Recycling Research Paper Example | Topics and Well Written Essays - 1250 words

Recycling - Research Paper Example Integrating recycling into K-12 educational system has become a goal for many educators. Usually it is integrated into science or social studies classrooms. This is due to its inclusion in the national education standards for both of these subject areas. Common areas that recycling is integrated into the curriculum include areas such as the study of natural resources, general environmental units, soil units, water units, community units, economic units, and geography units. Although interest is growing, major textbook publishers do not always include recycling in a textbook so teachers are left to supplement the textbooks with outside curriculum to meet the national standards. For example, in a unit about trees or natural resources teachers could include supplemental curriculum about recycling because in the textbook it is never explicitly covered. Non-profit organizations as well as governmental organizations have created supplemental curriculum for teachers to fill this void. Recycling involves processing used materials into new products to prevent waste of potentially useful materials, reduce the consumption of fresh raw materials, reduce energy usage, reduce air pollution (from incineration) and water pollution (from land filling) by reducing the need for "conventional" waste disposal, and lower greenhouse gas emissions as compared to virgin production. Recycling is a key component of modern waste reduction and is the third component of the "Reduce, Reuse, and Recycle" waste hierarchy. Recyclable materials include many kinds of glass, paper, metal, plastic, textiles, and electronics. Although similar in effect, the composting or other reuse of biodegradable waste - such as food or garden waste - is not typically considered recycling. Materials to be recycled are either brought to a collection center or picked up from the curbside, then sorted, cleaned, and reprocessed into new materials bound for manufacturing. Most people don't think twice about what they put in the garbage. The average American produces from 3-5 pounds of trash per day, which adds up to 50 tons per year. That means over 200 million tons of trash are produced by everyone in the U.S. every year! Up to 70% of this trash is buried in landfills. The scary thing about this is that even though landfills are getting tons of new trash every day, more and more are closing down because they are too expensive to maintain. This is becoming a widespread problem across the U.S. as states struggle to find alternative ways to reduce the amount of trash accumulation. Only about one-tenth of U.S. garbage actually gets recycled every year, when in reality over half of it can be recycled into new products. Recycling is one of the most important acts to follow in our daily lives because it can reduce the amount of waste in our landfills, sustain our natural resources and provide better air and water quality. On average, each person throws away eight dry-cell batteries each year. A dry cell battery is the type of batter used to power small household items like clocks and radios. Double and triple A batteries, C, D, and 9-vot batteries are all dry-cell batteries. Batteries are powered by heavy metals that interact with chemicals, so simply discarding batteries can cause a horrible impact on the environment, especially when old batteries leak and mixed with rain water pollute the soil and into

Sub-Prime Mortgage Crisis and the East Asia Research Paper

Sub-Prime Mortgage Crisis and the East Asia - Research Paper Example The subprime mortgage crisis in the United State was more severe than the great depression because several assets and derivatives had been purchased and sold in the unstable market. Moreover, the subprime mortgage crisis had several liquidity risks compared with that of the exchange traded products. According to Justin and Boris (2011), commercial banks finance in the East Asia asks for the mortgages without considering the credit evaluation of the borrowers. Thus, the paper will evaluate the financial crisis issues that were triggered from the U.S sub-prime mortgage crisis, and affected the East Asian economy. The sub-prime mortgage crisis The sub-prime mortgage crisis was a result of the speculative issues in the housing market that commenced in the United State in 2006. It has caused severe impact across the East Asia countries in the form of financial crisis and the country’s credit crisis. Justin and Boris (2011) indicate that the forces caused by the sub-prime mortgage c risis will probably run out of control for years, causing the collateral damage. The disruption in the East Asia countries credit market is of historic proportions and will have significant economic impacts. Moreover, the crisis has caused essential societal changes that affect the consumer habits and the values. Justin and Boris (2011) indicate that the East Asia economy was affected where the GDP was recorded 4.2, 4.8, 5.7 and 1.9 per cent from 2005 to 2008. This led to the ever recorded a decrease in GDP in 2009 that amounted to -4.0 since 1980. Therefore, this crisis has significantly affected the Europe and Asian countries, and most of the Asian countries have rearranged their financial and banking industry. Delgado and Burge (2009) claim that the proximate cause of the sub-prime mortgage crisis was the busting of the housing issues in the East Asia during the summer of 2007 when subprime defaults commenced to rise and foreclosures increased. It then spread to prime loans and o ther types of consumer credit, and the financial institutions with the subprime related products were severely affected. The Asian countries were severely affected by the sub-prime mortgage crisis during the early stage of the crisis because the banks were not exposed to the dangerous assets that were engineered and crafted in the United State. According to Delgado and Burge (2009), the data gathered in the Economist and Financial Times, the $500 billion was written off by banks globally in the 2008. The financial institutions in Japan accounted for only five percent, and its sectors were relatively resilient. The global financial crisis has affected the China and Japan very strongly as they stand among the most opens in the world. Foreign capital inflows declined significantly as commercial banks and foreign institutional investors withdrew funds to meet redemptions in their countries. According to Delgado and Burge (2009), private capital flows in China slowed from $516.7 billion to 2007 to an estimated $134.4 billion in 2008. Table of the GDP of the East Asia countries 2007 2008 2009 China 11.9 9.7 8.5 Japan 2.1 0.5 -0.2 Korea 5.6 3 3.9 2.1 Modified from: IMF (2008a) According to Ghon (2008), the Banking leading declined that was as a result of the direct and indirect equities. During 2009, the capital flows were estimated to be only $44.1 billion, and in the beginning of 2008, stock markets declined by about 62 percent in China (Ghon, 2008). Thus, the Chinese stocks markets had been the worst performer in

Commercial item transport and distribution Essay Example for Free

Commercial item transport and distribution Essay There has been a gradual change in the mode of packaging for last years.For instance, earlier fruits and vegetables were used to be transported in wooden boxes but today cardboard crates are used .This is mainly to reduce the cost. Obviously,a cardboard crate would cost less than wooden crate. Moreover,using cardboard crates is more eco friendly than cutting trees and making wooden boxes and supporting an environmental cause helps firms improve their goodwill and eventually their sales. Similarly,selling of milk,first in glass bottles,then in packets, then tetra packs and vending machines is all to reduce costs or improve their goodwill by innovating the mode of packaging. Tetra pack keeps the milk safe for months and is made of paper and can be recycled. Plastic packets incur lesser costs and vending machines in itself have no packaging cost. So,companies use new and unique mode of packaging to ,one,reduce their costs,two,to promote the product. Packaging refers to the container or wrapper that holds a product or group of products. Most commercial packaging serves two basic functions: protecting the product from damage during shipping, and promoting the product to the ultimate consumer. Some common types of packaging include shipping cartons, containers for industrial goods, and bags, boxes, cans, and other holders for consumer products. Packaging is of great importance to both sellers and buyers of products. It can prevent spoiling, breakage, tampering, or theft; enhance convenience in use or storage; and make products easier to identify. A significant improvement in packaging can even create a new product by expanding the ways in which it can be used, and thus its potential markets. For example, a soup that is packaged in a microwavable bowl might suddenly increase its sales to working people. Prior to World War II, packaging was used primarily to surround and protect products during storage, transportation, and distribution. Some packages were designed with aesthetic appeal and even for ease-of-use by the end consumer, but package design was typically left to technicians. After World War II, however, companies became more interested in marketing and promotion as a means of enticing customers to purchase their products. As a result, more manufacturers began to view packaging as an integral element of overall business marketing strategies to lure buyers. This increased attention to packaging coincided with socioeconomic changes taking place around the world. As consumers became better educated and more affluent, their expectations of products—and their reliance on them—increased as well. Consequently, consumers began to rely much more heavily on manufactured goods and processed food items. New technologies related to production, distribution, and preservatives led to a massive proliferation in the number and type of products and brands available in industrialized nations. Thus, packaging became a vital means of differentiating items and informing inundated consumers. The importance of consumer packaging was elevated in the United States during the late 1970s and 1980s. Rapid post-war economic expansion and market growth waned during that period, forcing companies to focus increasingly on luring consumers to their product or brand at the expense of the competition. Package design became a marketing science. And, as a new corporate cost-consciousness developed in response to increased competition, companies began to alter packaging techniques as a way to cut production, storage, and distribution expenses. Furthermore, marketers began to view packaging as a tool to exploit existing product lines by adding new items and to pump new life into maturing products. Today, good package design is regarded as an essential part of successful business practice. Since many potential customers first notice a new product after it has arrived on the shelves of a store, it is vital that the packaging provide consumers with the information they need and motivate them to make a purchase. But packaging decisions involve a number of tradeoffs. While making a product visible and distinctive may be the top priority, for example, businesses must also comply with a variety of laws regarding product labeling and safety. Protecting products during transport is important, but businesses also need to keep their shipping costs as low as possible. study mode material : Disadvantages of wooden crates- Deterioration * After wooden pallets are used several times, the wood begins to wear. It splinters, cracks and even breaks under the pressure of continued use. The deterioration is natural and occurs eventually, even if the wood is treated to repel moisture and to strengthen it. This disadvantage leads to replacement much sooner than with plastic pallets. Infestation * Wooden pallets are more susceptible to infestation by termites, ants and other insects that make their home inside the wood. Pallets stored outdoors are more likely to succumb to infestation than the ones kept within a warehouse. The insects burrow into the wood, eating away at it and thus weakening what should be a support structure.. Cleanliness * In addition to germs, wooden pallets are collectors of dirt and debris. Cleaning them becomes more and more difficult over time as the pallets age. They must be heat-treated to get rid of the contamination and washed to be rid of dirt and debris. However, the heat accelerates deterioration, and the water, if improperly dried, can feed mold spores that thrive on wood and harm the vegetables and fruits inside it. Advantages of cardboard crates- Protects Items * As packaging, cardboard protects vegetables being shipped or moved. Corrugated cardboard often has multiple pieces of cardboard placed on top of each other to cushion soft vegetables. Cheap Material * Cardboard is cheap to produce, and is usually made from recycled materials and doesnt cost much money if purchased wholesale. Other packaging materials are made from plastic, wood or metal, all expensive materials that are often heavier then cardboard, which adds [continues] Read full essay

Changes to the National Curriculum

Changes to the National Curriculum Since the introduction of the National Curriculum in 1992, a number of changes have been made to its structure and implementation. Identify and explain these changes and assess the contribution of the National Curriculum in the effort to raise standards in Education. This essay will describe, identify and explain the changes that have occurred to the National Curriculum (NC) since its conception in 1992. It will also assess these changes and evaluate the benefits and difficulties that it has experienced since 1992. The Education Reform Act (ERA) came into effect in 1988, this enabled Kenneth Baker the Conservative Minister of Education to implement the roll-out of the National Curriculum in 1992 within primary / secondary education. However, prior to 1992 there had been no National Curriculum and previously teachers had worked out their own schemes of work that they deemed appropriate for their pupils. As a result of this the standard of education across the country varied considerably and the methods employed to teach were wide-ranging. With the implementation of the National Curriculum in 1992, responsibility was shifted away from teachers to centralised government over what was to be taught. The National Curriculum established a set-framework of learning to enable children to move freely between schools as they would be learning from the same framework. The National Curriculum ensured that schools taught a certain range of subjects, this consisted of ten subjects. The subjects were divided into two sub-categories (core and foundation). The three main core subjects were English, Maths and Science, and together with seven other foundation subjects (Art, Home Economics. Music, History, a Modern Foreign Language (only compulsory in secondary schools), Geography and Physical Education created the foundation of the National Curriculum. Compulsory National tests (SATS) were introduced at 7, 11 and 14 on core subjects. The results are published annually in league tables (along with GCSE/A levels and truancy statistics). Changes occurred to the National Curriculum from its inception. Rather than being embraced the National Curriculum was met with hostility from some teachers and most of the larger teachers unions. One of the main criticisms of the National Curriculum by teachers and teaching unions was that at first glance that it contained far too many subjects and was considered to be too rigid, compared to what was previously taught. This meant that it was difficult to teach the subject well as the students had to learn so many subjects, and they presumed that it would be very difficult for students. The National Curriculum was also criticized for being extremely Eurocentric, as it was primarily focused around European culture, giving those from ethnic backgrounds very little opportunity to learn about their roots. Certain sections of the public also argued that the government intentionally fashioned the National Curriculum to remove subjects which they as a political party are against for political reasons, such as sociology, politics, and environmental sciences (they were never contained in the National Curriculum). However, a benefit to the National Curriculum was that teachers now had to educate students in a range of subjects. This gave children / students a better start for the skills they would need for later in life. It was also disputed that the national Curriculum helped to reduce the division of girls and boys subjects, as both sexes were taught the same subjects. This helped to reduce the stereotyping of gender. In 1993, teachers decided to boycott the national curriculum testing arrangements (SATS) after complaining about the workload. The Secretary of State for Education, in a move in the right direction asked Sir Ron Dearing, who was the current Chairman of the School Curriculum and Assessment AuthorityHYPERLINK http://www.bookrags.com/tandf/school-curriculum-and-assessment-tf#p2000a9f68830215001 (SCAA), to review the national curriculum. Dearing made an Interim Report in 1993 and a Final Report in 1994 (The Dearing Report) after a period of consultation with teachers and the teachers unions. In his report his recommended on slimming down the curriculum, and improving its administration. He also recommended that the slimmed down national curriculum should not be altered for five years and that national tests should be simplified without sacrificing validity or reliability. The revised curriculum was implemented from August 1995. The 1992, Ofsted (The Office for Standards in Education) formed as part of the major overhaul and centralisation of the school system begun by the Education Reform Act 1988, which introduced the National Curriculum, extensive testing in schools and the publication of league tables. Ofsted inspections were carried out on school every 6 years. This change was introduced as it was believed standards needed to be raised in schools. Many people thought Ofsted inspections were a good idea, if schools were failing, it was noticed and measures were put in place in order to improve these schools. However, Ofsted were also often seen to be too strict on schools, making it difficult for schools to pass inspection highly. Also, it was felt that many teachers and schools would improve their teaching standards while they were being inspected. Some schools would also send some of their worst behaved students on school trips for the inspections. This defeated the object of Ofsted inspections as it wasnt the normal teaching standards that were being tested. Recent inspections by Ofsted have revealed that although a good proportion of schools had improved since they were last checked many were stilling failing. Figures released by Ofsted in 2009 show that 11% of schools checked since last September were rated outstanding, while 9% were not up to scratch. [Angela Harrison, BBC] In the year 2006-07, 14% of those checked were outstanding and 6% were inadequate. [Angela Harrison, BBC] In 1997, the incoming The New Labour Government came into power in the UK. They Introduced the National Literacy Strategy to all Primary Schools in England from September 1998 after setting targets for pupils at Key Stage 2 in English (80%), Mathematics (75), but not in Science. Previously a pilot project had been tested during 1996, which involved schools in 14 Local Education Authorities. The strategy was planned for teachers to teach a daily Literacy Hour, which followed a pattern of 30 minutes whole class teaching, then group work and concluding with a plenary session. A number of documents have been published by the Department for Education and Employment (DfEE) to help teachers raise standards in literacy at the time. The National Literacy Strategy framework endeavoured to improve standards for all primary aged pupils. The strategys purpose was to make sure that all pupils were receiving on a daily basis dedicated one hour of literacy. The end result would give pupils the opportunity to develop skills in reading, grammar, spelling, and oral work and help raise standards in teaching and learning. In the following year of September 1999 The National Numeracy Strategy framework was introduced and like the literacy strategy, aimed at raising standards for all primary pupils. Similar to the National Literacy Strategy it prescribed a one hour daily mathematics lesson for all pupils. The Five Year Review in 2000 set out the main aims and purposes of the National Curriculum for the first time. The four main purposes of the National Curriculum are: To establish an entitlement. To establish standards. To promote continuity and coherence. To promote public understanding. The National Curriculum has been put into place in the hope that children will achieve and will have an entitlement to learning irrespective of their background, be it race, gender, cultural or otherwise. It also makes expectations for childrens attainment explicit for all concerned and sets out national standards for performance. These standards can then be used for target setting, measuring progress and monitoring progression. The Foundation Stage was introduced by the Labour government in 2000, to provide guidance for settings which provide care and education to pre-school children (aged 3 to 5). It was named the Foundation Stage because it lays the foundations for childrens later learning. [Neaum and Tallack, 2002]. It evolved from the Rumbold Report of 1990, which investigated the educational provision for the under 5s, and found that there was a patchy, unplanned curriculum which was unsatisfactory. In 2004 a review was carried out of Key Stage 4, from this review the introduction of Entitlement subjects. The Curriculum Entitlement Framework provides pupils with access to a wider range of learning opportunities suited to their needs, aptitudes and interests, irrespective of where they live or the school they attend. In 2007 the government abolished formal written Key Stage 1 SATS and replaced them with teacher recorded assessments. The Key Stage 1 assessments are very low key and completed by the pupils teacher over a period of a few weeks so they will be hardly aware that an assessment is taking place. In 2008 a review of Secondary National Curriculum resulted in new Key Stage 3 and 4 Curriculum which was introduced in 2009. This updated part of the curriculum now offers Diplomas and other alternatives to current GCSE and A-level examinations. In 2009 the then current Labour government announces that Key Stage 3 Sats examinations are to be abolished and that Sir Jim Rose will be conducting a full review of the Primary National Curriculum. The findings of the report will be implemented from September 2011. In May 2010 a general election was held and New Conservative / Liberal Democrat government came to power under David Cameron and Nick Clegg. The future changes to the new primary national curriculum which were put forward by Sir Jim Rose to be implemented from September 2011 have been shelved, the government stating that it does not intend to proceed with the new primary curriculum. Instead they are committed to giving schools more freedom from unnecessary prescription and bureaucracy. They have always made clear their intention to make changes to the National Curriculum that will ensure a relentless focus on the basics and give teachers more flexibility than the proposed new primary curriculum offered. The National Curriculum has undergone considerable change and development over the past twenty years and is still being altered and adjusted at the present day. Controversy still exists as to the approach education should adopt for those over the age of 14 testing is thought to be heavily based on recall of knowledge encouraging a lack of skill development activities. Many of the original subjects that were mandatory no longer are, as it was felt the curriculum was too full. In my opinion, since the introduction of the National Curriculum, I believe that it was the keystone to greatly improving the standards of education that children receive in todays society. This is because before the standard of education students received was highly based on class status and was typically biased towards the middle / upper class families, another factor was your locality in the country. Teachers also taught a range of subjects that they wished to teach as there were no set subjects so what you could be taught varied across the country. This led to many students leaving school with limited knowledge. With the introduction of the Literacy and Numeracy hours Sats results have increased again of the subsequent years but again now have slowed to a halt. As seen in the table below. But on the flip side having felt that on the whole the National Curriculum is effective it is also somewhat flawed. Children are taught to the test at a detriment to other subjects, and so they are missing out on a broad and balanced curriculum. Schools and teaching staff will also admit that they are being forced to teach to the test; cutting out subjects such as history, geography and art to inflate their position on national league tables or else look as if they are failing. The national tests also distort childrens education as they are being offered a restricted timetable as teachers are forced to focus on the core subjects. In a number of schools an emphasis on tests in English, Mathematics and Science limits the range of work in these subjects in particular year groups, as well as more broadly across the curriculum in some primary schools. Having said this, the positive points outweighed the negative greatly as it was the start towards the National Curriculum that we currently have today.

Revenge :: essays research papers

REVENGE   Ã‚  Ã‚  Ã‚  Ã‚  Love is a strange thing. It is strong, free, and blind. With it come many pleasures. However, what often occurs after love is the antithesis of love. Once love is lost in a person, a barrage of feelings inhabits that person. One of the darkest, strongest, most eminent emotions that occur in a person is the feeling of revenge. The Crucible and The Scarlet Letter are both classic and dated stories that are mostly based upon love, lost love, and revenge.   Ã‚  Ã‚  Ã‚  Ã‚  In The Scarlet Letter, Chillingsworth and Hester are supposed to be in love. They are married, which is a sacred bond tying two people together that love each other very much. When Hester senses that she may never again see her husband, who had all but abandoned her, she seeks comfort in the arms of another man. She thought that Chillingsworth would never find out. When he did find out, he became very angry at losing his wife; she had betrayed him. He responded by trying to kill the other party, Arthur Dimmesdale. Revenge had turned a once normal man into a blood seeking, greedy, stingy, and decrepitly weak old man.   Ã‚  Ã‚  Ã‚  Ã‚  Revenge was also the driving force behind the Abigail Walker’s, a character in The Chamber, accusations of Elizabeth Proctor being a witch. John Proctor and Abigail Williams once had an affair. John was lonely and in need of human comfort, comfort his wife was unable to give in her dying state. However when she regained her health, John left Abigail and went back to his wife. Abigail was furious at his decision; she would love to get back at the hurt he caused. Abigail found her opening once the witch trials transpired. She knew that to John Proctor, losing his wife meant losing his life. Abigail saw this as the way to get him back, so she screamed “witch'; upon Elizabeth, saying “ Proctor. Abigail was willing to kill a woman just to get back at John Proctor.

Analysis of T.S. Eliots The Love Song of J. Alfred Prufrock Essay

Analysis of T.S. Eliot's The Love Song of J. Alfred Prufrock   Ã‚  Ã‚  Ã‚  Ã‚  'The Love Song of J. Alfred Prufrock' demonstrates the effects of social and economic pressure in the life of a Victorian man. T.S. Eliot shows us, in an ironic monologue, how the reality of age and social position paralyzes his character with fear. The poem opens with six lines from Dante?s ?Infernio?. This particular stanza explains that the speaker is in hell and the message can only be told to someone else in hell. The speaker tells us that it is OK for the listener to hear the message, since in order to hear you must already be in hell and no one ever returns from there. So the message will never leave. I believe Eliot uses this message to infer that only a reader who understands the loneliness and desperation of Prufrock can truly understand the poem. However, in my research, I have found as many different interpretations of the poem as I have found readers. Most agree; however, that Prufrock is speaking to the reader when he says ?you and I?(Line 1). Many readers also agree that Prufrock is a lonely man, but what type of company he desires seems to vary greatly. Interpretations include sex, social company, long term love, and even death. I believe Prufrock yearns for the sense of belonging, both with a female and with his society. He struggles with issues of sex, age and social change.   Ã‚  Ã‚  Ã‚  Ã‚  The beginning lines of the poem(1-25) paint for a very descriptive picture of the street where Prufrock is walking. It also alerts the reader of Prufrock?s distaste for this area and this society. He describes it as ?have deserted?,?muttering?.?one-night cheap hotels? and ?sawdust restaurants?.(5-7) He contrasts that with his destination of a ?room where women come and go/Talking of Michelangelo?(13). Prufrock doesn?t give the reader much insight into his thoughts until line 26. From this line forward, we get a glimpse of what it must be like to be Prufrock. He tells us ?There will be time, there will be time/ To prepare a face to meet the faces that you meet?(27-28), indicating repression. He must ?prepare? himself mentally to be able to put on the correct social image before he makes his ?visit?(12). The rest of the poem simply reinforces his struggle between the way he would like to be and the reality of his life. He begins to ponder the ?overwhelming question?(11) ... ...e is ?almost ridiculous--/ Almost, at times, the Fool.?(118-119)   Ã‚  Ã‚  Ã‚  Ã‚  Although many of the comments and interpretations of ?The Love Song of J. Alfred Prufrock? that I have read seem to believe that the last 4 stanzas are a sign that he may break out of his shell. I believe it is the surrender of all hope and the recognition of the inconceivability of his desires. I think lines 120-130 are Prufrock?s way of telling us of the dream of youth that he will leave behind. He will not ?wear the bottoms of my trousers rolled?(121) nor ?wear flannel trousers, and walk upon the beach.? These are the customs and actions of young passionate men. Men whose physical appearance and less stuffy lifestyle will attract the ?mermaids?(124). He concedes ?I do not think that they will sing to me.?(125) Prufrock leaves us with the thought of how life and society can force us from our dreams and sink us with reality. ?We have lingered in the chambers of the sea/ By sea-girls wreathed with seeweed red and brown/ Till human voices wake us, and we drown.?(129-131) Works Cited: Eliot, T. S. ?The Love Song of J. Alfred Prufrock.? Collected Poems 1909-1962 . New York: Harcourt Brace, 1963.

Moral panic involving young people Essay

Cohen (1980) defines moral panic as the emergence of a particular condition, episode, individual or group of people that threatens the societal values and interests (Cohen, 1980, p. 9). The society often has socially shared values and moral panic. This happens when there is something that comes to the surface and threatens this set of values; when that thing that surface goes against these values, potentially changes, challenges and damages this set of values. Thus, it becomes a cause of concern for the society as a whole. Often, these values involve, among other things, morals about certain aspects of life. The rise of the threat and cause of moral panic presents the challenge to morals and even deviation from, morals and the accepted morality. There have been many causes of moral panic. There are those which appeared just once, while there are those which are consistently banging at the door of morality and is developing, changing evolving as time passes by. It does not disappear, but it does not grow worse either. It simply changes and remains constant in the lives of people for a long period of time. One of these types of things is pornography among young adults, an important issue in sexuality starting from the time there were commercial and mass media capabilities that allow for pornography to be distributed and circulated among many different readers. From magazines to betamax and VCDs and CD copies of pornographic material, the moral panic on pornography was revived at the start of the era of internet-based pornography and the threat of information overload regarding the exceedingly diverse content of pornography. Many of which are considered as taboo, unaccepted, unethical and immoral in the eyes of the society. This will be the key focus of the discussion of moral panic. The Model for Moral Panic The phenomenon of moral panic, according to Cohen (1980), follows a certain style, model or pattern that has certain important characteristics. Cohen identifies this characteristics and the analysis of phenomenon of and characteristics of moral panic is focused on whether moral panic follows or deviates from what Cohen describes (Cohen, 1980, p. 9). In the analysis of moral panic on pornography and young people, it is important to consider the characteristics, patterns and descriptions described by Cohen regarding moral panic and see if the issue at hand demonstrates or digress from this particular moral panic model. The analysis of moral panic regarding pornography and the exploration of sexuality allows for the identification of a particular example of the social construction of normalcy and deviance and how and when the polar positions are identified during issues of moral panic. Threat to moral values Cohen believes that moral panic is a threat to moral values (Cohen, 1980, p. 10). The problem of pornography has always been associated with the fact that pornography is a material that threatens to distort existing moral values on what is wrong and right and acceptable when it comes to sexuality and expression of sexuality by the individual. â€Å"Clearly the issue of pornography on the Internet is a moral panic (Cothran, 2002, p. 45)†. This problem has been consistent with the consistency of the problem of pornography. It was highlighted once again with the realization of growing problem of pornography in connection to its presence in the internet. The internet has successfully reached and connected millions of young people all across the globe, which makes the threat to moral values stronger. Presented in a stylized and stereotypical manner by the mass media The mass media, particularly news, talk shows, movies and other info-entertainment shows, have tackled the problem of pornography especially internet-based pornography. As a reaction to this, places like Europe has undertaken efforts to make sure that the media and its role in presenting pornography is controlled in such a way that it is more helpful and informative than merely a source of distorted truth (Ost, 2009, p. 241). â€Å"An essential rule of conduct must be to ensure that the media’s presentation of child pornography and grooming is accurate and not sensationalized (Ost, 2009, p. 241). † Media presentation of this problem is often stereotypical. For example, movies, like American Pie, present a stereotypical idea about pornography and the reaction of young people to it. In a way, the presentation of mass media regarding this issue has the impact of making the issue louder and stronger and makes its existence last longer because of the role of media in affecting the consciousness of the people. So long as the media presents this kind of content, the people will always be made to remember. For some, this is important since they believe that this is an issue that the society should not just ignore or shrug off. Presence of moral barricades by right thinking people Pornography, and in particular, internet-pornography, has been attacked by those who condemn in; people whom Cohen describes as the one who provide, maintain, create and identify moral barricades in the belief that what they believe is right and that they are the right people to identify what is right for the society. This includes parents, religion leaders, writers, etc. â€Å"Although we live in a generally tolerant society, pornography is today being attacked from many quarters (Plantinga, 1982, p. 78). † Experts and their diagnoses and solution Part of the cycle or system involved in the identification and surfacing or re-surfacing of issues resulting to moral panic is the presence of professionals who provide diagnoses of the issue and makes authoritative claims for possible solution to the problem. In the case of internet-pornography, part of the literature is the review of past writings regarding the diagnoses on pornography and compiles it with new studies and findings regarding this matter. Professionals like psychologists and sociologists will make analysis on how this issue came to be, what caused it and what would result from it and ultimately what should be done about it. Groups like Commission on Obscenity and Pornography undertake studies to examine the impact of pornography and provide solutions (Rist, 1974, p. 217). Ways of coping In the end, the society will find a way to cope with the moral panic and the cause of moral panic. In the tug-of-war battle, the failure to completely remove or eradicate the source of the problem can result in the society accepting that the problem is here to stay. Solutions will take long term timetables and thus should not be expected to be removed or defeated in a short period of time. For internet pornography, society’s way of coping is by creating protective measures to lessen the potential for exposure of young people to pornography. They used technology to assist them and make them capable in coping. They depended on the strength of family values to keep young people away from these kinds of materials, and trusted the judgment and ability to discern by young people so that this problem does not result in moral distortion or breakdown among young people exposed to this kind of material. The society turned to laws to hamper, hinder, limit, deter or make this less powerful and less capable. Deviance Pornography and internet-based pornography is a form of deviance. Its contents contain forms of deviance, particularly in the aspect of sexuality and young people. Sexuality and sexual practices inside the society has its own set of acceptable forms. The content of internet-based pornography fuels deviant and non conformist attitudes and perspectives in sexuality and sexual practice. Main Players Moral panic always involved individuals acting as main players involved in the issue, especially those who support and those who are against this particular issue. In this issue of moral panic, it is important to mention that part of the main players in this issue are those that dictate and create the social construct of normalcy on one hand and those who break this and act as deviants from this particular form of socially-shared moral values. There are merely participants in the cycle of moral deviance involving pornography and there are those who directly challenge, oppose and break the moral design regarding this particular issue. Participants include those who are responsible for the production, creation, management and circulation of materials which maintains the pornography industry which in turn feeds the consistent moral panic regarding pornography and young people. Young people who display abnormal dependence, reliance, obsession and addiction to pornography and commits actions considered as grossly unaccepted in the eyes of the society are the reason for the moral panic. It is because there are people who are hooked in pornography and the fact that it is a phenomenon not exclusive to just to one era or geographical location are the main reasons why pornography among young people is a moral panic. The moral vanguards who dictate the condition of normalcy in the society believes that this has the potential to damage the emotional, psychological and mental faculties of the young individual. Of course, there are also those who stand on the opposite polar positions. These individuals provide a balance and deter the issue from becoming something that is completely socially acceptable by opposing it. In this issue, these include parents, teachers, religious leaders, politicians and conservative thinking people who does not approve of pornography in general. Key Issues The discussion of Cohen regarding moral panic reflects an integral part of the problem. There are key issues involved in the phenomenon of moral panic which makes the problem more pronounced not to mention being more significant considering it compounds and worsens other problems. Of course, the main issue on moral panic regarding pornography is the fear of the deterioration of moral values especially with regards to sex, sexual activities and sexual preferences, among others. This is easier said than explained in detail. This problem is an interconnection of many different smaller and yet equally significant problems and key issues including sexual identity and confusion, challenging parental and societal authoritative role, deviance, the evils of mass media and mass communication, etc. Strongly linked to this are other key issues which are also important and significant in the discussion of internet-based pornography. Beside moral deterioration, pornography is also linked to, results to or is often related to crimes, especially those sexual in nature, like molestation, rape, sexual assault and other sexual offenses created by the young people. The fact that internet has a broader audience and scope and is easier accessible makes it more dangerous compared to its video and print counterpart. The problem of pornography and its effects as a whole can worsen significantly in consideration to the joint impact of all of these media to the young people and to the society in general. Other issues are present as well, like the degradation and molestation of women and children (Thompson, 1998, p. 10), prostitution, gender roles, etc. Sexual openness at the degree being offered by internet pornography also impacts the psyche and consciousness and well as perspective of the individual which can lead the person to challenge the existing societal beliefs, and later, the norms. Worse, the person may challenge the law once the individual tries to break free from the constraints of social life by pursuing or exploring the full extent of the person’s newfound sexuality and sexual orientation as a result of exposure to and influence of internet pornography. Reason for Moral Panic Pornography and internet-based pornography symbolized the evolution of sexuality and sexual preference. The traditional conservative society still finds it hard to accept and accommodate and make mainstream because of strong values dictated by well entrenched societies like church and religion, for example. This therefore symbolizes the inability of the society to fully reconcile with the changes in sexuality and sexual preference among what appears to be a growing number of people. This also symbolized an important era in the history of human sexuality as a whole. The problem of pornography and internet-based pornography is not a stand alone, solitary issue that challenges a particular set of societal characteristics. In closer investigation, it is noticeable how the problem of pornography stands alongside other issues. This comes in the era of liberalization in thinking among many different aspects of human life which is equally considered as unethical and immoral, like cloning, decriminalization of marijuana and same sex marriage. These issues, like pornography, sparks moral panic and has long existed as a societal problem, issue and point of argument among many professionals for and against it. The reason for moral panic is the inability of the society to allow change. In the aspect of sex and sexuality, those who dictate the norms and morals of the society believes that where the world is right now is acceptable already and that deviations from such practice is unacceptable. As Cohen points in its analysis of deviation, the question here is that it is unacceptable to whom? Does it comprise the greater majority, or the powerful minority only? The inability for change is often coupled with fear of the unknown which are reasons for moral panic. Sure, specialists can make intelligent guesses as to how this can affect the future and what behaviors this will result from. However, educated and intelligent they are, these are just guesses still. The greater picture is comprised of the fact that people are fearful of what they know. They know change would come, but they do not know exactly how it looks like, if it is acceptable to them, etc. Because of that, they resort to moral panic, using it a defense mechanism enabling them to handle the problem of being incapable of the uncertainty of the future. They try to control to present and this act of controlling is expected to create deviants as well as reasons for, and tool supporting this act of deviance, a role that pornography plays. Conclusion Using moral panic to view the phenomenon regarding the sexuality of young people and pornography is important and useful. It allows the analysis to reflect the existing accepted morality regarding and surrounding this issue and how this is being consistently threaten and broken. It also reflects as to how the society was not able to fully evolve to allow them to either put a stop to this moral issue or completely accommodate pornography in such a way that this is not an issue anymore. The use of moral panic allows the analysis to better understand the attitude and perception of the people regarding the issue. It allows the analysis to see the problems present in this point of concern, and to establish the reasons and entities that surround the occurrence of the trend in human social life. There are always those who create the patterns for normalcy and what constitutes it, from which deviants find a way to deviate from and create their own identity as deviants from socially-accepted and shared beliefs, attitudes and perspectives. Here, pornography plays a key role in deviance in sexuality which in turn results to moral panic. Bibliography Cohen, S 1980, Folk Devils & Moral Panics, Blackwell, Oxford. Cothran, H 2002, Pornography: opposing viewpoints, Greenhaven Press, Michigan. Ost, S 2009, Child pornography and sexual grooming: legal and societal responses, Cambridge University Press, Cambridge. Plantinga, T 1982, Learning to live with evil, W. B. Eerdmans Pub. Co. , Michigan. Rist, R C 1974, The pornography controversy: changing moral standards in American life, Transaction Publishers, New Jersey. Thompson, K 1998, Moral panics, Routledge, New York.