuse of depressants in addition to cocaine  [52]  . It was only made worse by cocaine. this is often attributed to the increased responisbilites of women at that time that included, inter alias; working in factories for the war , driving ambulances and gaining the right to vote., kohn argues that cocaine simply opened the door to the emergence of the female psyche instead of actively adding to the whole menace. Carletons death brought the moral panic surrounding cocaine to its peak. Despite her death being attributed to the overdose of her doctor-prescribed drugs, the media focused on her use of cocaine. She was a poyldrug user.  [53]  Her death, the prohibition in the US, the death of the Yeoland Sisters in 1902, Freda Kempton in 1922, encouraged the British Government to legislate extensively against it  [54]  . there is a thin line separating an emerging moral panic from normalisation of a new drug that might be fueling the moral panic. Not criminalising a new substance in its early stages would significantly contribute to its normalisation. Criminalising legal highs would not reduce their use  [55]  . A new one appears every week  [56]  . placing them under temporary banning orders only encourages the development of new drug compounds  [57]  . The moral panic model described above is applied to many areas, inter alias; drugs, AIDS, street violence and youth crime  [58]  . Goode: The kneejerk reaction of the officials and the media to point the finger to the consumption of alchohol and the use of marijuana is a major contributing factor in associating drug use with crimes while lacking real evidence supporting their connection. Moral panics seem to engage the public in general to a greater extend that they should and an often result at the end is the passing of a law that often seeks to restrict or completely eliminate the devint behaviour. Moral panics are transicent  [59]  . the public convern regarding marijuana subsided in the 1940s the same way public convern about the prohition went away. Goode  [60]  notices that moral panics, albeit about sexual psychopathic laws, faded immediately after the passing of the relevant laws, which were nonetheless rarely applied. Perhaps a moral panic is seen by the public as a threat to the status quo of its way of living and an outcry for reforms that will ensure its survival. Goode distinguisehes the features o f a moral panic with a moral crusade. He describes the latter as promoted by activists who often lack rational and protectionist interests while descrbing the former as a product lacking a per se direct and proportionate association with the real magnitude of the threat. A moral crusade is created by activists, entrepreneurs  [61]  whereas the initiators of a moral panic might be in found in a different context, in terms of location and nature. It could be the unconscious by-product of activists, politicians, the media, and economic elites  [62]  . Cohen  [63]  identifies the main actors in a society whose reaction heavily influences and promotes a moral panic. First is the press with its exaggerate attention, exaggerated events, distortion and stereotyping  [64]  . Then its the reactive capacity and potential of the public to respond to simple raw material which will later escalate to a sensational issue. The zealous impatience of the law enforcement bodies in exercising their broad powers as demanded by the panic-crisis-scare  [65]  . Crack cocaine first emerged in the UK in 1983  [66]  . Methoxetamine Methoxetamine, a legal stimulant, used as an alternative to the banned ketamine- a class B drug- has been found in the bodies of two individuals in Leicersthire. It made the news in February 2012 and made a class B drug the next year. the ACMD pushed for crimilalisation of methexametine while acknolesging that there were no known deaths to date cause solely by its use  [67]  . Neither in the UK, in Europe nor in the rest of the world. Pushing an otherwise legal stimulant into the black market by criminalising it will harm the numbers of users who will have to face an unregulated methoxetamine of questionable purity. Despite being made illegal, it is now even more popular  [68]  . The ban has not only increased its popularity but does not deter club goers  [69]  from using it. In a study conducted by researchers at Lancaster University and Guys and St Thomas NHS foundation trust  [70]  it was found that mephedrone had surpassed all other drugs, with 27% of the gay club goers in the stud reporting that they either took it or intending to take it later that night. After being banned, a second study by the same researchers showed that the purity of the drug (mephedrone) has dropped while its price and popularity have risen despite reports that their popularity has been reduced. The sooner the government bans a drug, the sooner a new drug is invented and emerges  [71]  . This is the case especially with legal highs. the transitionary period until theyre put under the purview of the Drug Misuse Act is detrimental. People often confuse them as actually being legal forever. Often, legal is confused with safe, regulated and controlled. There are an infinite number of creating or better yet; altering the structure of an illegal drug, so as to make it legal. Barkham  [72]  suggests legalising safer drugs in order to prevent the need for alternatives. Moral pnics regarding legal highs can also be counter intuitively misdirecting the public. Calling them legal would help normalise the possibly dangerous drugs by the uninitiated members of the public and even legislators. In 2010, there were six deaths caused by mephedrone unlike cocaine which was the cause of 144 deaths. Following this, there was a media panic which prompted the control of mephedrone and related compounds under the Misuse of Drugs Act in April 2010  [73]  . Proving that mephedrone causes death is a difficult thing to do. Nonetheless, do the six deaths justify the media panic ? probably not. In addition to that, the six deaths related to mephedrone miht actually be more than a single digit figure since not all toxicology laboratories were able to recognise that substance  [74]  . Mephedrone is an amphetamine-type stimulant known for causing around one hundread deaths per year in the UK  [75]  which has been available since 2008. legal highs have been available for decades. Recent developments in social networking which facilitated the transition from closed markets to open markets made them more readily available to the public. Banning mephedrone under the settings of the Drug Misuse Act is controversial. Mephedroneis found to be more popular among clubbers even after its re-classification as a former legal high  [76]  . Even more popular than ectstacy and cocaine  [77]  , it has become, after being made illegal in april 2010, the clubbing scenes drug of choice  [78]  by being the fourth most popular drug in the UK  [79]  . It seems to have a loyal following which surprisingly did not switch to an alternative stimulant which was -still- legal. Users are willing to obtain it on the street if any other legal route was unavailable  [80]  . Mephedrone is now in the eye of the law. The moral panic that surrounded and still surrounds- the drug validly takes credit for bringing mephedrone under the purview of the Drugs Misuse Act. Do moral panics have an ultimate goal? Considering that they are an amalgatmation of the publics concerns which are reinforced and followed and even created by- media panics, successfully identifying a legit goal would be an elusive and difficult task. Whatever the goal is, stricter regulation of mephedrone, and any other drug seems to tone down moral panics. The rise of the use of mephedrone is owed partly to the increasing decrease of MDMA in ecstasy which pushes users to mephedrone which produces similar if not better experience  [8