Litigating a tax matter--the judicial process Essay

Litigating a tax matter--the judicial process - Essay Example Power rifts that exist between the legislative and executive branches of government on who is to make decisions also affects citizen, a lot of time is wasted of formulating budgets and it makes it even worse that incase of any changes that are made, long bureaucratic lines have to be made to ensure that the right authority is given. This rift has proven to cause the citizens negatively since as the branches take time to process their budgetary terms, the citizens continue paying the taxes and taking a longer time to get entitlement programs. As citizens, they are entitled to getting grants, loans, operating and capital budgets, but this becomes either easy or hard depending on the process it takes for approval and which program one is applying for. Entitlement programs are given on the basis of how many people or organizations actually meet the requirements of getting the programs. This also is dependant on he government that the person or organization is under since the state and local governments budget on a separately for operating expenses and budgets (S.Rubin). Decisions made that make the budgeting process vary from one state to another easily affects the citizens. Most citizens are likely to live in one state and work in another or be in a situation where their families live in a different state from the one their working in. A good example as explained in the chapter in the difference in budget processes between the state of Texas and Georgia where in Texas the legislative budget board and the governor works together in the budget planning process. Here citizens have to ensure that their application comply with standards of the board and the governor. In Georgia however the process is made easier for the citizens since the legislative institutions have no role in discussing the budget process. With this example it

Why is high school important to you Essay Example for Free

Why is high school important to you Essay Ill tell you why. when you go to school you can grow up to be anything you choose in your right mind to be. But if you just ditch school and take it as a joke you wont learn anything and youll be on the streets begging for a hundred dollars. You can learn what you can and be serious about it. Dont you want nice cars, a house and at least a job. if you dont want it, then your life will be as miserable as you asked this question. Its very important to get an education, very, very important and that should be the most special thing in your life. Rather than partying, drinking or hanging out with friends, do something with your life for goodness sakes. Stop trying to seem like school is boring to you, you have to go. Besides being able to get and keep a job that will support you, there are other things that are important about school. School teaches you discipline, to be where youre supposed to be when youre supposed to be, the ability to do things that you really dont want to, to work with people that you really dont want to; and to maybe even do them well. It also teaches you how to find out things that you need to know but dont know how to find out; in other words, how to research and how to be resourceful. Whatever it is that you want to be doing or are doing instead of going to school is what youll be doing twenty years from now if you dont learn what you need from school. If its drinking, getting high. playing video games or hanging out with like minded friends. Except, most of the friends that you know now will have moved on or will be in jail. All youll have left is the homeless addicts that hang out on the streets because the shelters wont let them in during the day and have you ever seen those homeless guys with video games. One of the most important things your child can do to achieve academic success is also one of the most basic: going to school every day. In fact, research has shown that your childs attendance record may be the biggest factor influencing her academic success. Achievement:students who attend school regularly are more likely to pass reading and math assessments than students who dont attend school regularly. Opportunity: For older students, being in school every day gives them a chance to learn more about college and scholarship opportunities, and to take the important exams they need to build a successful academic record. Exposure to the English language: Regular school attendance can also help students who are learning English by giving them the chance to master the skills and information they need more quickly and accurately even in other subjects! Being part of the school community: Just by being present at school, your child is learning how to be a good citizen by participating in the school community, learning valuable social skills, and developing a broader world view. The importance of education: Your commitment to school attendance will also send a message to your child that education is a priority for your family, going to school every day is a critical part of educational success, and that its important to take your responsibilities seriously including going to school. What you can do Asa parent or guardian, it is possible to plan ahead in order to limit your childs absences, make school attendance a priority, and help your child from falling behind if it is necessary to miss a day of school.You can do this in the following ways: Help your child get to school on time every day.Babysitting, problems with a car or late bus, and the weather are not permissible reasons to miss school. Frequently coming to school late may also be noted on your childs permanent record, and will make it difficult for your child to stay caught up with the first lessons of each morning. Teach your child how to set and use an alarm clock, and keep the television turned off in the morning. Follow the schools guidelines and attendance policy, and report excused  absences immediately. At the beginning of the school year, review the schools rules and make sure you understand whom you need to call if your child is going to be absent. Check homework. Check each night to see that your child understands and completes the days homework assignments. Take an active role. Stay involved with your childs daily experiences at school by asking how the school day went, and then listening carefully to what your child shares with you both the successes and struggles. Make it a point to meet your childs teacher and friends. Locate potential sources of anxiety.If your child frequently appears upset or reluctant to go to school and cannot tell you why, schedule an appointment with his or her teacher or school counselor to talk about possible sources of the anxiety. Keep updated on school events and announcements. Read the school documents that your child brings home and take note of important announcements and dates, such as back-to-school night and parent-teacher conferences. Try to limit the amount of time that your child misses school due to medical appointments or illness. If possible, avoid scheduling doctors appointments during the school day.Allow your child to stay home only in the case of contagious or severe illnesses. Students who miss days, weeks, or months of school ata time will have a difficult time passing their courses and catching up to their peers. For older students, prolonged absences may make it very difficult to graduate from high school. Schedule family events with your childs school schedule in mind.Plan holiday celebrations or family trips during weekends or school vacations. In the case of family emergencies or unexpected trips, talk to your childs teacher as far in advance as possible and set up a way that your child can work  ahead or bring important homework on the trip. Plan ahead. Encourage your child to prepare for the next school day by laying out clothes the night before and helping to fix lunches. Promote good health.Make sure that your child eats a balanced diet with plenty of fruits and vegetables, and has opportunities to exercise every day through a sports team or playtime outside. Create a restful environment. Finally,make sure that your child can relax before bedtime by doing something quiet like reading rather than do something stimulating, like watching television. Ensure that your child gets enough quality sleep ideal amounts range from 8 to 12 hours. Getting enough sleep will help her get up on time, be refreshed in the morning, and feel ready for a full day of learning ahead! By making your childs school attendance a priority, you will be taking an important step in supporting your childs school success, and setting a good example. Remember every day counts!

Earth Spheres :: essays research papers fc

DEFINITIONS: The biosphere is a closed self-regulating system that integrates living organisms with nonliving components of a planet (Lenkeit). The biosphere is part of the outer shell of a planet and includes the atmosphere, hydrosphere, and lithosphere (answers.com). The hydrosphere is an open system that contains all of a planet's solid, liquid, and gaseous water (Answers.com). As an open system, the hydrosphere interacts with the surrounding systems through inputs and outputs (Lenkeit). The atmosphere is an open system that consists of a gaseous mixture enveloping a planet (Answers.com). These gasses, known as air, include O2, N2 and H2O. The atmosphere is also composed of water, ice and dust particles. Atmosphere functions like a blanket, keeping Earth's heat from escaping into space (Lenkeit). It has also been compared to a greenhouse: like glass it lets short wave insulation inside, but keeps most of long wave ground radiation from going out (Lenkeit). The lithosphere is an open system, which contains all of the cold, hard, solid rock of the planet's crust (surface), the hot semi-solid rock that lies underneath the crust, the hot liquid rock near the center of the planet, and the solid iron core (center) of the planet (Answers.com). On Earth, the lithosphere comprises the crust and the upper part of the mantle. The lithosphere is about sixty miles thick (Lenkeit). INTERACTIONS: The four spheres of the Earth system are highly interdependent causing interactions between the spheres to have many cause and effect relationships. A change in one sphere can cause changes in another sphere, which may cause changes in yet another sphere. The biosphere is sustained through interactions with the gasses from the atmosphere, minerals of the lithosphere, and water of the hydrosphere in the energy cycle (Answers.com). The atmosphere is essential for the biosphere because it supplies oxygen, water, CO2 and some nutrients (N) to living organisms, and protects living organisms from temperature extremes and excessive UV radiation (Answers.com). Outside of the biosphere, the atmospheric interacting with the lithosphere and hydrosphere is when the ocean waves are affected by the wind being slowed by friction from the land (Lenkeit). The lithosphere interacts with the hydrosphere and atmosphere through processes such as erosion where rock and soil become removed through physical and chemical weathering.

Show Choir

Show Choir Learning Design Information Project Title: Show Choir Developer(s): Amy Hanson Development Date: 06/15/1998 Revised By: Amy Hanson Revision Date: 10/19/1998 Organization: Shawano-Gresham School District Department: music Instructional Area: Music & Arts Instructional Level: 6-8 Total Credits: 0 Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting.Vocal technique, developing the ensemble and dance are the main emphasis of this class. Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates aware ness of current world events o learner describes political, economic and social systems different from one's own o learner demonstrates geographical literacy learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the English language correctly (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessar y detail o learner describes problems accurately o learner understands the impact of nonverbal communication 4 Use problem solving skills in real world situations o learner identifies the problem learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs reasoning skills o learner evaluates options o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 Practice citizenship skills based on democratic principles o learner accepts responsibility of membership in society o learner knows the ole and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leadership or supporting roles as appropriate o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including inequities and biases Performance Expectations Goals 1.Sing alone and with others a varied repertoire of 2 and 3 part music 2. Develop individual vocal technique, ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Create a knowledge of musical theatre 6. Cultivate relationships between music and other discip lines 7. Promote community involvement through performance 8. Investigate musical careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core AbilitiesMake informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Criteria – Criteria – Performance will be satisfactory when: o learner sings a variety of 2 and 3 part songs Conditions for Assessment – Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Procedure b. Sing both melody and harmony parts Procedure c.Sing music representing diverse cultures and genres of music Process 2. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficult y: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo & ensemble competition Learning Objectives a. Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Match pitch accurately Procedure d. Demonstrate correct singing posture Process e. Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy PropertiesDomain: Psychomotor Level: Pr actice Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner sings correctly alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Match pitches accurately Procedure b. Sing accurately and with proper breath controlProcedure c. Read rhythms and pitches correctly Procedure d. Practice proper vowel production Procedure 4. Exhibit ensemble skills Properties Domain: Affective Level: Internalizing Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking a nd writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner can sing part alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b. Be aware of the individual's roles within their section Principle c. Sing and dance expressively as a section and as part of an ensemble Concept d. Perform music from memory Procedure e. Evaluate musical performances of other groups Principle 5. Develop expressive qualities of musical elements PropertiesDomain: Cognitive Level: Synthesis Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effect ively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner performs a piece with the correct interpretation and style of selected piece o learner displays understanding of standard musical symbols of pitch, rhythm, dynamics and articulationConditions for Assessment – Competence will be demonstrated: o student critique o teacher observation Learning Objectives a. Differentiate between different styles and genres of music Process b. Demonstrate correct dynamics, phrasing and style Procedure c. Evaluate performances Principle 6. Prepare public music performances Properties Domain: Cognitive Level: Application Difficulty: Medium Importance: Essential Linked Core Abilities Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner performs in a winter concert & spring concer t Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique of performance Learning Objectives a. Perform music in a public concert Procedure b. Practice music and concert ettiquette Process c. Perform memorized music Procedure d. Evaluate performances by other groups Principle 7. Investigate other areas of the arts including musical theatre, dance and visual arts Properties Domain: Cognitive Level: ApplicationDifficulty: Low Importance: Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria – Criteria – Performance will be satisfactory when: o learner participates in group discussions o observes various examples of the fine arts Conditions for Assessment – Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. Discuss the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in musicConcept d. Compare musical works by era, composer and style Process Show Choir R&S Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors:   Diana R. Spradling and National R&S Jazz & Show Choir Committee Revision authors: Ken Thomas and National R&S Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers, arrangers, set designers, costumers, etc. ) with a foundation upon which to build their show choirs as a viable and contributing part of a total choral program.For the beginning show choir, these standards should serve as starting points upon which to build. For the developing show choir, these standards should serve as goals to strive to attain. For the experienced show choir, these standards should serve as a measure of evaluation for the effectiveness and viability of their ensemble. Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in today’s society where much of the body of choral literature is taught and performed, we create these standards believing in certain fundamental premises.Foremost, the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. The show choir experience is designed to build upon the experiences of a traditional choral program, to provide opportunities for the exploration of additional literature, to expose more people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. Furthermore, it must be the essential mission of ach choral director and choral educator to maintain a level of excellence and a dedication to integrity in the stylistic performance of choral music of all types, idioms, historical periods and styles. Standards I. Singing Performing alone and with others, the members of the show choir should d emonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy vocal technique, musical accuracy, technical accuracy, expression, ensemble skills and stylistic integrity. II. Movement/DancePerforming alone and with others, the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy, appropriate ensemble technique, expression and appropriately varied styles of dance. III. Instrumental Accompaniment When performing with instrumental accompaniment, the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic, entertaining and educational package for both audience and participants.The use of live accompaniment is strongly encouraged. Directors of the show choir should work toward this achievement. IV. Integrating Art For ms While experiencing the rigors and complex demands required in combining the individual disciplines of music, dance and theatre into a single performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. Interpreting Music ElementsIn reading and notating well-crafted music, the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble, describe the elements of music being used and expressively interpret the markings within the score. VI. Stylistic Awareness After listening to analyzing and rehearsing the music, the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary, the performance of appropriate articulations and phrasing and critical evaluation.VII. Performance Practices and Evaluation By evaluating performances, the members of the show choir should demonstrate the ability to objectively review both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music, dance and theatre along with the ensemble approach to the combination of these disciplines.The members of the show choir should recognize that performance practices in this genre do allow for more individualized interpretation than that of traditional choral literature. VIII. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies, the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers, as composers and arrangers of repertoire for the ensemble, as choreographers and designers and as production leadership team members.IX. Entertainment as Art Recognizing the relationship between the three disciplines of music, dance and theatre in the performing arts, the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance, appropriate rehearsal etiquette, continuous practice with attention to detail and respect for the contributions of others. X. History and Pop CultureUnderstanding the genre of popular music and theatrical music in relationship to history and culture, the members of the show choir should demonstrate the ability to classify repertoire or performance by style, type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. DYNAMICS 1. The competition is open to  all SFC members. 2. There should only be  one (1) entry per BIG SECTOR.All big sectors should confirm their entry with the lyrics of the songs on or before  June 18, 2011. (The official list should be signed by the  SFC Cluster and Sector Couple Coordinators  to ensure tha t they are certified SFC members). Changes will be entertained until  July 2, 2011. 3. A  Show Choir  is defined as a group of people who combine choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. a. NORTH – Motown . WEST – Latin American c. CENTRAL –  Ã‚  Boy Band/Girl Band d. EAST – Movie Sountrack e. SOUTH – Broadway 5. Each group must be composed of at least 30 members. They can be a combination of singers, dancers and instrumentalists. Three (3) points  will be deducted for every person in deficiency of the provision. 6. Entries must also be composed of MIXED performers – brothers and sisters (there should be more than 10 brothers or sisters in the group). 7. The members of the show choir  should demonstrate the ability to sing  their chosen music. . The members of the show choir   should demonstrate the ability to add movement or choreography to their performance  that complements the music. 9. The members of the band/instrumentalists in the show choir  should demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual aspect of the performance. 11. The group is  responsible for bringing their own musical instruments. 12. Lyrics should be wholesome and not sexually suggestive or vulgar.The song can be in the form of fast-paced or slow-paced pieces. 13. The song rendition or medley should not exceed five (5) minutes. There will be a one-minute grace period for entrance and another minute for the exit. 14. Costumes are highly encouraged to add up to the total performance however, it must be decent and proper for the performance. The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technicalities. I. CRITERIA FOR JUDGING MUSICAL RENDITI ON †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% Voice Quality  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Choreography  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Blend and Balance  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% SHOWMANSHIP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30% Stage Presence  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Synchronization and Movements  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Costume/Props  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% MESSAGE AND CONTENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100% Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH:   Ã‚  Ã‚  Ã‚   YELLOW WEST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RED CENTRAL:   GREEN EAST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   BLUE SOUTH:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ORANGE

A Historical Perspective on Reading Research and Practice Essay

This article has responded to both internal and external forces resulting from gradual and dramatic transitions based on historical perspectives. This has permitted a reasonable reflection and a sense of wisdom that is susceptible to loss when one engages in it. The underlying reason is the critical dimension to the present day events and issues analysis resulting from the broadened reading culture. In the late 20th century, reading became a recognized study field with systematic research programs aiming at ascertaining its fundamental nature and its acquisition process. This resulted from the confluence of social, educational, political and economic factors. Quantitative and qualitative changes in U. S. public schools’ systems after the World War II provided favorable environment for the reading transitions. Reading processes and skills were broken down into constituent parts which were practiced and reinforced in a systematic and orderly manner during classroom sections. Reading became a conditioned behavior based on certain environmental contingencies. Individuals positively responded to learning from repeated and controlled stimulation from the environment. This stimulus-response relationship was accompanied by rewards and punishments led to the habituation of the reading act (Alexander & Fox, 2004). Therefore, academic learning involved identification of the preferred behaviors prerequisites and training. This aimed at untangling the chained links in reading so as to train the learner in each component skill. In addition, material effectiveness was structured and controlled in the delivery of environmental stimulation and practice opportunities. Emphasis on studying observable behavior focused on reading as a perceptual activity which included identification of visual signals and validating diagnostic instruments and remedial techniques. However, alternative human learning theories which focused on perceptual process as a whole still operated on underground which examined that reading is per introspection rather than through behavior. Human beings could make a coherent sense out of the perceptional data through whole-word recognition, context comprehension and word identification thus considering reading as a unique human activity owning definitive characteristics. Increased interest in internal mental structures and processes ignited by the advancements in neurology and artificial intelligence has caused transformations in the learning institutions. Moreover, the dissatisfaction with behaviorism as an explanatory system caused changes. The article points that present institutions should conceptualize learning as a natural process rather than conditioning and that language should be developed through a meaningful use. Also learning to read should be viewed as an inherent ability rather than a reflective action with laborious skill acquisition. As a result, reading research unified the literacy field through language arts. Learning to read became a matter of arriving at a facility due to the understanding quest within a language-rich environment. The growing attention to the structure and processes of the human mind and increased federal funding by the Unites States led to creation of research centers caused another theoretical transformation. These new researchers explained human language as an interaction between symbol system and mind. Learning as a natural metaphor was replaced with a mechanistic information processing metaphor. Text-based as a form of learning, involved knowledge which was organized and stored within the individual mind (Alexander & Fox, 2004). In addition, Knowledge base was depicted as powerful, persuasive, individualistic and modifiable since it was linked to the individual’s perspectives on what they had read, their interpretation and recall out of the written text. The information processing of this period resulted in cognition-related constructs which strengthened the aforementioned characteristics of knowledge. Furthermore, it focused on the individual mind. This was because the computer-based guiding had little considerations of socio-cultural influences in processing linguistic information. To add on, the research studies stressed on individualistic interpretations of written text and exhibited that the knowledge of the students could be greatly modified through training, direct intervention and/or overt instructions. Other contributors of improved text comprehension were instructional environments and pedagogical techniques. In view of any reading approach, there must be a shift away from the neurological argument to much concern for naturalism in the materials and procedures used to teach reading. Moreover, they should create unity within the language arts. The cognitive psychology gave a new viewpoint for literacy and educational researchers. It studied literacy with naturally occurring texts in natural settings with holistic and aesthetic school of thought. It aimed creating a mutual understanding arising in the social interaction of individuals in particular contexts at a time (Alexander & Fox, 2004). The dominant perspective was learning being a socio-cultural collaborative experience and the learner being a member of the learning community. Reform on modern schools  Present day schools should anticipate for motivation in the form of readers’ achievement of goals, interest and involvement in the learning experience with change in perception of texts, reader and reading. This can be achieved due to the introduction of the hypermedia and hypertext forms of learning which has increased the attention in classroom discourse thus improving the students’ academic. Effective orientation has to be done so as to capture the complexity of reading and recognize the changing nature of reading as the reader engages in a range of reading-related, goal-directed activities. With the dichotomization of reading into learning to read and reading to learn, it has led to integrated and developmental learning perspective. Engaged learning has led to the acknowledgement of the fact that reading extends to the texts students come across daily such as nonlinear, interactive, dynamic and visually complex materials transmitted using audiovisual media. Current learning institutions should learn about the potentials of alternatives nonlinear media and examine how pedagogical techniques and learning environments can be adapted to aid readers from struggling with traditional texts. Students should be encouraged to participate in meaningful and goal-directed text-based learning. Moreover, attention should be drawn to create a personally and socially valuable body of knowledge. Strategies are put in place to promote reflection, choice and deliberate execution on the learner’s part which actively engages the leaner thus developing the reading perspective. To be complete, readers, and learners should focus on demonstrating fluency in reading and other basic linguistic skills. Workable solutions  Some of workable solutions would include provision of personally relevant texts, both traditional and alternative that will promote deeper and wider student engagement in their learning. Putting in place technological advancements capable of transforming learning and teaching through production of proliferated information sources and different text types can also be productive. Involving high-stakes testing and efforts to institute national standards have hastened the students’ learning since they prescribe the content and skills learners should have acquired at various institutional levels. Investments in basic reading skills and components in special education institutions have helped struggling readers since researchers have greatly supported. Changes which might improve things One of major consideration that should be put in place is recognition of the fact that reading is invariably physiological, psychological and sociological thus an integrated orientation is a prerequisite. Therefore physical, visual, and neurological stimuli to the learning processes should also be employed. In addition, every reading process needs to enhance the psychological interpretation, storage and retrieval of text, goals formulation and expression of interests. Sociologically, a reading culture that focuses in intra-individual and inter-individual communication through linguistic media that are socio-culturally influenced can also play a big role in changing the existing education. Lastly, a fine-grained reading view that incorporate brain structures and mental activities of an individual and social behavior have to be integrated meaningfully throughout these orientations.

Svante August Arrhenius Essays - Panspermia, Svante Arrhenius

Svante August Arrhenius Essays - Panspermia, Svante Arrhenius Svante August Arrhenius Svante August Arrhenius was born at Uppalsa, Sweden, on February 19, 1859 His intelligence and creativity were apperent nt from an early agehe taught himself to read when he was three Although credi ted with many scientific innovations, he remains best known for his ionic theory of solutions, For which he was awarded the Nobel Prize in chemistry in 1903 Arrhenius henius died in Stockholm on October 2, 1927 Science is a human endeavor subject to human frailties and governed by personalities, politics, and prejudice ces. One of the best illustrations of the often bumpy path of the advancement of scientific knowledge is the story of Swedish chemist Svante Arrhenius. When Arrhenius henius began his doctorate at the University of Uppsala around 1880, he chose to study the passage of electricity through solutions. This was a problem that had baffled scientists for a century, The first experiments had been done in the 17 70s by Cavendish, who corn pared the conductivity of salt solutions with that of rain water, using his own physiological reaction to the electric shocks he rece ived! Arrhenius had an array of instruments to measure electric current, but the process of carefully weighing, meas uring, and recording data from a multitude of experiments was a tedious one. After his long series of experimerits were performed, Arrhenius quit his laboratory bench and returned to his country home to try to formulate a model that could account for his data, He wrote, "I got the idea in the night of the 17th of May in the year 1883, and I could not s leep that night until I had worked through the whole problem." His idea was that ions were responsible for conducting electricity through a solution. B ack at Uppsa]a, Arrhenius took his doctoral dissertation containing the new theo ry to his advisor, Professor Cleve, an eminent chemist and the discoverer of the elements holmlum and thulium. Cleve's unlnterested response was what Arrhenius had expected. It was in keeping with CIeve's resistance to new ideas he had not even accepted Mendeleev's periodic table, introduced ten years earlier. It is a long standing custom that before a doctoral degree is granted the disse rtation must be defended before a panel of professors. Although this procedure i s still followed at most universities today, the problems are usually worked out in private with the evaluating professors before the actual defense. However, w hen Arrhenius did it, the disserta tion defense was an open debate, which could be rancorous and humiliating. Knowing that it would be unwise to antagonize his professors, Arrhenius downplayed his convictions about his new theory as he de t ended his dissertation. His diplomacy paid off: he was awarded his degree, albei t reluctantly, as the prolessors still did not believe his model and considered him to be a marginal scientist, at best. Such a setback could have ende d his scientific career, but Arrhenius was a crusader; he was determined to see his theory triumph. Recognizing his low credibility in his home coun try, he sen t his dissertation first to Rudolf Clausius, a German seientist who had fimnulat ed the second law of thermodynamics, but Clausius wasn't interested. He next app roached Lothar Meyer, another German scientist who had gained prominence for his work on the periodicity of the clements, but Meyer was also unresponsive. Final ly, Arrhcnius found the right champion in Wilhelm Ostwald, a German profes sor o f chemistry at Riga. Ostwald, already known as a defender of revo lutionary chem ical causes, fully accepted the idea that reactions in solu tion often involve i ons. In 1885 Arrhenius began work ing in Ostwald's laboratory, continui ng his research on ions. Reading everything he could find on the sub jeer, he ca me across a research paper written by a Dutch scientist, Jacobus van't Heir, whi ch was particularly helpful in placing the ionic theory on firmer gnound. In 1887 Arrhenius went to Amsterdalm to nicer van'l Heft At 22 years of age, van't Help had postulated the existence of stereochemistry; that is, that atoms in molecules have definite relative positions in space. This theory was initially criticized harshly, and van't Heft, aided by Ostwald, had to fight to have it accepted. The ionic theory was yet another unaccepted theory for which both Ostwald and van't Heft' would extend their support. By the time Arrhenius returned from Amsterdam, Ostwald had moved to Leipzig, where he had be come professor of chemistry. It was there that Ostwald and Anhenius put together

Saving Private Ryan Essays

Saving Private Ryan Essays Saving Private Ryan Paper Saving Private Ryan Paper â€Å"Saving Private Ryan† Analyse the methods use to make the opening battle sequence of â€Å"Saving Private Ryan† both shocking and realistic and say how effective you find it as an introduction to the film â€Å"Saving Private Ryan† is a war film directed by the well-known Jewish director Steven Spielberg and was released on September 11th 1998. It was a joint production with Paramount and DreamWorks pictures. The film won in total 5 Academy Awards (Oscars) including best director in 1999. This is most likely due to Spielberg’s many conventions used in the opening twenty-five minutes. Saving Private Ryan’ broke traditional conventions of the war film genre, mainly because Spielberg used a very wide range of techniques, to portray what he wanted the audience to witness. He uses de-saturated colour all the way throughout the film, which gives off a dull, and washed out impression of the film and made the red of the blood stand out against the dull background. Another technique used was in the use of a handheld camera which made it seem like you were facing all the dangers the soldiers were faced, and seeing all the horrific things they saw from their point of view. These two techniques helped Spielberg achieve â€Å"realism at all times† . meaning that he would not hold back on any blood and gore that he wished to include in his film. One such time in the opening twenty-five minutes was during â€Å"Captain Millers confusion† where a soldier has his arm missing and in all the confusion is searching for his missing arm on the floor and when he eventually find it he just walks off as if nothing has happened. This shows the gory side to war but at the same time the effects it had on the people involved and how confused a man must be to search on a beach for his arm when bullets are flying in from left, right and centre. In the opening scene, before we see any actors we are shown a full screen shot of the America flag accompanied by the sound of bugle playing in the background. The flag shows that the film is from the perspective of the Americans, despite them joining the war late in 1941 when the war starting in 1939. The bugles are usually played to signify the start of a war The Audience then see a close of Private Ryan’s feet walking away from the camera as it follows him, this is to show that we as an audience are following him along his journey. We then are show the American flag again but this time it is accompanied by the French flag. These two countries were both on the same team through out the war, the Allies. This is ironic as America joined the war late on and France surrendered some time in 1940 five years before the end of the war when they were invaded by Germany. We are then sent back in time to June 6th, 1944 on Omaha Beech in Normandy through an extreme close up of Private Ryan’s eyes. This gives the audience the impression that they are looking at things through his eyes. The first shot of the beach is a low angled shot of the Hedgehogs which were used to stop boats entering the beach, this is followed by a long shot of boats approaching the beach. We then enter the boat and are shown the hands of soldiers shaking to show that the ordeal was obviously scary. Also close ups of soldiers faces with terrified looks on them were used this was firstly to show how they felt but at the same time it was showing the audience who the main characters are. The following scene the instant chaos on the beach. A point of view shot of German turrets is used to show what the soldiers were heading towards. The audience the sees a view of from behind the soldiers on the boat using a medium close up, this makes you feel nervous and scared for the people involved. It is at this point that the audience really interacts with the action when the doors of the boat open and all soldiers are mowed down by machine gun fire. With the camera behind the soldiers it feels like you are being shot at and you can feel yourself dodging the bullets. The audience then sees the introduction of the handheld camera when a underwater shot is used when all soldiers jump in the sea. They see people drowning and getting shot while they are in the water and the bright red of the blood stands out in the water. We can hear water splashing when we are above water but as soon as we go under the sound is muted and bullets flying into the water is the only sound. All this makes us feel we are the camera and the camera is in fact a person. The audience then sees chaos all around with people desperately trying to get out of the way of oncoming bullets and if that wasn’t enough bombs are dropping from above, when ever a bomb is dropped the camera shakes as if it is a person stumbling from the force. This scene gave the impression that survival was impossible. The third scene in the first twenty-five minutes focuses the audiences attention on one character, Captain Miller and his confusion. In this scene we are plunged into the horrors of D-day with him and sense the carnage that he senses. The audience begins by seeing a close up of Captain Millers face and the sound is muted and everything is slowed down. Gradually the sound of slowed explosions is heard and is accompanied by a over the shoulder shot from Captain Millers perspective. They then see jumpy shots of Captain Miller that alternate between this and the horror around him which is show using a over the shoulder shot. The horrors include things like people getting arms blown off and getting shot from all over but the over all theme was people were so confused and didn’t know what they had got them selves into. The scene ends by showing the audience a soldier mouthing some words then a huge explosion and sound is reinstated and the soldier speaks asking what he should do next. In the final scene which is the end battle, we are shown Captain Miller resting ,after just capturing Omaha beach, and talking to Sergeant Howard. The audience sees a long shot of the beach after the soldiers have left and the chaos that has just occurred finals comes to life. We can see dead bodies everywhere and the sea is stained with blood. Captain Millers voice is heard saying â€Å"what a view† and Sergeant Howard agrees. The viewers then see a close up shot of Captain Millers eyes as we are sent back to a low angled shot of the beach while gentle music fades into the sound of waves which is peaceful after the chaos is over. The final shot is of a dead soldier laid down with the name â€Å"Ryan† on his back. This shot establishes the scene and links to the title and gives a plot to the film. Over all I think the opening twenty-five minutes were successful in being realistic and shocking and I think that Spielberg succeeded in putting â€Å"chaos up on the screen†. e achieved this with the use of de-saturation but mainly I think it was down to the use of the handheld camera which made the audience feel like it was in the film and secondly the use of his camera angles helped a lot in making the film seem real and made the audience feel for the people that were involved. I think the film was a good film as it is not a typical war film that only appeals to the older people it appeals to all people and effective at making the audience shocked.

Peter the Hermit and the First Crusade

Peter the Hermit and the First Crusade Peter the Hermit was known for preaching Crusade throughout France and Germany and instigating the movement of common folk that became known as the Crusade of the Poor People. He was also known as Cucu Peter, Little Peter or Peter of Amiens. Occupations CrusaderMonastic Places of Residence and Influence Europe and France Important Dates Born: c. 1050Disaster at Civetot: Oct. 21, 1096Died: July 8, 1115 About Peter the Hermit Peter the Hermit may have visited the Holy Land in 1093, but it wasnt until after Pope Urban II made his speech in 1095 that he began a tour of France and Germany, preaching the merits of the crusade as he went. Peters speeches appealed not only to trained knights, who usually followed their princes and kings on a crusade, but to laborers, tradesmen, and peasants. It was these untrained and disorganized folk who followed Peter the Hermit most eagerly to Constantinople in what became known as The Peoples Crusade or The Crusade of the Poor People. In spring of 1096, Peter the Hermit and his followers left Europe for Constantinople, then moved on to Nicomedia in August. But, as an inexperienced leader, Peter had trouble maintaining discipline among his unruly troops, and he returned to Constantinople to seek assistance from Byzantine Emperor Alexius. While he was gone the bulk of Peters forces was slaughtered by the Turks at Civetot. Disheartened, Peter almost returned home. Eventually, however, he made his way to Jerusalem, and just before the city was stormed he preached a sermon on the Mount of Olives. A few years after the capture of Jerusalem, Peter the Hermit returned to France, where he established an Augustinian monastery at Neufmoustier. Resources The Crusade of the Poor People Catholic Encyclopedia: Peter the Hermit  - Concise biography by Louis Brehier. Peter the Hermit and the Popular Crusade: Collected Accounts  - Collection of documents taken from August. C. Kreys 1921 publication, The First Crusade: The Accounts of Eyewitnesses and Participants. The First Crusade

Service Product Marketing Essay Example | Topics and Well Written Essays - 3500 words

Service Product Marketing - Essay Example To assist with process of analysing this statement, definitions of experience, services and goods are set out below. There are of course variations of the definitions available to describe experiences, services and goods. Another consideration is the relationship between experiences, services and goods plus whether each is clearly distinctive from the other especially if one considers how closely related they are to each other. Where it has been considered relevant political or economic backgrounds have been included to give this work greater depth. Experiences are what people have felt or feel when they use goods and services providing the basis for future purchases and behaviour. Providing good experiences can be the key to commercial success. People can buy goods and services because they want to do so or because they have to. The portrayal that some goods and services can provide certain kinds of experiences can make people think need rather than just want goods and services (Ison, 2000, p.48). Economists used to concentrate almost exclusively on the economic experiences of companies and manufacturers rather than the experiences of the consumers of services and goods. It was generally believed that the experiences of companies were distinct from any services and goods that they offered. However the economic experiences of firms should be analysed to make the delivery of services and goods more effective and cheaper to provide. The link between using experiences to lower costs and pass on the savings to customers in the form of lower prices was appreciated by aircraft and car makers during the 1920s, and if Henry Ford’s adoption of mass production method is taken into account earlier than that. In other words it is a different slant on the theories relating to economies of scale (Schnaars, 1998, p. 45). More recently economists, market researchers and

The Consequences of Chernobyl's Disaster and the New Policy of Social Dissertation

The Consequences of Chernobyl's Disaster and the New Policy of Social Defense - Dissertation Example he Chernobyl Disaster 31 Social Defence in the EU following the Chernobyl Disaster 34 Social Defence in the UK following the Chernobyl Disaster 37 Part IV 42 Conclusion 42 Strengths of the Research 44 Limitations of the Research 44 Suggestions for Further Research 45 Bibliography 45 Part I Introduction The Chernobyl accident and its resulting disaster in 1986 illustrates that even the most careful planning on a domestic level will not minimize or remove the risks attending all states with respect to nuclear power plants. The risks associated with nuclear power plants are far more serious than the specific risks revealed by the Chernobyl accident. Essentially, the Chernobyl accident revealed that an innocent accident lacking malicious intent can bring about disaster that goes far beyond the vicinity of the accident itself.4 Separate and apart from accidental damages, even the ordinary functioning of nuclear power plants can create disasters. After all, workers are managing and handlin g dangerous material such as plutonium and uranium which can be deliberately transferred to rogue nations or terrorist for â€Å"non-peaceful use†.5 Moreover, there is always the possibility of military assaults on power plants and deliberate sabotage. Consequences of any of these actions were brought to the fore by the Chernobyl accident.6 The Chernobyl disaster essentially resurrected the debate over nuclear power and managing nuclear power. These controversies drew attention to the risk associated with the proliferation of nuclear weapons, nuclear power plant accidents, repositories for nuclear waste, and environmental and health issues attending radiation fallout.7 More importantly, the Chernobyl symbolized a â€Å"high risk society† in which no one can escape â€Å"man-made disasters† and... The objective of this research is to acquire a better insight the Chernobyl accident and its resulting disaster in 1986. It illustrates that even the most careful planning on a domestic level will not minimize or remove the risks attending all states with respect to nuclear power plants. The risks associated with nuclear power plants are far more serious than the specific risks revealed by the Chernobyl accident. Essentially, the Chernobyl accident revealed that an innocent accident lacking malicious intent can bring about disaster that goes far beyond the vicinity of the accident itself. Separate and apart from accidental damages, even the ordinary functioning of nuclear power plants can create disasters. After all, workers are managing and handling dangerous material such as plutonium and uranium which can be deliberately transferred to rogue nations or terrorist for â€Å"non-peaceful use†. Moreover, there is always the possibility of military assaults on power plants and d eliberate sabotage. Consequences of any of these actions were brought to the fore by the Chernobyl accident. The Chernobyl disaster essentially resurrected the debate over nuclear power and managing nuclear power. These controversies drew attention to the risk associated with the proliferation of nuclear weapons, nuclear power plant accidents, repositories for nuclear waste, and environmental and health issues attending radiation fallout. More importantly, the Chernobyl symbolized a â€Å"high risk society† in which no one can escape â€Å"man-made disasters† and that these disasters are not confined to time and space.

Bibliography about Napoleon Bonaparte-France Essay

Bibliography about Napoleon Bonaparte-France - Essay Example He was enrolled in a military school in a town named Bienne. His performance in academics was not at all laudable. However, his progress in the military ways was commendable. It only took him a year in the Paris military school to be commissioned as the second lieutenant. He achieved this rank in the artillery section in the year 1785. In 1789, Napoleon spectated the fall of bastille though with approval from military officials. He watched at a distance but did not involve himself in fighting. He chose to spend the next few years hanging out in his native town of Corsica. His stay there was not without controversy. He had a blown out conflict with a Corsican nationalist named Paoli. Napoleon’s family were convinced of reduced safety in the area. They decided to flee the town for Marseille in the year 1793 (Johnstone 13). 1793 stands out as the year napoleon had his first military test. It was not easy opposition to face as it entailed the British ad royalist armies. The succes s of his command on the British secured him the rank of brigadier general in the French army. In the following year, Napoleon was handed command of the national French army that was stationed in Italy. His military life and dealings made him subject to imprisonment in the year 1794. It was for a short while. He was alleged to have been involved with the brother of Robespierre (then-fallen). His imprisonment came to a hasty end as his name was cleared from the list of army officers who had failed to follow orders. October 1795 saw Napoleon lead a successful revolt against the revolutionary French government. In the new government, he was prompted as the army commander of the interior. The promotion transpired in May 1796. Napoleon organised the French army for a series of attacks that he plotted. The attacks were aimed at the Sardinians as well as the Austrians in Italy. He enjoyed a commendable success rate as he won in Mantua, Savoy, Lombardy and Nice. This was a revolution that he had initiated. It intended to conquer the larger parts of Europe. This way, the French control would be felt throughout. By 1797, he had passed the Alps and into Vienna. He forced his adversaries to concede resulting to the treaty of campo, Formio. This treaty was to end the initial stage of the French revolution (Johnson 44). France’s antagonism with Britain was very alive and kicking. In light of this, Napoleon, acting on behalf of the French government planned to challenge the Britain’s interest in India. With an army consisting of 35000 troops, Napoleon went in pursuit of the British en route to India. On the way, Malta was not spared from French conquest. In a bid to shut down British trade routes with India, Napoleon conquered Egypt. During that time, Egypt was under ottoman rule. His occupation was present in Alexandria and Cairo. The French influence led to the establishment of various institutions that were dedicated to ancient Egypt’s studies (Johnson 36). As a matter of fact, there are 18 volumes dated 1808-1825 named Description d’Egypt. These were the end results of the Napoleon founded institutions. Horatio Nelson, a British troop commander successfully engaged Napoleon’s army in Egypt. They destroyed Napoleon’s fleet in the battle of the Nile. Napoleon was stranded in Egypt but eventually found his way back to France in 1799. His was a narrow escape from his fierce adversaries. Back in France, the government

What, If Any, Is The Link Between Inflation And Output In Your Essay

What, If Any, Is The Link Between Inflation And Output In Your Discussion Refer To Both Theoretical And Empirical Evidence - Essay Example When prices of domestic goods and services are rising fast this will generally be true also of wages, of the prices of the imported goods, of the money supply and of the prices of assets. This is because inflation is one sector of the economy permeates rapidly into other sectors. The phrase â€Å"a high rate of inflation† therefore usually describes a situation in which the money values of all goods in an economy are rising at a fast rate . The view commonly taken is that inflation should be kept close to zero; prices should rise at no more than about 2 to 3 percent a year on average. This is because high inflation affects the economy adversely in a number of ways. For example, it distorts the income distribution; because of the difficulty and risk associated with the complete index-linking of pensions tend to suffer. Also, it biases investment decisions: the cost of borrowing money rises making debt finance expensive in the early years of a project and reducing the incentive to invest. In theory inflation accounting could correct for this, but in practice this has proved difficult to implement.

Finance research project Paper Example | Topics and Well Written Essays - 2500 words

Finance project - Research Paper Example To do the analysis about the current situation of the company a ratio analysis has been performed over the 3 years financial data of the companies. The various ratios that have been calculated are Profitability Ratios, Asset utilization Ratios, Liquidity (Solvency) Ratios, Debt Utilization Ratios and Market Value Ratios. We shall now discuss the various ratios in detail. These are the ratios which show the ability of a firm to earn profits (Profitability Ratios, 2010). It helps to calculate the profit earning capability of a company with respect to the sales, assets and other such expenses. The various ratios under this are: This calculates the amount of earnings for a company from every dollar of sales (Peaveler, 2010). This is calculated as net profit divided by the revenue or sales (Profitability Ratios, 2010). The higher the profit margin the better the company and its operations (Profitability Ratios, 2010). This ratio basically calculates the efficiency with which a firm uses its fixed assets to generate profits (Peaveler, 2010). This can be calculated by dividing the net profit by the total amount of fixed assets (Peaveler, 2010). The higher the ROA the better the company and its management are (Profitability Ratios, 2010). This ratio calculates the profit that a company is earning over the investment of shareholders (Peaveler, 2010). This can be calculated by dividing the net profit by the total shareholders equity of the firm (Peaveler, 2010). The higher the ROE the better the company is (Profitability Ratios, 2010). These ratios tell the management how well they have been using their assets to generate sales (NIMS, 2010). They give valuable insight about the internal operations of the firm and thus the management could take the required steps to improve the same. The various ratios have been discussed hereunder: This ratio indicates as

The Rule of Law in China Essay Example | Topics and Well Written Essays - 1250 words

The Rule of Law in China - Essay Example I venture to guess rational analysis is ill-suited to the investigation of value matters which are, after all, more instinctual than cognitive, and more emotive than logical. (Wong 12) Â  The laws of a particular country Wong says, are informed by its values, and its values are characteristic of the entire course of its history. America appears to have found many of its values, character traits, and individualism in its revolution against Britain, and in its Protestant background, while Chinas more communitarian consciousness dates back to Confucius himself. (Wong 13) Â  If this is to accuse America of linear thinking when it comes to law, Wong draws the contrast with China even deeper when he adds that Chinas loyalty to its past is not so much or only a preservation or continuation of that past through time. It is more than Imperial China, and Confucius before her, was observant and appreciative of a kind of indeterminacy and immediacy coloring human legal affairs, a very un-judicial mixing of the winds and the currents that are seated only in "human nature ("renin") and heavenly providence ("timing").." (Wong 18) Â  Thus the system of law and its associated court and police processes in China arises in a country and a people "with no history and tradition of democracy, privacy, and individualism." (Wong 20) There is instead "Qing," "Li" and "Fa" or QLF, dating from Imperial China and signifying a complex, spiritual, and markedly oriental way of understanding and approaching life which cannot be detailed here except to say that a very significant part of it is an emphasis on rites that reflect the "essence of human nature." (Wong 29) The knowledge and understanding of these presumably mystic rites and their connection with right conduct are cultivated in the individual all along by education and not by simply knowing the law.

Finance research project Paper Example | Topics and Well Written Essays - 2500 words

Finance project - Research Paper Example To do the analysis about the current situation of the company a ratio analysis has been performed over the 3 years financial data of the companies. The various ratios that have been calculated are Profitability Ratios, Asset utilization Ratios, Liquidity (Solvency) Ratios, Debt Utilization Ratios and Market Value Ratios. We shall now discuss the various ratios in detail. These are the ratios which show the ability of a firm to earn profits (Profitability Ratios, 2010). It helps to calculate the profit earning capability of a company with respect to the sales, assets and other such expenses. The various ratios under this are: This calculates the amount of earnings for a company from every dollar of sales (Peaveler, 2010). This is calculated as net profit divided by the revenue or sales (Profitability Ratios, 2010). The higher the profit margin the better the company and its operations (Profitability Ratios, 2010). This ratio basically calculates the efficiency with which a firm uses its fixed assets to generate profits (Peaveler, 2010). This can be calculated by dividing the net profit by the total amount of fixed assets (Peaveler, 2010). The higher the ROA the better the company and its management are (Profitability Ratios, 2010). This ratio calculates the profit that a company is earning over the investment of shareholders (Peaveler, 2010). This can be calculated by dividing the net profit by the total shareholders equity of the firm (Peaveler, 2010). The higher the ROE the better the company is (Profitability Ratios, 2010). These ratios tell the management how well they have been using their assets to generate sales (NIMS, 2010). They give valuable insight about the internal operations of the firm and thus the management could take the required steps to improve the same. The various ratios have been discussed hereunder: This ratio indicates as

Sherman Antitrust Act Essay Example | Topics and Well Written Essays - 500 words

Sherman Antitrust Act - Essay Example The Sherman Act is also a consumer protection measure that ensures a single company will not monopolize a product, service or industry in a way that deprives consumers of a reasonable choice of whom to do business with. This enables consumers to influence the pricing of products and services by leveraging their demand among multiple competing suppliers. Despite the important purposes of the antitrust laws, Congress has seen fit to carve out various exemptions for certain types of businesses and activities. For each such exemption, there is a rationale, the merits of which can often be debated. Among the antitrust exemptions are the following: One of the most debated - and maligned - exemptions to the antitrust laws is the exemption for professional baseball. It is an exemption that no other professional sport enjoys. The exemption was granted to Major League Baseball in 1922 by the U.S. Supreme Court, which held that baseball is a sport, not a business engaged in interstate commerce, and therefore antitrust laws do not apply (Stephenson, 2001, par. 2). The effect of this decision is that "owners can act in concert on many matters that a regulated business cannot" (par. 3).

The House of Mirth Essay Example for Free

The House of Mirth Essay Lily Bart is simultaneously a product and a victim of the society she was born into. She cannot choose between two possible ways of living: to hunt for wealth or long for love and understanding. She was taught that her goal of life was to find a wealthy man and become his wife. She can choose only among those who either have no social status (Rosedale), are married (Trenor), are boring and not interesting for her (Gryce), or have no money (Selden). 2. As the story progresses we understand that money is not everything in this upper class of society the main character belongs to. One must behave a certain way, be friends with certain people and have a free admission to certain houses. Everybody watches each other and then discusses the details with the rest of elite. This is the society where everybody will struggle to death, step over others, use and abuse others but to get what one wants. We see how Lily’s friends treat her and this is not the way how friends treat each other. It is not allowed to meet with a man unless you have a chaperone. If a women is married, she has to be discreet, besides women must be more precise in their appearance than men. 3. One social group I know (my parents belong to it) has ist â€Å"unwritten rules†, too. Among these are: not to stare people and not to point to people; not to ask for favor; to drive an expensive car; not to be late. There are also rules about dressing up like: not to wear jeans if its not casual day to work and not to ask womans age. 4. While reading the book I felt really sorry for people who lived at that time when they could not be free but had to live the way the society has determined for them. I felt quite happy for the present and for myself that modern rules are not that terrible, although some of them are worse that in the past. I also felt sorry for the girl herself: being all alone among people who just use and abuse you, knowing that your only fate is to try to please a wealthy man whom you do not necessarily like but whom you need in order to live a normal life. Bibliography: 1. Wharton, Edith. The House of Mirth. New American Library; Reprint edition (February 1, 2000).

Essay --

Ross Ebster Scott Yates English 1B 16 November 2013 Waking Up From the Nightmare: From Marx to Miller Arthur Miller’s Death Of A Salesman is a modern day tragedy that roots itself with those who try to obtain the American Dream but are unsuccessful in their pursuit. Miller’s play revolves around the continual chase of this ideology and poses the question of whether attempting to â€Å"keep up with the Joneses† can be more of a nightmare than dream. Karl Marx’s ideology introduces the socioeconomic conflict between the capitalists and the working class. Marx referred to these opposing forces as the â€Å"haves and have-nots†. Looking at Death Of A Salesman through Karl Marx’s viewpoint can help shed light to Miller’s commentary and possible rejection of American capitalism during the late 1940’s. The protagonist, Willy Loman shows an insatiable struggle to fit into the right part of society and his desperation to have himself and his sons as one of the â€Å"haves†. The view Miller gives of the American Dream shows the soc ial and economic perspective of post-war America and how those views relate to social class. To fully understand this idea in context, one must define the idea of the American Dream. The basis of the American Dream at that time was that financial success through capitalism was the sole foundation for happiness. Marx’s view also helps to point out the overt theme of materialism in the play. â€Å"Marx professed materialism but generally tried to distinguish his views from the mechanical materialism which regarded man as a machine, or which reduced all human behavior to the laws of physics and chemistry† (Mayo 34). To Marx, materialism was a neutral notion; neither moral nor immoral. It was comprised of a simple acceptance of the â€Å"evid... ...changed young Biff’s life. â€Å"That boy — that boy is going to be magnificent! (Ben appears in the light just outside the kitchen.) . . .Yes, outstanding, with twenty thousand behind him.† (cite) Part of what makes this play so tragic is that if Willy had chosen acceptance and individuality instead of materialism he would have seen he had already achieved the American Dream by having the love of his family. Much of this play parallels the author’s own life, â€Å"He grew up white and Jewish in Harlem. Mr. Miller's comfortable childhood in the era of radio was transformed by his father's ruin in the Depression and the family's forced move from their Upper West Side apartment at the edge of Harlem to Brooklyn† (Shattuck 43). Death Of A Salesman heeds a well-deserved warning about the dangers of materialism and the risk of using capitalism as the sole backbone of prosperity.

WHITE BLOOD CELLS Essay -- essays research papers fc

White Blood Cells Bacteria exist everywhere in the environment and have continuous access to the body through the mouth, nose and pores of skin. Further more, many cells age and die daily and their remains must be removed, this is where the white blood cell plays its role.   Ã‚  Ã‚  Ã‚  Ã‚  According to this quotation, without white blood cells, also known as leukocytes, we would not be able to survive. White blood cells are our body’s number one defense against infections. They help keep us clean from foreign bacteria that enter our bodies. Statistics show that there are five to ten thousand white blood cells per micro liter of blood, however this number will increase during an illness. White blood cells can differ in many ways, such as, size, shape and staining traits. There are five different kinds of white blood cells that fall into two separate categories. One category is called, granular leukocytes, and the other is called agranular white cells.   Ã‚  Ã‚  Ã‚  Ã‚  There are three different types of granular leukocytes. Neutrophil is a phagocyte, produced in the bone marrow that ingests and destroys bacteria extremely fast. Neutrophil has a diameter, which is, about ten to twelve micrometers long. They make up about 60-70 percent of the total number of white blood cells in our body. Eosinphil is a type of white blood cell that secretes poisonous materials in order to kill parasites, allergies and phagocytosis of bacteria, which is when the...

Family Planning

Real Distinction between the Natural Family Planning to the Artificial Family Planning What is Family Planning? What are the differences between the Natural and Artificial Family Planning? Family planning  is the  planning  of when to have  children,  and the use of  birth control and other techniques to implement such plans. Other techniques commonly used include sexuality education,  prevention and management of  sexually transmitted infections, pre-conception counseling  and  management, and  infertility management.Family planning is sometimes used as a synonym for the use of  birth control, however, it often includes a wide variety of methods, and practices that are not birth control. It is most usually applied to a  female-male  couple who wish to limit the number of children they have and/or to control the timing of  pregnancy  (also known as  spacing children). Family planning may encompass  sterilization, as well as  abortion.Family plann ing services are defined as â€Å"educational, comprehensive medical or social activities which enable individuals, including minors, to determine freely the number and spacing of their children and to select the means by which this may be achieved. † Natural family planning  (NFP) comprises the  family planning  methods approved by the Roman Catholic Church. In accordance with the Church's teachings regarding  sexual behavior  in keeping with its philosophy of the dignity of the human person, NFP excludes the use of other methods of  birth control, which it refers to as â€Å"artificial contraception. Periodic  abstinence  is the only method deemed moral by the Church for avoiding pregnancy. When used to avoid pregnancy, NFP limits sexual intercourse to naturally infertile periods; portions of the  menstrual cycle, during pregnancy, and after  menopause. Various methods may be used to identify whether a woman is likely to be  fertile; this information may be used in attempts to either avoid or achieve pregnancy. There are three main types of NFP: the symptoms-based methods, the calendar-based methods, and the breastfeeding or  lactational amenorrhea method.Symptoms-based methods rely on biological signs of fertility, while calendar-based methods estimate the likelihood of fertility based on the length of past menstrual cycles. Clinical studies by the  Guttmacher Institute  found that periodic abstinence resulted in a 25. 3 percent failure under typical conditions, though it did not differentiate between symptom-based and calendar-based methods. Symptoms-based Some methods of NFP track biological signs of fertility. When used outside of the Catholic concept of NFP, these methods are often referred to simply as  fertility awareness-based methods  rather than NFP.The three primary signs of a woman's fertility are her  basal body temperature, her  cervical  mucus, and her cervical position. Computerized  fertility m onitors  may track basal body temperatures, hormonal levels in urine, changes in electrical resistance of a woman's saliva or a mixture of these symptoms. From these symptoms, a woman can learn to assess her fertility without use of a computerized device. Some systems use only cervical mucus to determine fertility. Two well-known mucus-only methods are the  Billings ovulation method  and the  Creighton Model Fertility Care System.If two or more signs are tracked, the method is referred to as a symptothermal method. Two popular symptothermal systems are taught by the  Couple to Couple League  and the Fertility Awareness Method (FAM) taught by  Toni Weschler. A study completed in Germany in 2007 found that the symptothermal method has a method effectiveness of 99. 6%. In Canada, the symptothermal method is taught by  SERENA Canada  which is an inter-denominational organization which has been developing the Symptothermal Method as a part of NFP since 1955.They are als o not specifically affiliated with the Roman Catholic Church. It is also taught by  Justisse Healthworks for Women, a pro-choice feminist organization that allows and supports women to combine other methods of birth control with their fertility awareness practice. A study by the World Health Organization involving 869 fertile women from Australia, India, Ireland, the Philippines, and El Salvador found that 93% could accurately interpret their body's signals regardless of education and culture. In a 36-month study of 5,752 women, the method was 99. 86% effective. Calendar-basedCalendar-based methods determine fertility based on a record of the length of previous menstrual cycles. They include the Rhythm Method and the Standard Days Method. The Standard Days method was developed and proven by the researchers at the Institute for Reproductive Health of Georgetown University. CycleBeads, unaffiliated with religious teachings, is a visual tool based on the Standard Days method. Accordi ng to the Institute of Reproductive Health, when used as birth control, CB has a 95% effectiveness rating. Computer programs are available to help track fertility on a calendar.Lactational amenorrhea The  lactational amenorrhea method  (LAM) is a method of avoiding pregnancy based on the natural  postpartum  infertility  that occurs when a woman is  amenorrheic  and fully  breastfeeding. The rules of the method help a woman identify and possibly lengthen her infertile period. A strict version of LAM is known as  ecological breastfeeding. Artificial Family Planning/Birth Control, also known as  contraception  and  fertility control, refers to methods or devices used to prevent  pregnancy. Planning and provision of birth control is called  family planning.Safe sex, such as the use of male or  female condoms, can also help prevent transmission of  sexually transmitted diseases. Contraceptive use in  developing countries has cut the number of  materna l deaths  by 44% (about 270,000 deaths averted in 2008) but could prevent 73% if the full demand for birth control were met. Because  teenage pregnancies  are at greater risk of adverse outcomes such as  preterm birth,  low birth weight and  infant mortality, adolescents need comprehensive  sex education  and access to reproductive health  services, including contraception.By lengthening the time between pregnancies, birth control can also improve adult women's delivery outcomes and the survival of their children. Effective birth control methods include  barriers  such as  condoms,  diaphragms, and the contraceptive sponge;  hormonal contraception  including  oral pills,  patches,  vaginal rings, and injectable contraceptives; and  intrauterine devices  (IUDs). Emergency contraception  can prevent pregnancy after unprotected sex. Long-acting reversible contraception  such as implants, IUDs, or vaginal rings are recommended to reduce  tee nage pregnancy.Sterilization  by means such as  vasectomy  and  tubal ligation  is permanent contraception. Some people regard  sexual abstinence  as birth control, but  abstinence-only sex education often increases teen pregnancies when offered without contraceptive education. Non-penetrative sex  and  oral sex  are also sometimes considered contraception. Birth control methods have been used since ancient times, but effective and safe methods only became available in the 20th century. For some people, contraception involves moral issues, and many cultures limit access to birth control due to the moral and political issues involved.About 222 million women who want to avoid pregnancy in developing countries are not using a modern contraception method. Birth control increases  economic growth  because of fewer dependent children, more women participating in the work force, and less consumption of scarce resources. Women's earnings, assets,  body mass index , and their children's schooling and body mass index all substantially improve with greater access to contraception. Methods of Artificial Family Planning Artificial Family Planning/Birth control includes  barrier methods,  hormonal contraception,  intrauterine devices  (IUDs), sterilization, and behavioral methods.Hormones can be  delivered by injection, by mouth (orally),  placed in the vagina, or implanted under the skin. The most common types of oral contraception include the  combined oral contraceptive pill  and the  progestogen-only pill. Methods are typically used before sex but  emergency contraception  is effective shortly after intercourse. Determining whether a woman with one or more illnesses, diseases, risk factors, or abnormalities can use a particular form of birth control is a complex medical question sometimes requiring a  pelvic examination  or medical tests.The  World Health Organization publishes a detailed list of medical eligibility criteria for each type of contraception. Birth control methods * An unrolled male  latex condom * A polyurethane  female condom * A  diaphragm  vaginal-cervical  barrier, in its case with a  quarter U. S. coin  to show scale * A  contraceptive sponge  set inside its open package * Three varieties of  birth control pills  in calendar oriented packaging * A transdermal contraceptive patch * A  Nuva Ring  vaginal ring * A hormonal  intrauterine device  (IUD) against a background showing placement in the  uterus *A copper IUD next to a dime  to show scale * A split dose of two emergency contraceptive pills (most morning after pills now only require one) Barrier Barrier contraceptives  are devices that attempt to prevent  pregnancy  by physically preventing  sperm  from entering the  uterus. They include: male  condoms,  female condoms,  cervical caps,  diaphragms, and  contraceptive sponges  with  spermicide. The condom is mos t commonly used during  sexual intercourse  to reduce the likelihood of  pregnancy  and of spreading  sexually transmitted diseases  (STDs—such as  gonorrhea,  syphilis, and  HIV).It is put on a man's erect  penis  and physically blocks ejaculated semen from entering the body of a sexual partner. Modern condoms are most often made from  latex, but some are made from other materials such as  polyurethane,  polyisoprene, or lamb intestine. A  female condom  is also available, most often made of  nitrile. Male condoms have the advantage of being inexpensive, easy to use, and having few side effects. Contraceptive sponges combine a barrier with spermicide. Like diaphragms, they are inserted vaginally prior to intercourse and must be placed over the  cervix  to be effective.Typical effectiveness during the first year of use is about 84% overall, and 68% among women who have already given birth. The sponge can be inserted up to 24 hours before intercourse and must be left in place for at least six hours afterward. Some people are allergic to spermicide used in the sponge. Women who use contraceptive sponges have an increased risk of  yeast infections  and  urinary tract infections. Leaving the sponge in for more than 30 hours can result in  toxic shock syndrome. Hormonal Hormonal contraceptives  inhibit  ovulation  and  fertilization.These include  oral pills,  subdermal  implants, and  injectable contraceptivesas well as the  patch,  hormonal IUDs  and the  vaginal ring. The most commonly used hormonal contraceptive is the  combined oral contraceptive pill—commonly known as â€Å"the pill†Ã¢â‚¬â€which includes a combination of an  estrogen  and a  progestin  (progestogen). There is also a progestin-only pill. Currently, hormonal contraceptives are available only for females. Combined hormonal contraceptives are associated with a slight increased cardiovascular risk , including a small increased risk of  venousand  arterial thrombosis. However, the benefits are greater than the risk.Oral contraceptives reduce the risk of  ovarian cancer  and  endometrial cancer  without increasing the risk for  breast cancer. They can lower body weight by reducing  water retention  (not loss of fat), and several are used to treat mild to moderate  acne. Between 2% and 10% of women of childbearing age experience emotional and physical symptoms associated with  premenstrual syndrome  (PMS) andpremenstrual dysphoric disorder  (PMDD). Combination hormonal contraceptives often ameliorate or effectively treat these problems and can effectively treat heavy menstrual bleeding and  dysmenorrhea  (painful menstruation) as well.Lower doses of estrogen required by vaginal administration (i. e. , from the vaginal ring or hormonal IUDs instead of the pill) may reduce the untoward side effects associated with higher oral doses such as breast tend erness,  nausea, and headache. Progestogen-only pills and intrauterine devices are not associated with an increased risk of thromboses and may be used by women with previous venous thrombosis, or hepatitis. In those with a history of arterial thrombosis, non-hormonal birth control should be used. Progestogen-only pills may improve menstrual symptoms such s  dysmenorrhea,  menorrhagia, premenstrual syndrome, and anemia, and are recommended for breast-feeding women because they do not affect lactation. Irregular bleeding can be a side effect of progestin-only methods, with about 20% of users reporting  amenorrhea  (often considered a benefit) and about 40% of women experiencing regular menstrual cycles, leaving the remaining 40% with irregular spotting or bleeding. Uncommon side effects of progestin-only pills, injections, and implants include headache, breast tenderness, mood effects, and  dysmenorrhea, but those symptoms often resolve with time.Newer progestins, such as drospirenone and desogestrel, minimize the  androgenic  side effects of their predecessors. Intrauterine devices The modern  intrauterine device  (IUD) is a small ‘T'-shaped birth control device, containing either copper or progesterone, which is inserted into the uterus. IUDs are a form of  long-acting reversible contraception, the most effective type of reversible birth control. As of 2002, IUDs were the most widely used form of reversible contraception, with nearly 160 million users worldwide. Evidence supports both effectiveness and safety in adolescents.Advantages of the copper IUD include its ability to provide  emergency contraception  up to five days after unprotected sex. It is the most effective form of emergency contraception available. It contains no hormones, so it can be used while breast feeding, and fertility returns quickly after removal. Disadvantages include the possibility of heavier menstrual periods and more painful cramps. Hormonal IUDs do not increase bleeding as copper-containing IUDs do. Rather, they reduce menstrual bleeding or stop menstruation altogether, and can be used as a treatment for  heavy periods.Levonorgestrel-releasing IUDs may be used during breastfeeding whether or not they also include copper. Sterilization Surgical sterilization  is available in the form of  tubal ligation  for women and  vasectomy  for men. There are no significant long term side effects and tubal ligation decreases the risk of  ovarian cancer. Some women regret such a decision: about 5% over 30 years, and about 20% under 30. Short term complications are less likely from a vasectomy than a tubal ligation. Neither method offers protection from  sexually transmitted nfections. Although sterilization is considered a permanent procedure, it is possible to attempt a  tubal reversal  to reconnect the  Fallopian tubes  in females or a  vasectomy reversal  to reconnect the  vasa deferentia  in males. The ra te of success depends on the original technique, tubal damage, and the person's age. Behavioral Behavioral methods involve  regulating the timing  or methods of intercourse to prevent introduction of sperm into the female reproductive tract, either altogether or when an egg may be present. ]LactationalFrom ancient times women have extended breastfeeding in an effort to avoid a new pregnancy. The  lactational amenorrhea method, or LAM, outlines guidelines for determining the length of a woman's period of breastfeeding infertility. For women who meet the criteria, LAM is highly effective during the first six months postpartum  if breastfeeding is the infant’s only (or almost only) source of nutrition. Feeding formula, pumping instead of nursing, and feeding solids all reduce the effectiveness of LAM. Fertility awarenessCalendar-based contraceptive methods  such as the discredited rhythm method and the  Standard Days Method  estimate the likelihood of fertility bas ed on the length of past menstrual cycles. To avoid pregnancy with fertility awareness, unprotected sex is restricted to a woman's least fertile period. During her most fertile period, barrier methods may be used, or she may abstain from intercourse. The term â€Å"natural family planning† (NFP) is sometimes used to refer to any use of fertility awareness methods. However, this term specifically refers to the practices that are permitted by the  Roman Catholic Church.The effectiveness of  fertility awareness-based methods of contraception is unknown because of the lack of completed standardized and controlled scientific trials. More effective than calendar-based methods, systems of fertility awareness that track basal body temperature, cervical mucus, or both, are known as symptoms-based methods. Teachers of symptoms-based methods take care to distance their systems from the poor reputation of the rhythm method. Many consider the rhythm method to have been obsolete for at least 20 years, and some even exclude calendar-based methods from their definition of fertility awareness.A  Cycle Beads  birth control chain, used for a rough estimate of fertility based on days since menstruation The  Standard Days Method  has a simpler rule set and is more effective than the rhythm method. The Standard Days Method has a typical failure rate of 12% per year. A product called  Cycle Beads  was developed alongside the method to help the user keep track of estimated high and low fertility points during her menstrual cycle. The Standard Days Method may only be used by women whose cycles are always between 26 and 32 days in length.In this system: * Days 1-7 of a woman's menstrual cycle are considered infertile * Days 8-19 are considered fertile; considered unsafe for unprotected intercourse * From Day 20, infertility is considered to resume Symptoms-based methods of fertility awareness involve a woman's observation and charting of her body's fertility sign s, to determine the fertile and infertile phases of her cycle. Charting may be done by hand or with the assistance of  fertility monitors. Most methods track one or more of the three primary fertility signs:  changes in  basal body temperature, in cervical mucus, and in cervical position.If a woman tracks both basal body temperature and another primary sign, the method is referred to as â€Å"symptothermal. † Other bodily cues such as  mittelschmerz  are considered secondary indicators. Unplanned pregnancy rates have been reported from 1% to 20% for typical users of the symptothermal method. Withdrawal Coitus interruptus  (literally â€Å"interrupted sexual intercourse†), also known as the withdrawal or pull-out method, is the practice of ending sexual intercourse (â€Å"pulling out†) before ejaculation.The main risk of coitus interruptus is that the man may not perform the maneuver correctly or in a timely manner. Despite older studies claiming that no sperm was found in preejaculatory penile secretion, a more recent study states that â€Å"41% [of subjects] produced pre-ejaculatory samples that contained spermatozoa and in 37% a reasonable proportion of the sperm was motile†. Abstinence Though some groups advocate total  sexual abstinence, by which they mean the avoidance of all sexual activity, in the context of birth control the term usually means abstinence from vaginally penetrative sexual activity.Abstinence is 100% effective in preventing pregnancy; however, not everyone who intends to be abstinent refrains from all sexual activity, and in many populations there is a significant risk of pregnancy from nonconsensual sex. Abstinence-only sex education  does not reduce  teen pregnancy. Teen pregnancy rates are higher in students given abstinence only education, compared to comprehensive sex education. Some authorities recommend that those using abstinence as a primary method have backup method(s) available (su ch as condoms or emergency contraceptive pills).Non-penetrative  and  oral sex will generally avoid pregnancy, but pregnancy can still occur with  Intercrural sex  and other forms of penis-near-vagina sex (genital rubbing, and the penis exiting from  anal intercourse) where semen can be deposited near the entrance to the vagina and can itself travel along the vagina's lubricating fluids. Emergency (after sex) Emergency contraceptives, or â€Å"morning-after pills,† are drugs taken after sexual intercourse intended to prevent pregnancy. Levonorgestrel  (progestin) pills, marketed as â€Å"Plan B† and â€Å"Next Choice,† are available without prescription (to women and men aged 17 and older in the U.S. ) to prevent pregnancy when used within 72 hours (3 days) after unprotected sex or condom failure. Ulipristal(â€Å"Ella†) is the newest emergency contraceptive, available by prescription only for use up to 120 hours (5 days) after unprotected sex , resulting in a pregnancy risk 42% lower than levonorgestrel up to 72 hours and 65% lower in the first 24 hours following sex. Providing morning after pills to women in advance does not affect sexually transmitted infection rates, condom use, pregnancy rates, or sexual risk-taking behavior. Pharmacists  are a major source of access to emergency contraception.Morning after pills have almost no health risk, no matter how often they are used. Copper T-shaped IUDs can also be used as emergency contraceptives. Copper IUDs can be inserted up to the time of implantation (6–12 days after ovulation) but are generally not inserted more than five days after unprotected sex. For every eight expected pregnancies, the use of levonorgestrel morning after pills will prevent seven. Ulipristal is about twice as effective as levonorgestrel. Copper IUDs are more than 99% effective in reducing pregnancy risk. Family Planning Real Distinction between the Natural Family Planning to the Artificial Family Planning What is Family Planning? What are the differences between the Natural and Artificial Family Planning? Family planning  is the  planning  of when to have  children,  and the use of  birth control and other techniques to implement such plans. Other techniques commonly used include sexuality education,  prevention and management of  sexually transmitted infections, pre-conception counseling  and  management, and  infertility management.Family planning is sometimes used as a synonym for the use of  birth control, however, it often includes a wide variety of methods, and practices that are not birth control. It is most usually applied to a  female-male  couple who wish to limit the number of children they have and/or to control the timing of  pregnancy  (also known as  spacing children). Family planning may encompass  sterilization, as well as  abortion.Family plann ing services are defined as â€Å"educational, comprehensive medical or social activities which enable individuals, including minors, to determine freely the number and spacing of their children and to select the means by which this may be achieved. † Natural family planning  (NFP) comprises the  family planning  methods approved by the Roman Catholic Church. In accordance with the Church's teachings regarding  sexual behavior  in keeping with its philosophy of the dignity of the human person, NFP excludes the use of other methods of  birth control, which it refers to as â€Å"artificial contraception. Periodic  abstinence  is the only method deemed moral by the Church for avoiding pregnancy. When used to avoid pregnancy, NFP limits sexual intercourse to naturally infertile periods; portions of the  menstrual cycle, during pregnancy, and after  menopause. Various methods may be used to identify whether a woman is likely to be  fertile; this information may be used in attempts to either avoid or achieve pregnancy. There are three main types of NFP: the symptoms-based methods, the calendar-based methods, and the breastfeeding or  lactational amenorrhea method.Symptoms-based methods rely on biological signs of fertility, while calendar-based methods estimate the likelihood of fertility based on the length of past menstrual cycles. Clinical studies by the  Guttmacher Institute  found that periodic abstinence resulted in a 25. 3 percent failure under typical conditions, though it did not differentiate between symptom-based and calendar-based methods. Symptoms-based Some methods of NFP track biological signs of fertility. When used outside of the Catholic concept of NFP, these methods are often referred to simply as  fertility awareness-based methods  rather than NFP.The three primary signs of a woman's fertility are her  basal body temperature, her  cervical  mucus, and her cervical position. Computerized  fertility m onitors  may track basal body temperatures, hormonal levels in urine, changes in electrical resistance of a woman's saliva or a mixture of these symptoms. From these symptoms, a woman can learn to assess her fertility without use of a computerized device. Some systems use only cervical mucus to determine fertility. Two well-known mucus-only methods are the  Billings ovulation method  and the  Creighton Model Fertility Care System.If two or more signs are tracked, the method is referred to as a symptothermal method. Two popular symptothermal systems are taught by the  Couple to Couple League  and the Fertility Awareness Method (FAM) taught by  Toni Weschler. A study completed in Germany in 2007 found that the symptothermal method has a method effectiveness of 99. 6%. In Canada, the symptothermal method is taught by  SERENA Canada  which is an inter-denominational organization which has been developing the Symptothermal Method as a part of NFP since 1955.They are als o not specifically affiliated with the Roman Catholic Church. It is also taught by  Justisse Healthworks for Women, a pro-choice feminist organization that allows and supports women to combine other methods of birth control with their fertility awareness practice. A study by the World Health Organization involving 869 fertile women from Australia, India, Ireland, the Philippines, and El Salvador found that 93% could accurately interpret their body's signals regardless of education and culture. In a 36-month study of 5,752 women, the method was 99. 86% effective. Calendar-basedCalendar-based methods determine fertility based on a record of the length of previous menstrual cycles. They include the Rhythm Method and the Standard Days Method. The Standard Days method was developed and proven by the researchers at the Institute for Reproductive Health of Georgetown University. CycleBeads, unaffiliated with religious teachings, is a visual tool based on the Standard Days method. Accordi ng to the Institute of Reproductive Health, when used as birth control, CB has a 95% effectiveness rating. Computer programs are available to help track fertility on a calendar.Lactational amenorrhea The  lactational amenorrhea method  (LAM) is a method of avoiding pregnancy based on the natural  postpartum  infertility  that occurs when a woman is  amenorrheic  and fully  breastfeeding. The rules of the method help a woman identify and possibly lengthen her infertile period. A strict version of LAM is known as  ecological breastfeeding. Artificial Family Planning/Birth Control, also known as  contraception  and  fertility control, refers to methods or devices used to prevent  pregnancy. Planning and provision of birth control is called  family planning.Safe sex, such as the use of male or  female condoms, can also help prevent transmission of  sexually transmitted diseases. Contraceptive use in  developing countries has cut the number of  materna l deaths  by 44% (about 270,000 deaths averted in 2008) but could prevent 73% if the full demand for birth control were met. Because  teenage pregnancies  are at greater risk of adverse outcomes such as  preterm birth,  low birth weight and  infant mortality, adolescents need comprehensive  sex education  and access to reproductive health  services, including contraception.By lengthening the time between pregnancies, birth control can also improve adult women's delivery outcomes and the survival of their children. Effective birth control methods include  barriers  such as  condoms,  diaphragms, and the contraceptive sponge;  hormonal contraception  including  oral pills,  patches,  vaginal rings, and injectable contraceptives; and  intrauterine devices  (IUDs). Emergency contraception  can prevent pregnancy after unprotected sex. Long-acting reversible contraception  such as implants, IUDs, or vaginal rings are recommended to reduce  tee nage pregnancy.Sterilization  by means such as  vasectomy  and  tubal ligation  is permanent contraception. Some people regard  sexual abstinence  as birth control, but  abstinence-only sex education often increases teen pregnancies when offered without contraceptive education. Non-penetrative sex  and  oral sex  are also sometimes considered contraception. Birth control methods have been used since ancient times, but effective and safe methods only became available in the 20th century. For some people, contraception involves moral issues, and many cultures limit access to birth control due to the moral and political issues involved.About 222 million women who want to avoid pregnancy in developing countries are not using a modern contraception method. Birth control increases  economic growth  because of fewer dependent children, more women participating in the work force, and less consumption of scarce resources. Women's earnings, assets,  body mass index , and their children's schooling and body mass index all substantially improve with greater access to contraception. Methods of Artificial Family Planning Artificial Family Planning/Birth control includes  barrier methods,  hormonal contraception,  intrauterine devices  (IUDs), sterilization, and behavioral methods.Hormones can be  delivered by injection, by mouth (orally),  placed in the vagina, or implanted under the skin. The most common types of oral contraception include the  combined oral contraceptive pill  and the  progestogen-only pill. Methods are typically used before sex but  emergency contraception  is effective shortly after intercourse. Determining whether a woman with one or more illnesses, diseases, risk factors, or abnormalities can use a particular form of birth control is a complex medical question sometimes requiring a  pelvic examination  or medical tests.The  World Health Organization publishes a detailed list of medical eligibility criteria for each type of contraception. Birth control methods * An unrolled male  latex condom * A polyurethane  female condom * A  diaphragm  vaginal-cervical  barrier, in its case with a  quarter U. S. coin  to show scale * A  contraceptive sponge  set inside its open package * Three varieties of  birth control pills  in calendar oriented packaging * A transdermal contraceptive patch * A  Nuva Ring  vaginal ring * A hormonal  intrauterine device  (IUD) against a background showing placement in the  uterus *A copper IUD next to a dime  to show scale * A split dose of two emergency contraceptive pills (most morning after pills now only require one) Barrier Barrier contraceptives  are devices that attempt to prevent  pregnancy  by physically preventing  sperm  from entering the  uterus. They include: male  condoms,  female condoms,  cervical caps,  diaphragms, and  contraceptive sponges  with  spermicide. The condom is mos t commonly used during  sexual intercourse  to reduce the likelihood of  pregnancy  and of spreading  sexually transmitted diseases  (STDs—such as  gonorrhea,  syphilis, and  HIV).It is put on a man's erect  penis  and physically blocks ejaculated semen from entering the body of a sexual partner. Modern condoms are most often made from  latex, but some are made from other materials such as  polyurethane,  polyisoprene, or lamb intestine. A  female condom  is also available, most often made of  nitrile. Male condoms have the advantage of being inexpensive, easy to use, and having few side effects. Contraceptive sponges combine a barrier with spermicide. Like diaphragms, they are inserted vaginally prior to intercourse and must be placed over the  cervix  to be effective.Typical effectiveness during the first year of use is about 84% overall, and 68% among women who have already given birth. The sponge can be inserted up to 24 hours before intercourse and must be left in place for at least six hours afterward. Some people are allergic to spermicide used in the sponge. Women who use contraceptive sponges have an increased risk of  yeast infections  and  urinary tract infections. Leaving the sponge in for more than 30 hours can result in  toxic shock syndrome. Hormonal Hormonal contraceptives  inhibit  ovulation  and  fertilization.These include  oral pills,  subdermal  implants, and  injectable contraceptivesas well as the  patch,  hormonal IUDs  and the  vaginal ring. The most commonly used hormonal contraceptive is the  combined oral contraceptive pill—commonly known as â€Å"the pill†Ã¢â‚¬â€which includes a combination of an  estrogen  and a  progestin  (progestogen). There is also a progestin-only pill. Currently, hormonal contraceptives are available only for females. Combined hormonal contraceptives are associated with a slight increased cardiovascular risk , including a small increased risk of  venousand  arterial thrombosis. However, the benefits are greater than the risk.Oral contraceptives reduce the risk of  ovarian cancer  and  endometrial cancer  without increasing the risk for  breast cancer. They can lower body weight by reducing  water retention  (not loss of fat), and several are used to treat mild to moderate  acne. Between 2% and 10% of women of childbearing age experience emotional and physical symptoms associated with  premenstrual syndrome  (PMS) andpremenstrual dysphoric disorder  (PMDD). Combination hormonal contraceptives often ameliorate or effectively treat these problems and can effectively treat heavy menstrual bleeding and  dysmenorrhea  (painful menstruation) as well.Lower doses of estrogen required by vaginal administration (i. e. , from the vaginal ring or hormonal IUDs instead of the pill) may reduce the untoward side effects associated with higher oral doses such as breast tend erness,  nausea, and headache. Progestogen-only pills and intrauterine devices are not associated with an increased risk of thromboses and may be used by women with previous venous thrombosis, or hepatitis. In those with a history of arterial thrombosis, non-hormonal birth control should be used. Progestogen-only pills may improve menstrual symptoms such s  dysmenorrhea,  menorrhagia, premenstrual syndrome, and anemia, and are recommended for breast-feeding women because they do not affect lactation. Irregular bleeding can be a side effect of progestin-only methods, with about 20% of users reporting  amenorrhea  (often considered a benefit) and about 40% of women experiencing regular menstrual cycles, leaving the remaining 40% with irregular spotting or bleeding. Uncommon side effects of progestin-only pills, injections, and implants include headache, breast tenderness, mood effects, and  dysmenorrhea, but those symptoms often resolve with time.Newer progestins, such as drospirenone and desogestrel, minimize the  androgenic  side effects of their predecessors. Intrauterine devices The modern  intrauterine device  (IUD) is a small ‘T'-shaped birth control device, containing either copper or progesterone, which is inserted into the uterus. IUDs are a form of  long-acting reversible contraception, the most effective type of reversible birth control. As of 2002, IUDs were the most widely used form of reversible contraception, with nearly 160 million users worldwide. Evidence supports both effectiveness and safety in adolescents.Advantages of the copper IUD include its ability to provide  emergency contraception  up to five days after unprotected sex. It is the most effective form of emergency contraception available. It contains no hormones, so it can be used while breast feeding, and fertility returns quickly after removal. Disadvantages include the possibility of heavier menstrual periods and more painful cramps. Hormonal IUDs do not increase bleeding as copper-containing IUDs do. Rather, they reduce menstrual bleeding or stop menstruation altogether, and can be used as a treatment for  heavy periods.Levonorgestrel-releasing IUDs may be used during breastfeeding whether or not they also include copper. Sterilization Surgical sterilization  is available in the form of  tubal ligation  for women and  vasectomy  for men. There are no significant long term side effects and tubal ligation decreases the risk of  ovarian cancer. Some women regret such a decision: about 5% over 30 years, and about 20% under 30. Short term complications are less likely from a vasectomy than a tubal ligation. Neither method offers protection from  sexually transmitted nfections. Although sterilization is considered a permanent procedure, it is possible to attempt a  tubal reversal  to reconnect the  Fallopian tubes  in females or a  vasectomy reversal  to reconnect the  vasa deferentia  in males. The ra te of success depends on the original technique, tubal damage, and the person's age. Behavioral Behavioral methods involve  regulating the timing  or methods of intercourse to prevent introduction of sperm into the female reproductive tract, either altogether or when an egg may be present. ]LactationalFrom ancient times women have extended breastfeeding in an effort to avoid a new pregnancy. The  lactational amenorrhea method, or LAM, outlines guidelines for determining the length of a woman's period of breastfeeding infertility. For women who meet the criteria, LAM is highly effective during the first six months postpartum  if breastfeeding is the infant’s only (or almost only) source of nutrition. Feeding formula, pumping instead of nursing, and feeding solids all reduce the effectiveness of LAM. Fertility awarenessCalendar-based contraceptive methods  such as the discredited rhythm method and the  Standard Days Method  estimate the likelihood of fertility bas ed on the length of past menstrual cycles. To avoid pregnancy with fertility awareness, unprotected sex is restricted to a woman's least fertile period. During her most fertile period, barrier methods may be used, or she may abstain from intercourse. The term â€Å"natural family planning† (NFP) is sometimes used to refer to any use of fertility awareness methods. However, this term specifically refers to the practices that are permitted by the  Roman Catholic Church.The effectiveness of  fertility awareness-based methods of contraception is unknown because of the lack of completed standardized and controlled scientific trials. More effective than calendar-based methods, systems of fertility awareness that track basal body temperature, cervical mucus, or both, are known as symptoms-based methods. Teachers of symptoms-based methods take care to distance their systems from the poor reputation of the rhythm method. Many consider the rhythm method to have been obsolete for at least 20 years, and some even exclude calendar-based methods from their definition of fertility awareness.A  Cycle Beads  birth control chain, used for a rough estimate of fertility based on days since menstruation The  Standard Days Method  has a simpler rule set and is more effective than the rhythm method. The Standard Days Method has a typical failure rate of 12% per year. A product called  Cycle Beads  was developed alongside the method to help the user keep track of estimated high and low fertility points during her menstrual cycle. The Standard Days Method may only be used by women whose cycles are always between 26 and 32 days in length.In this system: * Days 1-7 of a woman's menstrual cycle are considered infertile * Days 8-19 are considered fertile; considered unsafe for unprotected intercourse * From Day 20, infertility is considered to resume Symptoms-based methods of fertility awareness involve a woman's observation and charting of her body's fertility sign s, to determine the fertile and infertile phases of her cycle. Charting may be done by hand or with the assistance of  fertility monitors. Most methods track one or more of the three primary fertility signs:  changes in  basal body temperature, in cervical mucus, and in cervical position.If a woman tracks both basal body temperature and another primary sign, the method is referred to as â€Å"symptothermal. † Other bodily cues such as  mittelschmerz  are considered secondary indicators. Unplanned pregnancy rates have been reported from 1% to 20% for typical users of the symptothermal method. Withdrawal Coitus interruptus  (literally â€Å"interrupted sexual intercourse†), also known as the withdrawal or pull-out method, is the practice of ending sexual intercourse (â€Å"pulling out†) before ejaculation.The main risk of coitus interruptus is that the man may not perform the maneuver correctly or in a timely manner. Despite older studies claiming that no sperm was found in preejaculatory penile secretion, a more recent study states that â€Å"41% [of subjects] produced pre-ejaculatory samples that contained spermatozoa and in 37% a reasonable proportion of the sperm was motile†. Abstinence Though some groups advocate total  sexual abstinence, by which they mean the avoidance of all sexual activity, in the context of birth control the term usually means abstinence from vaginally penetrative sexual activity.Abstinence is 100% effective in preventing pregnancy; however, not everyone who intends to be abstinent refrains from all sexual activity, and in many populations there is a significant risk of pregnancy from nonconsensual sex. Abstinence-only sex education  does not reduce  teen pregnancy. Teen pregnancy rates are higher in students given abstinence only education, compared to comprehensive sex education. Some authorities recommend that those using abstinence as a primary method have backup method(s) available (su ch as condoms or emergency contraceptive pills).Non-penetrative  and  oral sex will generally avoid pregnancy, but pregnancy can still occur with  Intercrural sex  and other forms of penis-near-vagina sex (genital rubbing, and the penis exiting from  anal intercourse) where semen can be deposited near the entrance to the vagina and can itself travel along the vagina's lubricating fluids. Emergency (after sex) Emergency contraceptives, or â€Å"morning-after pills,† are drugs taken after sexual intercourse intended to prevent pregnancy. Levonorgestrel  (progestin) pills, marketed as â€Å"Plan B† and â€Å"Next Choice,† are available without prescription (to women and men aged 17 and older in the U.S. ) to prevent pregnancy when used within 72 hours (3 days) after unprotected sex or condom failure. Ulipristal(â€Å"Ella†) is the newest emergency contraceptive, available by prescription only for use up to 120 hours (5 days) after unprotected sex , resulting in a pregnancy risk 42% lower than levonorgestrel up to 72 hours and 65% lower in the first 24 hours following sex. Providing morning after pills to women in advance does not affect sexually transmitted infection rates, condom use, pregnancy rates, or sexual risk-taking behavior. Pharmacists  are a major source of access to emergency contraception.Morning after pills have almost no health risk, no matter how often they are used. Copper T-shaped IUDs can also be used as emergency contraceptives. Copper IUDs can be inserted up to the time of implantation (6–12 days after ovulation) but are generally not inserted more than five days after unprotected sex. For every eight expected pregnancies, the use of levonorgestrel morning after pills will prevent seven. Ulipristal is about twice as effective as levonorgestrel. Copper IUDs are more than 99% effective in reducing pregnancy risk.