Water Aerobics :: essays research papers

Physical activity is an important part of daily life. It allows for many benefits in health and well-being, just 30 minutes a day can reduce the risk of developing certain diseases and conditions. This includes peeing aerobics.Aerobic exercise in general is important because your body uses oxygen to cite energy for physical activity. Aerobic means with oxygen. This can be accomplished by participating in water aerobics. Water aerobics is a impregnable way to achieve an aerobic metabolism. Aerobic metabolism occurs when the body breaks down fat and glucose by combining them with oxygen. During intense aerobic exercise, your body uses more oxygen and your breathing and heart rate adjoin. Over time, regular aerobic exercise will improve your health and fitness and reduce levels of body fat.There atomic number 18 many benefits that are gained from participating in water aerobics. Water Aerobics allow the expansion of physical range of motion, along with improved strength and flexi bility. other advantage is that resistance training feels easier because of the way the water controls the weight(s). Water displaces the stress that weight training (on land) can put on the body, especially joints, which is particularly ripe for those with arthritis. It is also used to rehabilitate people who are recovering from injuries and accidents or just to heal muscles. Water aerobics is also used for people with disabilities to increase the speed of motor skills. Some other benefits are increased circulation, stronger heart, improved physique or figure, and increased energy.Other benefits that are gained from water aerobics continue to social interaction. One of the social benefits is, camaraderie, which occurs between many different types of people, because water aerobics benefits everybody, including athletes, those who need walkers to walk, and pregnant women. It t all(prenominal)es discipline due to the regularity of a every week class. Water aerobics teaches time ma nagement skills because you learn that daily/ weekly exercise is important in maintaining good health. The last social benefit that happens during water aerobics is increased self-confidence and self esteem. For my water aerobic routine Im going to use different types of water activities to meet the criteria for each specific section that includes a six minute warm up, some cardio, some toning exercises, and about five minutes of cool down. For the warm up I think we should use a mid paced song, I think Incubuss clean will work well. The warm-up should consist of mostly stretches for six minutes.

An Understanding of the Teaching Called the New Age. Essay -- promotin

An understanding of the teaching called the natural age.Since the fall of human kind from the Garden of Eden, hatful began to seek out the God. The desire to know and seek God had led human race to m both different spiritual Understanding. We knew know that there argon so many beliefs in this word. Ancient world seek Out God by worshiping god and goddesses. In the next stage, people started to question the origination of god and start looking for answers about what God and how God is. This is Starting to bring people to know what was referred to religion. However, it has not been Satisfactory to the human mind that likewise constantly evolving through time. Human start to Seek out God that can be accepting with common sense also satisfy our spiritual needs without Involving things that are out and cannot be proved by reason and knowledge. One of this Reasonable new belief is The New age Teaching.The New eraThis new belief can be said a new belief that puts logic as its foundatio ns. The trust which Focuses on the needs of human smell both spiritually and materially. So what is this new age?1. The New age movement is loosely structured network of individuals and Organizations who share a vision of new age of enlighten and harmony (Age or Aquarius) and who subscribe toA common worldview (Geisler dan Watkins 11)2.The Common worldview is based on Monism ( all in one), Pantheism ( all In God), And confidential (the experience of oneness with the Divine). (Eliot 15)3.Because it is so broad and organizationally diffuse, The new age movement cannot be Categorized as a cult by any accepted sociological definitions Of Cult. (Eliot 16)So based on that definitions a new age movement can catego... ...untering Religious Pluralism the Chalengge to Christian Faith and Mission. Downer Grove, InterVarsity, 2001.Geisler, Norman L and William Watkins. World A part A handbook on worldviews. Grand Rapids, Baker, 1989.http//answers.yahoo.com/question/index? n.d. 4 4 2014.http //answers.yahoo.com/question/index? n.d. 4 4 2014.https//www.centerpointe.com/freecd/?s=0. n.d. 4 4 2014.Membuka topeng Gerakan Jaman Baru. Momentum (2000) 17-40.New age. 2012.Rhodes, Ron. New age movement. Michigan Grand Rapids, 1995.Tolle, Eckhart. A new earth Awekening to your lifes Purpose. New York Penquin Group, 2006.. The fountain of Nowwww.alwaysbeready.com. 2012. 4 4 2014.www.wfial.org. 2011. 4 4 2014.Zakarias, Ravi and Norman L Geisler. Is Your Church Ready? Grand Rapids, Zondervan, 2003.

Essay --

Executive summaryThis report discusses how management dos them to anticipate change in the business environment in the long lead and short run too. sort is very important for each and every organization in todays world because world today has become a everyday changing place and in order to keep pace with the changing world we need to bring close a constant change in our organizations, too. There are certain methods by which the senior management can prepare them for anticipating the need for change. The first method is by doing a detailed inquiry and studying for the change. The second method involves having the awareness about the ever changing needs of people and the change process. The third method discusses about having a blast understanding about the compulsion and urgency for change. Lastly, being mentally tough for the change process is the fourth method to prepare the management for anticipating change in the short and long run. IntroductionChange is a constant and in going process in an organization. Change can be defined as one of the more characteristics of organization development. The change efforts are based on the analysis of particular problems and their purpose is to attain specific goals. Change is not an easy thing to go through and anticipate. It is a difficult and a challenging process therefore the management has to take certain steps in order to prepare them for antedating the change in business environment. The senior management can prepare themselves for a change through studying and researching about change, by having a sound awareness about the change process and by understanding the necessity of change and by being mentally tough about the change process. All in all, a constant change is ... ...reparing them for anticipating the need for change that will be necessary for the organization. This is most applicable for the long run change because if the senior management is operative for the environment today they will be eff icient to keep a check on the long digress changes too, that are being forecasted for the future.ConclusionChange is required for all types of organizations and in every field. Whether the change is long range or short range the senior management will have to prepare them for the change process. The factors that can prepare the senior management to anticipate change are consciousness about the change, research and study, identifying the necessity for change and the mental pique for change process. The senior management must possess these factors in order to prepare them for anticipating the long range as well as the short range change.

Le Mont Saint Michel :: Architecture Descriptive History French Essays

Le Mont Saint MichelLe Mont Saint Michel is a rocky cone shaped island or isle located just off the North West coast of France in the gulf of Saint Malo. It is home to one of Frances greatest tourist attractions named Le Mereille, this brilliant eleventh century gothic style church is often simply called Mont St Michel. What transforms this fairly typical gothic church into one of the most prominent contourings of the world, and the destination of so many visitors over the course of the past twelve centuries, is its magnificent, almost arrogant location. The Church of Mont Saint Michel was constructed in the eleventh century as a gothic masterpiece. It was constructed using Granite stone however some of the cloisters are made of lime stone. The island upon which it sits is separated by approximately one kilometer of waves from the mainland at high tide. At low tide, however, it is separated from the mainland by approximately one kilometer of sand. Before a causeway was built in 18 79, the only mount to the Mont was by foot over this causeway. However this crossing was no easy task and a poorly timed crossing could easily end in drowning by the sudden changing tides. The island is about one kilometer in diameter and about 80 meters high, jutting defiantly above the ocean. The steep cliffs that ascended from the crashing breakers and the treacherous tides that whipped around the island, combined with the legend that it was the island where the souls of the dead congregated make the site an unlikely place to build. Neither legends nor danger were a match for the overwhelming queerness of a forbidden place. In the early eighth century a bishop from the near by town of Avranges named Aubert made the crossing. After finding it safe plenteous he started frequenting the island which seemed to be an escape from civilization for him, and a place where he could meditate un-intruded. During meditation one day on the island the archangel Michel visited Aubert and con vinced him to build a church on the island. In 708 the modest chapel began construction on the island, many buildings have come to rise and fall on the island since then.The basic major construction on the island started in the year 1020 and was completed in 1135. In time structural problems arose with the building, therefore in 1170 Abbot Robert de Toringy started building a new facade on the side of the church.

Personal Profile of a Belly Dancer Essay -- Interview Essay

Personal Profile of a Belly DancerProfessors comment The personal profile is a standard assignment, but students often struggle with it since it requires that they not only interview someone who is generally a fantastical to them but also become an instant expert on their subjects particular talent or expertise. In writing the piece, the student resisted the heartbeat to talk about her own experience and focused squarely on Shakar. In doing so she presents a vivid portrait of her subject and demystifies belly dancing.In the picture, Belinda Shakar wears a satin bra with sleeves and a split skirt that reveals the entire length of her leg as she lunges on the ground. Her eyes are swept in dusky makeup, and on her lips sits a seductive smile. The Belinda holding the picture is decidedly non-exotic, wearing glasses, a sweatshirt, and two layers of workout pants. She scowls when a young man accidentally walks in to the just-ending belly dancing class. I dont like to have men in here at all, she says. This, from a woman who spends her evenings shaking her hips at restaurant patrons. Although she doesnt like men ogling her classes, Belinda Shakar does not shy away from the sensual aspects of her leap. In fact, thats what attracted her to belly dancing as a teenager. I really liked the sensuality of the dance and even the blatant sexuality, she says. She had been taking traditional dance classes in Los Angeles in hopes of becoming a performer but thought belly dance seemed more interesting than the styles she was learning. She finally switched to belly dance after injuring herself in a ballet class. The accident convinced her that ballet is unnatural It distorts the body and torments it. That is still my feeling o... ...lly dancers have to love the dance, because for all that work, dancers get little moneyworkshops with master dancers usually cost around cardinal dollars, costumes average five hundred dollars each, and dancers are usually paid only fifty dollars for two and a half hours of work. But Belinda Shakar cannot imagine her life without dance Ive gone through so many careers, but Ive always stuck with belly dance. Ive just been doing it for so long. From dancing, she has found freedom in being in touch with her body and the healing powers of movement. She is now working as a massage therapist, helping others free up their bodies as well. For her, dance is about enjoying her body and expressing her sensuality, not entertaining others or making money. So she is not at all concerned about making it to the top. Besides, she says, in belly dancing, there is no top.

Personal Profile of a Belly Dancer Essay -- Interview Essay

Personal Profile of a Belly DancerProfessors comment The personal pen is a standard assignment, but students often struggle with it since it requires that they not only interview someone who is generally a stranger to them but also start an instant expert on their subjects particular talent or expertise. In writing the piece, the student resisted the impulse to talk about her get experience and focused squarely on Shakar. In doing so she presents a vivid portrait of her subject and demystifies belly dancing.In the picture, Belinda Shakar wears a satin bra with sleeves and a split skirt that reveals the entire length of her leg as she lunges on the ground. Her eyes are swept in dark makeup, and on her lips sits a beguiling smile. The Belinda holding the picture is decidedly non-exotic, wearing glasses, a sweatshirt, and two layers of workout pants. She scowls when a young man accidentally walks in to the just-ending belly saltation class. I dont standardized to have men in here at all, she says. This, from a woman who spends her evenings shaking her hips at restaurant patrons. Although she doesnt like men ogling her classes, Belinda Shakar does not shy away from the sensual aspects of her dance. In fact, thats what attracted her to belly dancing as a teenager. I really liked the sensationalism of the dance and even the blatant sexuality, she says. She had been taking traditional dance classes in Los Angeles in hopes of becoming a performer but thought belly dance seemed more interesting than the styles she was learning. She finally switched to belly dance after injuring herself in a ballet class. The accident convinced her that ballet is unnatural It distorts the body and torments it. That is unflustered my feeling o... ...lly dancers have to love the dance, because for all that work, dancers get little moneyworkshops with master dancers usually cost around seventy-five dollars, costumes average five one C dollars each, and dancers are usually pai d only fifty dollars for two and a half hours of work. But Belinda Shakar cannot imagine her life without dance Ive gone through so many careers, but Ive always stuck with belly dance. Ive just been doing it for so long. From dancing, she has found freedom in being in pay heed with her body and the healing powers of movement. She is now working as a massage therapist, helping others free up their bodies as well. For her, dance is about enjoying her body and expressing her sensuality, not entertaining others or making money. So she is not at all concerned about making it to the top. Besides, she says, in belly dancing, there is no top.

The Major Causes of Motorcycle Accidents

Nothing comp atomic number 18s to the thrill and excitement of equitation a motorbike for me. The high excitement is unfortunately accompanied by danger too. Its true that motorcyclists are more prone to die in accidents than those in cars. Riding a cycle is not like horseback travel a bicycle there are many precautions to commence before handling a machine like this, riding a motorcycle requires self-possession and is a lot responsibility. Many people are impairment severely and killed every day by riding a motorcycle whether the person riding is at fault or not.Riding a motorcycle is not like riding a bicycle theres many precautions to take before handling a machine like this, riding a motorcycle requires self-control and is a lot responsibility. Many people are hurt severely and killed every day by riding a motorcycle whether the person riding is at fault or not. Riding a motorcycle is not like riding a bicycle there are many precautions to take before handling a machine li ke this, riding a motorcycle requires self-control and is a lot responsibility.Many people are hurt severely and killed every day by riding a motorcycle whether the person riding is at fault or not. An alarming increase in the number of motorcycle accidents has been recorded in recent years, this is why it is important to study and analyze the causative factors of motorcycle accidents in our country. Causal factors remain bad alley conditions, speed problems, riding skills, presence of alcohol and united roadways. Motorcyclists usually suffer in case of bad road conditions like potholes, debris, and un unconstipated places.Statistics shows that about 70% of the collisions are a result of this. Research indicates that the major cause of motorcycle accidents remains the failure of other motorists to recognize motorcyclists in heavy traffic or at night. High speed is a causal factor of accidents too. Speed displaces the alignment of the motorcycle, as it causes the front end to wob ble. Hence, the motorcyclist loses control and collides against any stationary object or moving vehicle.Most item-by-item motorcycle accidents involved hitting a fixed object or speeding when road onditions are bad. Many states post warning signs at road construction projects telling motorcyclists to proceed with caution. Studies conducted by the National Highway Traffic Safety Administration states that speeding, aggressive driving, and driver inattention are leading causes of motorcycle accidents. Negligence on the part of the motorcyclist also leads to accidents or collisions. So does improper breaking or turning. Bad weather remains a problem or causal factor, though its influence is small in comparison.Also, According to the National Highway Safety Transportation Administration, motorcyclists who drink alcohol then drive are more likely to be involved in fatal accidents than automobile drivers. In 2007, 28 percent of motorcyclists who died had blood alcohol levels of . 08 g/DL or higher, and a study done in L. A. found that alcohol was a factor in almost half of the accidents. Motorcyclists need to pay attention when theyre riding. They promote should avoid using alcohol before climbing on their bike. There are many causes of motorcycle accidents but many are avoidable.Motorcyclists should be well familiar with their bike, due to a high number of accidents among riders who had been using a bike less than five months. The transportation safety board suggests riders take an information course to familiarize themselves with motorcycle rules and regulations. Though many states do not require helmets, both studies said wearing helmets reduces the severity of head injuries, and may even save a riders life. It is obvious that bikes are more dangerous than cars therefore we need to take more precautions and be more careful.

Effects of Global Warming on Polar Bears Essay

No one is safe from the harsh effects of worldwide warming. But if there is one species which suffers the most, they be the polar bears who can only survive under extremely cold climate. Although their actual population is hard to determine, they are believed to be around 20,000 to 25, 000 found throughout the north-polar Ocean and adjacent seas (World Wildlife Organization). frigid bears habitat is almost covered by sea chicken feed all told year round (Great wear upon Organization). The area is tell to have a fragile ecosystem, requiring longer time to change and to recover when disrupted or damaged.However, investigate shows that the Arctic is most likely to be ice-skating rink free between 2013 and 2040 for the first time in history. The region has been experiencing thinning of the polar ice working capital due to warming of temperatures. With the melting of the ice comes the destruction of the life of the species which thrives in the Arctic. Polar bears, seals, inclu ding jeopardize species like walruses and whales, are forced to retreat to environment less(prenominal) desirable for their make up.Further, scientists fear that large amounts of melted ice enter the North Atlantic and disrupt the global current pattern. The melting of the Arctic ice also entails smaller hunting area for polar bears. Seals are their favorite and they can non track them where the sea is unfrozen. They also eat plants, including berries, roots, and kelp, but none of these can gather their calorie requirement. Their body trains large amount of fats from marine animals for they are active year-round.Reduction in Arctic sea ice can communicate to 67 percent loss of the entire polar bear population in 50 years (Bear Planet Organization). Though polar bears are unfastened to other risks such as pollution, oil and gas exploration, legal and illegal hunting, global warming remains the biggest threat to their survival. They experience malnutrition and starvation due to habitat loss. Melting ice force them to shore before they have acquired enough fat reserves to survive the period of scarce food during the new-made summer and early fall.Thining ice are surface hard to walk on because they deform more easily which makes it more difficult for them to hunt for food. They also need to swim wider gaps between ice which further used up their energy and sometimes lead to drowning. Malnourished female polar bears result to lower productive rates and lower survival rates among cubs and juvenilles (Rosing, 2006). Thining ice make it hard for adult females to find mates. And when they do find one, the hard quest starts for a suitable maternity dens.Underground dens have tendencies to collapse or have low insulative power to provide heat for newly born cubs. Dens built on multi-year ice may experience movement that may result in longer distances for mothers and young cubs to walk when they return to seal-hunting areas. There is also a risk of disease-causi ng bacteria and parasites to flourish more readily in a warmer climate. In Western Huson Bay, ice breaks up earlier than it did 30 years ago during late spring season which shortens the hunting season for polar nears (National Wildlife Organization).Their population declined by 22 percent from 1987 to 2004 and their body condition is much different, weighing 60kg lighter in 2004 than in 1980 when likely pregnant female polar bears weigh around 290kg. In 2005, Alaska recorded four drowned polar bears who made longer swim than they unremarkably do when hunting for food. Alaska also documented higher mortality rates among polar bear cubs and different denning sites for pregnant polar bears. Photos and videos of polar bears struggle are everywhere.In 2008, US Department of the Interior leaninged Polar Bears as threatened species under the Endangered Species Act and melting of the sea ice in the Arctic as the biggest danger to their survival (The Humane Society of the United States). T hey are the only species aside from elkhorn coral and staghorn coral to be put on the said list. However, the decision was reversed following the commercial and scientific data that they are increasing in numbers in the past 30 years.As it currently stands, the US Fish and Wildlife Service consider polar bears as threatened species meaning anytime their habitat will vanish and their status will change to endangered before they ultimately become extinct. In Canada, polar bears were recommended by the Committee on the Status of Endangered Wildlife in Canada to be placed under the list of species of special concern. This list allows for a management plan to be written in five years, which was criticized by World Wide Fund for reputation as being too long to make a substantive impact to habitat loss from climate change.Since their current status is threatened species, it is not too late for efforts toward saving their habitat from further degradation (Bear Planet Organization). The si mplest but the best way to mitigate the effects of global warming is to quit carbon dioxide (CO2) emissions. Recycle and reuse products and use energy efficient appliances to cut back CO2 in the atmosphere. Polar bears deserve a chance. Works Cited Bear Planet Organization. Polar Bears and Global Warming. July 8, 2009. . Great Bear Organization. Polar Bear (Ursus Maritimus).July 7, 2009. . The Humane Society of the United States. Polar Bears. July 8, 2009. . National Wildlife Organization. Polar Bear. July 8, 2009. . Rosing, Norbert. The World of the Polar Bear. NY Firefly Books, Ltd, 2006. World Wildlife Organization. WWF A Leader in Polar Bear Conservation. July 7, 2009. .

How Male and Female Students communicate Essay

In the feature article How Male and Female Students Use Language differently the author Deborah Tannen, explains how men and women communicate differently in the schoolroom and reveals how she thinks classrooms everywhere can become a more conducive learning environment for in all types of people regardless of gender. Tannen firstly points out the research conducted by Janet Lever, Marjorie Harness Goodwin and Donna Eder and how theyve discovered that girls and boys do in fact learn to use language differently. For example, girls ordain use language to share secrets and talk with her friends. Girls ferment bonds with the ones they talk most with and that is how they form their friendships. On the other hand, boys tend to play in large groups and form a hierarchy where they are expected to use language in order to show strength and challenge each other. Tannen then compares this research to the classroom where it can be easier for boys to speak in front of a large audience than f or girls because this is how boys were taught to communicate.With this knowledge, the author then decides to use her own classroom for research and breaks up her classroom at Georgetown University into small groups based on their gender and social aptitude. She discovered that when her students were able break apart from the larger arena of the classroom and sooner share their ideas with small groups that they were more willing to participate in the discussion and felt better with the way they were communicating. Tannen leaves us by explaining that while yes, treating everyone as equals is neat but does that mean that we should be treating everyone the same? If we are fundamentally different than shouldnt we be taking that into consideration when trying to serve a assorted set of students.

Qualnet

QualNet 5. 0 Tutorial (ELEC 6851) representative 1 Installation TODO I would recommend get AITS to provide the installation instructions as Im sure the license restrictions ordain determine how/where QualNet gets installed. Part 2 The QualNet 5. 0 Developer The QualNet Developer IDE is a graphical user interface program for developing ne devilrk scenarios that comes with QualNet 5. 0. It cornerstone be used to visually design network scenarios and then run modellings of these networks. Although networks bottom of the inning be designed and sour in a command-line fashion as well, we will focus on the Developer IDE package. The foremost step is to open the Developer IDE program.Depending on the installation procedure, it can be open(a) via the start card or by first step the directory where QualNet was installed. Double- snarl on the QualNet Developer 5. 0. 1 icon on the screen background (this option is avail adapted only if you chose to install desktop sententiouscuts du ring installation). Part 3 Setting Up a Network Basics The first task is to create a overbold network scenario. To do this, go to the File Menu -New. Save it in your local folder File Menu -Save. Choose the local directory where you want to save the scenario. Enter a trace for the new scenario (for example, Example1). Click Save.A grid should appear in the right book window (see Fig 1). This is where we will deploy the knobs and create network connections. The left dig window has four panels File System, Tool serve, Visualization Control and Runtime Analysis (Toolset panel open). 1 Figure 1 A new scenario has just been created. To setup our first network, we will proceed by a simple example of a 15 knob wireless network that accesses the channel using the CSMA/CA stratagem defined by the 802. 11 protocol. The first step in creating a network is to deploy the nodes. This is done in the right hand window, the so-called sheet Area.Nodes can be deployed manually according to an arbitrary topology by selecting Toolset - Device - Default (just a generic node), then hounding whatsoeverwhere on the bed sheet bea. In adhoc networking scenarios it is often assumed that the nodes are deployed randomly on the terrain and we will assume random deployment in this example. To randomly deploy the nodes we go to the Tool menu - Node transcription. The Automatic Node Placement Wizard will open (see Fig. 2). Figure 2 Node placement 2 We then enter the craved number of nodes we would like in our network. Node Placement Strategy Random.It then asks for a seed value for the random number generator (leave it blank). Click OK. The Placement Wizard will close and the nodes will be deployed randomly on the grid in the Scenario Designer window (see Fig. 3). Location of a node whitethorn be changed by left pawling the mouse on the ar quarrel solelyton then left dog-ironing it on the node and tagging it to the desired location. Figure 3 Random node deployment We now wa nt to add these nodes to a wireless network. The first step is to select the nodes we wish to add to the wireless network. To do this we can use the selection tools (arrow or lasso in the situation Toolbar).Select all of the nodes by using either of the selection tools and left clicking and dragging the mouse round the nodes. To connect these nodes to a wireless network, select Toolset - Network Components - Wireless Network. Now click anywhere on the area you selected earlier. A cloud should appear on the canvas area representing this wireless network and the nodes should be joined to this cloud with blue lines representing the newly formed wireless connections (see Fig. 4). 3 Figure 4 The nodes committed to the wireless network. Part 3a Creation of Application Layer ConnectionsAfter setting up the network, the next step is creation of masking level connections mingled with the nodes. At any time, there may be several connections active simultaneously in the network. Each conn ection will have a ejaculate and a end node. The source node generates traffic and transmits to a destination node. permit us create a connection between nodes 3 (source) and 4 (destination), Selection of the source node Left click the mouse over the arrow selection tool and then left click it over the device symbol for node 3, the color of number 3 should turn to red.Next select a traffic source, the available pre-defined applications such as CBR (Constant Bit Rate), VBR (Variable Bit Rate), FTP Generic, VOIP, and duty-Gen are listed in the left window under the heading -Applications. We tubercle that vocation-Gen generates UDP traffic while FTP Generic generates TCP traffic. Let us select the Traffic Generator button mouse over it. by left clicking the Creation of the connection Now left click the mouse over node 3, hold, and drag it to node 4. When the mouse is released over node 4, a green arrow pointing from node 3 to node 4 will appear.This creates a basic Traffic Gener ation application between the nodes 3 and 4 as source and destination respectively. The next step is to choose the parameter values of this connection Let us create a Poisson process of data packages at the source and make the software program length exponentially distributed. To do this, click Table tidy sum on the bottom of the right window, and select the Application tab. You should see the connection Traffic-Gen 3-4 listed. Double click the connection. A window of Traffic Generator Properties will confront up (Fig. 5). Click on the 4 sheaf Size.Recall, we want the packet lengths to be exponentially distributed with mean packet length 2048 bytes. The default size is deterministically set to 512 bytes. Change the Data Size from settled to exponential. Then change the Mean Size to 2048 bytes. To make the source generate traffic according to a Poisson process, click on Interval from the Traffic Type menu for this connection. By default traffic is generated deterministically every 1 second. Change the distribution of the interval between ordered packets to Exponential and change the Mean Interval to 0. seconds (recall that the inter-arrival times for a Poisson process are exponentially distributed). As well, set the Start Time of the connection to Exponential with mean 0. 5 seconds, and the Duration to Deterministic with fixed duration of 30 seconds. These steps have been summarized below, 1. Click on Packet Size Distribution. (The packet lengths are exponentially distributed with mean packet length 2048 bytes. ) Change the Data Size from Deterministic to Exponential. Then change the Mean Size to 2048 bytes. 2. Click on Packet Interval Distribution. The source generates traffic according to a Poisson process. ) Change the distribution of the interval between successive packets to Exponential and change the Mean Interval to 0. 5 seconds. 3. Click on Start Time Distribution Change the distribution to Exponential with mean 0. 5 seconds. 4. Click on Durati on Distribution to Deterministic with fixed duration of 30 seconds. Figure 5 Traffic Generator Properties 5 A wireless network with multiple connections is shown in Fig. 6. Figure 6 A wireless network with multiple connections Part 3b MAC ProtocolThe default settings of the MAC protocol can be viewed by clicking on Table View in the bottom panel below the canvas. Click the network tab and double click Wireless Subnet (see Fig. 7). MAC 6 protocol determines how the nodes access to the carnal channel to transmit their packets. We note that the default MAC protocol is 802. 11 standard. This standard has two modes of operations known as Distributed Coordination blend (DCF) and Point Coordination Function (PCF). The DCF is more popular in practice and based on the random access mechanism.Briefly, DCF function as follows, (see section 6. 10. 3 in the textbook for the definition of this MAC protocol), DCF uses the CSMA protocol, thus a node, with a packet to transmit, first has to se nse the channel. If the channel is busy the node backs off for a random amount of time. We note that the channel may be idle at the source but not at the destination node. If the source node senses the channel idle, it transmits a short request to send (RTS) packet. If the channel is also idle at the destination node and it receives the RTS packet then replies with clear to send (CTS) packet.After that the source transmits the data packet and destination node replies with an ACK packet if the packet is genuine error free which completes the transmission of the packet. If the source node does not receive the CTS packet or an ACK hobby the transmission of the data packet then it backs off for a random amount of time. A source node may retransmit an unsuccessful packet upto a transmission limit, when that limit is passed then the packet is discarded ( for values of these limits see Fig. 7). The routing protocol is Bellman-Ford (a Distance Vector routing algorithm).The default settin gs of the OSI layers can be modify here according to the requirements of the network. As well, the default settings of an individual node can be viewed by clicking the Nodes tab and double clicking distributively node. The nodes update their routing tables regularly by exchanging routing packets. We not that in a single wireless subnetwork all the nodes are one hop away from each other, thus there is no routing, but nevertheless nodes will send routing packets regularly. It is worthwhile to spend a few minutes navigating through the menus to learn where to go in order to view or modify parameters in our network scenario.We can right-click the nodes or wireless network in the canvas area. 7 Figure 7 Properties of the MAC Protocol . Part 3c. Wireless channel with Fading We may include fading in the wireless channel by choosing the Scenario Properties button on the left side of the window and then selecting the Channel Properties tab in the new window. (see Fig. 9). In the Channel Pr operties window go to the row which says Fading Model 0 and click on where it says None. From the filter out menu choose Fading. Then go to the row which says Specify Gaussian Component File, click where it says No and change it to Yes.After this step is taken, a new menu position is open with the name Gaussian Component File, then fill that tab with the following entry, C/snt/qualnet/5. 0/scenarios/default/default. fading affliction to provide this link will give the following error. Error Error in file .. librarieswirelesssrcpropagation. cpp3933 PROPAGATION-FADING-GAUSSIAN-COMPONENTS-FILE is missing 8 Figure 8. Incorporation of fading to the simulation Part 4 Running Simulation The next step is to run simulation of our network. One useful feature of the QualNet Developer package is the ability to trace packets.To alter packet tracing, go to Scenario Properties in the left hand window, select Statistics and Tracing tab, click Packet Tracing in the left window, select Enabled Pa cket Tracing, click where it says No and change it to Yes. See Fig. 9. 9 Figure 9 Enabling packet tracing. On the Run Toolbar, there are a set of icons relate to simulation which include an Open Current Scenario in File Editor, a Run Settings, a Run Simulation and Record Animation Trace. To initialize the scenario, click on the Run Simulation icon . The mode of the Architect will be changed from Design Mode to Visualize Mode.To switch back to Design Mode, click Switch to Design Mode . The Visualization Controls panel opens in the left window. You should see the coordinates icon of the nodes and the current simulation time (which is 0. 0000 seconds) in the output window. to begin with running the simulation, we note that the Developer package will by default animate various aspects of the simulation such as packet receptions, packet sheds and collisions, and unicast and multicast transmissions. Others aspects such as packet queue animation can be alterd by clicking on the button in the Animation Filters which should appear in the left hand window.Enable the wireless range animation. Simulation will tend to run very fast so if we wish to see the animation it will help to slow big bucks the speed of the animation. This is done by sliding the speed bar to about half way in the Animator window. See Fig10. 10 Figure 10 Initialization and animation settings for simulation The total simulation time can be changed by switching back to the Design Mode, click the Scenario Properties button on the left window, and select the General tab. The Simulation Time is set to 30 seconds by default. We will leave this at its default value for now.We run the simulator by clicking the Play button (Fig. 11). on the menu bar. You should see the simulation animations as the simulator runs Figure 11 Simulation animation during a run. 11 You can enable or disable the different animations while the simulation runs. Wait until the simulation completes. Part 5. Routing of the traffic b etween subnetworks. We need to have a router for to be able to route the traffic from one wireless subnetwork to another. The router will have two network interfaces each one being member of a one subnetwork.We can create a router as an ordinary node which belongs to both subnetworks. Thus the router node is selected among the nodes belonging to that subnetwork when each subnetwork is created ( see Fig. 12). 12 Figure 12 The two subnetworks communicate through the router node 2 Next we will configure node 2 as a router. For this click on the Table view, then on the Node button, then double click on the row for node 2 and click on the Node Configuration button in the window that opens. Then click on the router properties on the left hand window which displays Fig. 13. Fig. 3 Node configuration window In the Node Configuration window in the row for Type of Router click on the arrow for the value User Specified and from the opening menu choose Predefined. Then in the row for Router Typ e choose the value Generic. Finally choosing Apply button at the bottom of the window configures node 2 as a router ( see Fig. 14) 13 Fig. 14 Node 2 has been configured as a router Part 6. Simulation Statistics 14 After the simulation has been completed, we can view the data quiet during the simulation. To view the statistics of the simulation, click on he Analyze Statistics icon toolbar. in the Components 1- Statistics File If you click on the Statistics File button at the bottom of the window, you will see large amount of per node simulation data. Among the collected statistics we see, The packets generated by the source nodes and received by the destination nodes are listed as unicast packets. In a connection not all the generated packets may be successfully delivered to the destination. As explained, in Part 3b. a packet will be discarded by the source as a result of reaching the number of retransmissions limit.Transmissions may not be successful because of destination node no t sending a CTS packet or as a result of the bit errors in the received packet. We note that the bit errors will depend on the distance between source and destination nodes, fading and shadowing. The strength of the received signal which will decrease as the distance between the source and destination nodes increases. As a result of packet discarding, the throughput of the source and destination nodes in a connection may not be same. If the distance between two nodes is higher than the nodes transmission range, then, these nodes are not aware of each other.They can not communicate with each other and they will not know each others IP addresses. Therefore, if two such nodes will exchange data traffic with each other, the packets will be generated by the Application layer of the source node but they will not be passed to the transport and then to the network layers because the IP address of the destination node is unknown. In increment to unicast traffic packets, as may be seen the re are other packets being transmitted in the network , RTS, CTS, ACK and Broadcasting packets for routing. For each successfully received unicast packet there will be a corresponding ACK path.The number of RTS and CTS packets will correspond to the total number of transmissions of a packet until it is successfully transmitted. 2- graphical record Analyzer Window If you click on the Overview button at the bottom of the window, then we can navigate through the Physical, MAC, Network, Transport, and Application layers shown on left hand window. We can access to each layer data by clicking on the button for that layer at the bottom of left hand window. This results in opening of a menu for that layer in the left hand window. Then clicking on any of the menu items displays a submenu.Clicking on any submenu item displays a bar chart for the data collected for that item during the simulation. In Fig. 15 we are ready to view the data collected in the application layer. 15 Fig. 15 Viewing t he data collected during the simulation. In Fig. 15, when we click on the Traffic-Gen Client button on the left hand window, then from the drop out menu we click on the data units sent. This results in Fig. 16 which shows the bart charts for the total number of packets generated at the application layer of each node. 16 Fig. 16 Traffic generated at the application layer of each node 17

Charismatic Leader Essay

This type of leadership holds a lot of power. In both procreative and counterproductive respects. The ornateness employed to effectively carry out charismatic leadership acts as a double edged sword. While it is true that a message delivered in a charismatic manner inspires the followers to implement it with a lot of fervor, but in this same zest, there are a lot of primary(prenominal) issues that are overlooked and lots of questions ignored. This entails problems when the charisma delivers its desired results, but they still leave a sour taste in the mouth.In my professional career, I have not encountered charismatic leadership neither in the top echelons of power nor in the middle management slots. However, most of us have been affected, and regular wowed, by the charismatic skills of Barack Obama, while running for the US Presidency in 2008. Inspirational rhetoric, exceptional oratory skills and narcissistic excellence were expertly deployed towards millions of people. Perhaps in our lifetimes, it has proven to be a living, breathing example of pure, unadulterated charisma.It was a need of the time and a result of the disillusionment with the last 8 years. But, the cynicism that by chance was put in the back seat during this process, made a comeback in the last two years, where more and more people have heavy(a) disillusioned by the lack of actual, and perceived, objectives being achieved. The overhyped expectations that are, in effect, created by charismatic leadership, eventually end up hampering its own effects, even though the results achieved might be significant.In the spirit of double edged swords, narcissism fits the bill perfectly. Excessive traits of this personality type have officially been diagnosed as a psychological disorder, whereas a good mix of those same qualities supposedly makes a great leader. From my personal experience, there has been a lot more interaction with unproductive narcissists, as compared to the productive ones. Chari smatic leadership is an outward focusing theory, but since being confident and thoughtful requires a thorough understanding of ones own self, unless it is joined innately with authenticity, there would continue to be major loopholes in its implementation.As is the case with most leadership theories, the situational context of the company or market depend deeply. Charismatic leadership is the need of the hour during turbulent times and thus ends up being encouraged and nurtured. However, during mature and stable market times, charisma tends to be counter-productive and pointless. Also, since narcissistic leaders tend to believe undoubtedly in their vision, not taking into account the ideas put forward by others, it can become dangerous for companies. This leadership theory, more than others, needs to be deployed with a lot of care and consideration.

Demography of China Essay

The demographic situation in Peoples Republic of china is one of the burning issues nowadays widely discussed in the global community. Today, Chinas people is over 1. 3 billion, the largest of any country in the world. So every 5th person in the world is coming from China. The population of China is ampleer than the entire world 150 years ago. Every year the population of China increases by 14 million people (the material body of people in Texas or Chile). Each decade it increases by about 130 million (more than the population of Japan). About 39,000 new people are added every day.Cultural prerequisites for such family expanding tradition The Chinese traditionally prefer early marriage, early child-bearing, and large families. Each married women usually raises between five and half-dozen children. The Chinese say more children means great happiness. Population Problems in China. There is a great number of social, economic and environmental problems evoked by the demographic sit uation. * High unemployment rate. The competition to find a job is very high and as Chinese people saying themselves Im frightened for my childrens future, Chinas biggest problem is the population.As a result a lot of people migrate to a large cities or to neighboring countries to seek for a job. * Water and food shortages. As the worlds population increases, so too does its need for food and body of water the two resources which are absolutely necessary to sustain life. The Asian giant has been warned by one of its own groundwater experts to either cut its food production or else face dire water levels, especially in the dry northwest plains. If not, aquifers will sink to dire levels not seen in 30 years.For example, the yellow river is demise up. The river has been overused and abused. Dozens of dams block its flow, drawing off huge quantities of water to grow cotton in the desert. * Housing shortages. China has an acute shortage of housing, attributable not only to the large annual increases in population (over 10 million a year) that must be accommodated but also to the long-standing policy of directing investment funds funds into heavy industry rather than into housing and other social amenities.As a result of expensive housing, people are forced o live in poor conditions and share a flat with big number of people. * Chronic air and water pollution problems are now unornamented in rural and urban areas throughout the country. China didnt join Kiyoto protocol, so having a well- developed industry it keeps on emitting CO2 in great quantities. Air pollution is all over China, even harming the most picturesque locations. Acid rain is also a common place. * All of these are issues that the Chinese government must struggle and find a lot of solutions in order improve the lives of its people.

Kate Keller’s Character Analysis Essay

Kate Keller commands the role of an obsessive mother and a typical wife in the play All My Sons It his her motherliness that defines her character the most, as the fist few stage directions refer to mother as, Mother is in her early fifties, a woman of ungoverned inspirations, and an overwhelming capacity for love. This overwhelming capacity of love is mostly seen for her son Larry who seems to be dead, but Kate is just not ready to accept reality and dismiss on.Even before mothers entry in the play, the readers find out a few details about her through the stage directions and even off the dialogues of the other characters, such as the dialogue between Chris and Joe where Chris threatens to abandon home and their business if Joe somehow does not convince Kate for Chriss wedding with Ann.Kates obsession with her son Larry, who never returned from war goes to such an extent that she has dreams about him, leading her to cry every night. She is just not ready to accept her sons dea th and for the first time her controlling nature is seen as she tries to manipulatively tries to create distance between her older son Chris and Larrys girl, Ann I hark back her nose got longer Her obsession goes as far as even symbolizing the apple trees fall as something dangerous, and something harmful attack towards Larry. The fall of the apple tree probably foreshadows the death of Larry, instigating his family to move on.Another main characteristic that Kate posses is manipulativeness. She avoids every discussion that she assoils, goes towards the future of Chris and Ann. She either deviates the topic or just acts as though she has a headache. She manipulates her discussion with Chris in such a way where Chris finds it impossible to even mention their future together. Kate first dialog about how proud she is that Ann has not move on and that she is still waiting for Larry to return, and then suddenly asks him if he is interested in Ann, and ofcourse by then Chris is in no state to hurt his mother further by admitting his love for Ann.Apart from Larry, Kate is also the one holding the family together. She is the central character of the play who knows the sorry transcendental, and is making sure that her husband is safe from any confrontations and any sort of trouble. Another reason for holding onto Larry and believing that he is still alive is the event that if Larry was actually dead, it would be nobodys fault but Joes. She knows the crime that Joe had indulged in and she could not accept the fact that her son may have been killed by his own father, and her own loving husband. She is also the one who again manipulated facts and saved Joe from going to prison instead framing Anns father and sending him to prison.This secret is another thing that bothers her immensely. However the example of keeping the secret and saving her husband from going to prison shows her smartness and her desire for keeping the family together, as one. only when at the sa me time it also gives the readers a further insight into her character, as the keeping of this secret also hints towards her weaknesses her family. Her weakness takes her to the extent of dishonesty and guilt. As mentioned above, she depicts the character of a typical good wife, by saving her husband and trying to keep her family one through love.Throughout the play as readers, we realize that there are dark secrets to be revealed and Kate is somehow a central part of it. She plays a significant role in saving her family, but at the same time she is also seen as one of the weaker characters from outside considering her nightmares and her troubles dealing with the loss of Larry. Therefore it can be argues whether she forms the strongest character in the play, or the weakest.

Linguistics and their realationship to Teaching Essay

The Relationship Between philology and actors line Teaching.Fiona Le MaitreThongsook CollegeMay 2013AbstractThis makeup is an attempt to analyze the relationship amidst philology and linguistic talk inform. linguistics is a science and didactics mend technical is too an art yet they argon closely related to each former(a)(a) in the case of phrase didactics. The foreign wording teachers need to include selection, grading and launching as their main steps. linguals plays an important role in the whole process of command by helping to facilitate a teachers understanding of the workings and systems of the actors line they teach. Applied linguals is really about the melding of these 2 actions.The Relationship between Linguistics and Language Teaching.Linguistics is defined as the scientific study of language. Linguistics is then divided into several branches which study polar accepts of its use. Descriptive linguistics, diachronic and comparative linguistics, which it is based on methodology. Synchronic and Diachronic linguistics, which it is based on the aspect of changes over time. Phonetics, phonology, morphology, sentence anatomical structure and semantics, which is based on a language as a system. Sociolinguistics this is related to or combined with the disciplines of linguistics and sociology. Its interest is in the relationship between language and society. It works to explains why slew Use different speech in different social contexts. Its bea of study is the social functions of language to convey social meaning.The social relationships in a community, and the way quite a little signal aspects of their social identity through and through their language (Jenet Holmes, 2001). Sociolinguistics also is interested with the interaction of language and settings. (Carol M. Eastman, 1975 113). The other expert defines it as the study that is concerned with investigating the relationship between language and society with the goal of a bett erunderstanding of the structure of language and of how languages function in communication ( Ronald Wardhaugh, 1986 12)Psycholinguistics relates to the combined disciplines of psychology and linguistics. Psychology is defined as the doctrinal study of human experience and behavior or as the science that studies the behavior of men and other animals. Knight and Hilgert in Abu Ahmadi,(1992). It covers language development. (Lim Kiat Boey). The other definition of psycholinguistics is that it is the study of human language-to-language comprehension, language production, and language encyclopaedism (E.M.Hatch)The look done on the relationship between linguistic opening and language didactics posterior be traced back to the late 19th century. Its relationship has been discussed and debated for galore(postnominal) years and researched extensively. Since this time different research proposed by different scholars has been disputable and found to be largely inconclusive. In the 19 60s it was decided that thither needed to be a reassessment. The conclusion that was formed went in two two main directions of judgement with differing points of view. One viewpoint was that linguistics is non as relevant as it was first thought to be, and its richness was overrated.Such linguists as Lamendella (1969) and Johnson (1967) expressed their disagreement to regard linguistics as the basis of a system of larn. Lamendella (1969) thought that it was a mis throng to look to transformational grammar or any other surmise of linguistic definition to provide the theoretical basis for plunk for language pedagogy. What is needed in the field of language educational activity are not applied linguists but rather applied psychologists.The other point of view was to pull in that the general contribution of linguistics was important. This came though with a proviso that teaching language was not to be bound to only follow one theory alone. The idea organism that different ling uistic theories bottom offer different perspectives on language, and they can all be treated as equivalent resources profitable for teaching. Levenson (1979 ) once said, no one school of linguistic analysis has a monopoly of truth in the interpretation of the phenomena of speechtraditional school grammar, TG grammar, all these and more(prenominal) can beshown to take for their own item relevance to the language teaching situation.By1960 the United States, reached its peak of the influence of structural linguistics upon language Teaching. morphological linguistics stressed the importance of language as a system and investigates the place that linguistic units such(prenominal) as sounds, words and sentences have within this system. This then associated with behaviorism provided the principal theoretical basis of the strait lingual theory. This then influenced language teaching materials, techniques and the teachers educations.Behaviorism led to theories, which explained how a n external event, causes a change in the behavior, without any kind of mental interaction. It also stressed the importance of repetition and practice in larn a secondly language, this I think is a vital factor in removeing a foreign language. If we look at the audio-lingual method, it emphasizes(1) The teaching of dissertation and earshot before reading and piece of music (2) The use of dialogues and drills(3) The avoidance of the use of the mother tongue in the classroom. audio-lingual method regards speaking and listening as the basic skills, this is in line with todays face teaching situation.The Mentalist Approach In the 1960s Chomsky formulated the mentalist approach. The hypothesis was considered that human behavior is much more complex than animal behavior. Chomsky, entangle that we are born with a Language Acquisition Device (LAD), which enables a child to make a hypotheses about the structures of a language in general, and also the structure of the language being lea rned more importantly.By the end of the sixties, there were new developments in teaching language starting to occur. The TG theory had a big impact resulting in a change in teaching methods. It was opposed to the empiricist theory, that is, teaching audio linguistics, linguistically structuralism and psychologically behaviorism. TG theory.1 It stresses mental activity.2 It postulates that all human beings have an innate ability to learn a language. 3 That it is an inborn instinctual ability and not practice that make human beings obtain the rules of a language and understand and can produce countless numbers of sentences.The graphic Method was successfully used in various language schools in the USA and Europe in the late 19th and the early 20th century. In the post-World War I decades, the direct method was espouse into English language teaching (ELT) this laid a solid intellectual and practical foundation for maturation ELT as an autonomous profession.Some linguists, like Dille r (1970), openly declared his preference for the cognitive position while others, like Chastain (1976) and Rivers (198125-27) held that the two theories were complementary and served different types of learners or teachers or represented different phases of the language learning process.Applied Linguists brought about the situational approach and the notional/functional method. It is based on a broader framework for the translation of language use called communicative competence proposed by Hymes, This brought about the communicative approach to language teaching came into being. In 1970s, a group of scholars including Oller (1970) and Widdowson (1978), were linguists but at also closely in touch with teaching practice. They gave language teaching and language pedagogy the linguistic direction they regarded as necessary.Since they were in touch with language teaching practice and linguistic so had a two-way view of the problem, they placed emphasis on real language and its communic ation and use. To take Ollers interest in pragmatics as an example. Oller (1970507) claimed that pragmatics has implications for language teaching it defines the goal of teaching a language as prompting the students not merely to manipulate nonsensical sound sequences, but to send and receive messages in the language.The students in China start English when they are in primary school. In the past, more attention was paid to the grammar, the result was very disappointing straightway the emphases is on speaking and listening. The audio-lingual method is in a flash used in the classroom. In China, more people need to learn English in order to have the ability to communicate with noncitizens. In this case, speaking and listening is much more important than being able to read and write. They are not judge to have a high level of English and their aim is simple, they need to communicate with a foreigner so they can understand their words and express themselves well. This is based on simple daily conversation. A market sale and business or being able to work in the tourism industries. elemental conversation and understanding can be very helpful in familiar conversation exchanges.The Audio-lingual method stressed the repetition and it theorizes that a language is learnt through the formation of habits. To speak English fluently, without aeonian practice, is impossible. So in our English teaching, we must help our students speak and listen well. Expressing ourselves properly is not unendingly an easy thing, especially if its an emotionally charged topic. Even an English major whitethorn sometimes find it problematic to express exactly what they mean so it is understood by the other psyche in a way that is understood by all.When I go to Cambodia I find the loosely that the population though not taught English in school has good English conversation capacity. They may not read or write but I feel if they had the opportunity to learn now they have grasped the ba sic language that they would with more ease. There is a need for them to talk and sell to foreigners so they have had a need and incentive to learn and the fact that their using it every day also helps. Though there are of course talented students I find in Thailand the communication level is not good as a lot of emphases is but on reading, writing and grammar, that many times, is not really understood or comprehended.Thai students learn form primary but they do not always have a reason to speak out of the classroom. One lesson a week in speaking and 3 of grammar I find makes the students scared to use the language. I teach with Thailand teachers and due to a some general pronunciation problems the students are confused about the sounds of the words and how to string themtogether. Confidence helps a lot just talking even if it is wrong. I always attempt to inspire confidence as I feel it is very important for speech.In my opinion, linguistics and language teaching relationship is a dual one. There are some theories of linguistics that can be applied to language teaching, i.e. linguistics guides in development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the character of language. It is necessary for a language teacher has some knowledge about, the systems of languages. A teacher should understand how the language works and expresses meaning and the structures that are used in the language being taught. A teacher needs to know how to make the phonic sounds and the mechanics to produce these sounds.This helps with pronunciation problems that students pass on encounter. By studying linguistics a teacher will have a deeper insight into the nature of language and the language the student speaks as theyre first language.If we agree that the use of a language is a matter of habits and practice, then a teacher needs to implant the habit of using it for communication until it becomes second nature.ConclusionLinguistic theory is continually developing and teaching theories are constantly ever-changing as is the language itself. This alone demands a permanent study of languages and the relationships between linguistic theory and language teaching methods. There are many techniques and theories but no one concept or technique can take in the Different needs student may have and the differing ways people learn. This is a science in its self. There can be many differences in understanding between the L1 and L2 language from different cultural understandings and different sounds that may be new to the learner. There are many ways a culture will express its self along with idiosyncrasies and local knowledge of the everyday life in the culture.They say when you understand humor you start to know a language. If one could take every student as an individual and teach them the opera hat way theylearnt one would be insure of good results. Knowing the basic individual attributes the child had can enable to teacher to create classes knowing for their individual needs. This is a luxury that tutors can give their students but in the classroom one social disease not have so much control. A practical framework designed to suit the well-nigh students and the context that is the most appropriate.The Relationship of Linguistic Materials for the Second Language Teacher.Because of political, economic and also technical changes, English has become widely taught as an official business language worldwide, also as a second language to immigrants in English-speaking countries to gain entry and work, and as a foreign language in many non-English-speaking countries. This is also largely due to the computer so there is a universal language for coding and business. There are many theories on different ways to teach and different academic thoughts on the best process. I feel that this depends on the type of English you are teaching. Since there are many different needs a student may have. In China the emphases is on communication with foreigners on a daily basis like selling them something in a market or doing business.In other countries such as Thailand the emphases is put on Grammar and writing and reading and only a small part into communication. So while there are still many theories on the best way to teach I feel in my knowledge so far that it is best to learn as many ways as possible and how they work in thedifferent environments. Applied Linguistics is really about the melding of these two actions but not the scope of this essay. One of the most fantastic Linguistic help I think the corpus is one of the best ways to get relevant style for your students. This is helpful for Syllabus and curriculum planning and for all areas of language teaching.ReferencesChastain, K. (1976). Developing Second-Language Skills Theory to Practice. Chicago Rand McNally. Diller, K.C. (1970). Linguistic theories of language acquisition in Hester 19701-32. Johnson, M. (1967). Definitions and modelsin curriculum theory. Educational Theory, 17127-40. Lamendella, J.T. (1969). On the irrelevance of transformational grammar to second language pedagogy. Language Learning, 19255-70. Levenson, E.A. (1979). Second language lexical acquisition issues and problems. Interlanguage Studies Bulletin, 4147-60. Oller, J.W. (1970). Transformational theory and pragmatics. Modern Language Journal, 54504-507. Rivers, W.M. (1981). Teaching Foreign-Language Skills. Second edition. Chicago and London University of Chicago Press.Widdowson, H.G.. (1978). Teaching Language as Communication. Oxford Oxford University Press. .Zeki Hamawand, Z. Morphology in English Word formation in cognitive grammar. continuum. Publishing. ( Zeki Hamawand, Z. (2011).

Bell Hook’s “Keeping Close to Home: Class and Education” Essay

In Keeping Close to Home Class and command, a chapter excerpted from Talking back (1989) by tam-tam Hooks, suggests that moving on with life by attending college influences individuals to hide or variegate the determine they were raised with. She argues that batch should never forget there family background or their past just because they change environments. From her perceptions of some of the students at Stanford, she also states that even the lower class heap have beliefs and set excessively and that it has nothing to do with what social class a person is classified as. Hooks aims her beliefs towards the lower working class people. Because maulers feels strongly about her belief, she argues that a university should help students throw the connection with their set, so that people of different communities will feel neither inferior nor superior to others but equal.Hooks demonstrates her knowledge of values by relating her experience at Stanford where she met many privile ged whites who had values that contradicted her own. For example, many of the white students appeared to lack deference for their parents. However, hooks parents always taught her to show them respect. Hooks even says in her essay, I was profoundly floor and disturbed when peers would talk about their parents without respect, or would even say that they hated their parents (Hooks, page 51). Also, everyone caseed down upon the proletariat when that was the class from which she came. Hooks states, I talked to no one about the sources of my shame, how it hurt me to witness the contempt shown the brown-skinned, Filipina maids who cleaned our suite (Hooks, page 50). Hooks felt hurt because her dad was a janitor. That was why it was so hard for her to look down on the working-class. Because Stanford even accepted her into their institution, hooks felt as though she needed to recreate privileged. When she refused, the university and its students considered her rebellious however, if she had not refused, she would have been ignoring and forgetting the values that she had learned from her parents.The way Hooks pulls in her readers is by invigorate the audience and appealing to its emotions and values, hooks relates an example of the hard times in her singingship with her parents before she went to Stanford. In the example, she describes how her parents were reluctant to allow her to gobecause they felt that a closer college also had a good education to offer. Hooks also expresses how she became upset with her parents and how her mama felt as though bell hooks lacked gustatory modality for her. Hooks mama says to her, Your childhood could not have been that bad. You were fed and clothed. You did not have to do without thats much than a lot of folks have and I just cant stand the way yall go on (Hooks, page 48). Later, when bell hooks attends Stanford and notices how students forever and a day feel anger and resentment towards their parents, she remembers tha t her parents raised her to show them respect. While I often needed more money, I never needed a new set of beliefs and values (Hooks, page 51). Then, she realizes how important it was to maintain the connection with her values instead of replacing them with others values.Hooks definitely expresses her professional views throughout the essay. Her views are seemingly professional because she is a college graduate and has a good education background. However, when she relies heavily on her views based on her experience at Stanford, she presents her views as being convincing by showing her understanding of pressure and values from that experience. Her experience establishes universal ground with the audience and proves that she is familiar about the pressures at a university. Hooks develops common ground with those in the audience who might be or have been in a university. Because people generally trust those who appear to know their topic very well, she effectively appeals to her au dience.Bell Hooks proves to her readers the true importance of family values and their background throughout her writing. Communication between black folks from conglomerate experiences of material privilege was much easier when we were all in segregated communities sharing common experiences in relation to social institutions. Without this grounding, we must work to maintain ties, connection (hooks, page 58). As hooks hints, maintaining ties may not be easy, but it is definitely possible. Hooks establishes common ground with people who have these questions, and she gives the answer in her experience of hard work. Having worked hard on handling harsh criticism and pressure without losing ties with her background, bell hooks remained strong and represented her family values that she was raised with, through her actions.

Lesson Plan – Pop Art

LESSON PLAN for 8F dad Art Roy Lichtenstein P4&5 CLASS 8F DATE 07/06/12 LEARNING prey/S * To create a piece of pop art in the style of Roy Lichtenstein. * To be open to understand what pop art is and recall information about Roy Lichtenstein. * To be fit to key validating comments on your birth and others work to boost confidence and self-esteem. EXTENSION TASK Begin to create your own piece of Pop Art representing something you enjoy or a person you idolise.Success Criteria * Students will be able to furnish a basic attempt at producing a piece of work with some comparison to the original (Level 4) * Students will be able to show a satisfactory attempt at the assign with good similarity to the original and appropriate choice of garble and technique (Level 5) * Students will show a strong attempt at the t take away with strong similarity and technique. A personal touch may be applied to the end product to improve its appearance. Level 6) RESOURCES REQUIRED * PowerPoint o n Roy Lichtenstein and his Pop Art (True or bogus quiz for entrant) * White boards, pens, board rubbers * Working SmartBoard and remote * 3 destinys of colour images of Roy Lichtensteins work for reference * Pre-outlined images on cartridge clip paper plus photocopies for other students. * Plain cartridge paper * Pencils, felt tips, rubbers, scissors (+2 left handed pairs for AB and JC) * Coloured paper LESSON summary Structure Groupings ActivitiesStarter(10 15 mins)Introduction(5 mins)Main(first part)2nd partBreak(2 period lesson)1st part(5 mins)MainPlenary (20 mins at end of lesson) Whole ClassWhole ClassIndividual workWhole ClassWhole segmentationIndividual workingWhole class True or false fact quiz on Roy Lichtenstein and Pop Art. Ask students to write their answer on their whiteboard and hold up in the air when prompted to compare with each other. Ask students to recall a fact for a merit. When starter assoild ask LSA to collect equipment to avoid distraction during exp lanation of main task.Put pictures of Roy Lichtensteins work up on the board and ask students to tell me what is different about these pieces (composed of dots and lines). What do they like about them? What feignt they like? Discuss as a group. Show students example piece (created by me) to show what their end product may look like. Explain equipment used and techniques, varying ways to approach and variants in colour. rival back to work on Andy Warhol and how the use of colour is reflective in the overall product. aim outlines to students but discuss how to approach completing task from scribble also.Remind students to refer to colour copies for inspiration suffice any questions, begin task. Circulate the room, ask LSA to do this also so that any questions ass be answered. Focus on SB and AB to ensure they are feeling confident and are advised of what they command to do. Monitor approaches and understanding by forgeting students to discuss ideas. Line all students up and a llow time for quick toilet break Ask students if they have any questions regarding the task and remind them to ask if they need anything.Continue to circulate, spending extra time with SB and AB to ensure focus. Check on BE, CA and SS to make sure they are remaining focussed on the task. If any students are near completion, explain indication task. Bring focus back to front of the class by asking students to come up in twos and place their art work on the board in an exhibition for reviewing. Once all pieces up, ask the class to walk around and decide one thing they like about someone elses work on the board. Once seated, ask each student to share their compliment with the rest of the class.Ask students if they can recall a fact from our earlier PowerPoint and finish by asking for a thumbs up/ centre of attention/down approach to the task they completed today. ASSESSMENT/DIFFERENTIATIONWhere does diff. occur? What learning, and whom, will be assessed? note will take place in a n umber of ways throughout the lesson * teacher and TA interaction with pupils helping those who are finding the work difficult, asking extension questions to more able pupils. * Teacher to take in to account some short term memory issues within the group and allow time to recall facts with hints where needed. Pre-drawn outlines for all students to access if they feel unable to complete a piece from scratch which several members will. Assessment will take place informally with the teacher noting how well the students can complete the task, and more formally through peer and self assessment. Strategies to ensure effective learning takes place * discover all students are aware of and understand the task in hand by asking the class on a whole and then walking around the room (LSA also) once the task is set to answer any questions one on one. Make sure students have correct equipment available for the task. * Refer back to the facts learned at the beginning of the lesson by offering me rits as reward for recollection of facts. * let in time at the end of the lesson to see how students felt overall about the task. * Tackle any behavioral issues if they occur without disruption to the rest of the class. * Discuss the new technique with students and how they are finding it.

Night World : Huntress Chapter 6

Me?Hugh nodded.Im supposed to debar the end of the conception? How?First, I ought to carve up you that its not just me that believes in all this ab out(p) the millennium. Its not evening CircleDaybreak that believes it. Its the darkness World Council, Jez.The joint Council? Witches and vampires?Hugh nodded again. They had a tremendous meeting about it this summer. And they dug up some oldprophecies about whats passage to happen this time. wish good?Hugh looked slightly self-conscious. Heres whiz. It used to rhyme in the original, I conceive of, provided this is thetranslation. He took a breath and quoted softIn blue fire, the final darkness is banished. In blood, the final price is paid.Great, Jez thought. Whose blood? entirely Hugh was sledding on.Four to stand between the light and theshadow,Four of blue fire, power in their blood. Born in the course of study of the blind Maidens vision Four less one anddarkness triumphs.Jez blinked slowly. Whats blue fire? zero fa res.Four to stand between the light and the shadow Meaning to hold rack up the end of the world?Thats what the Council thinks. They think it means that four people energise been born, four Wild indicatorswhore going to be instrumental in whatevers coming, whatever battle or disaster thats going to destroyus. Those four ordure stop the end of the world-but notwithstanding if all of them fight to pulsateher.Four less one and darkness triumphs, Jez said.Right. And thats where you come in.Sorry, I dont think Im one of them. Hugh grimaced. Thats not what I meant. The fact is, somebody around here has already inform mustering a Wild Power. Circle Daybreak intercepted a message from him to the Council saying that hell turn over the Wild Power over to them if they make it worth his enchantment. Otherwise hell just sit roiled until theyredesperate enough to agree to his terms.Jez had a sinking feeling. She said one word. Who?Hughs expression was knowing and regretful. Its one of yo ur old gang, Jez. Morgead Blackthorn.Jez shut her eye.Yeah, that sounded like Morgead, nerve-wracking to shake down the Night World Council. Only he was crazyand nervy enough to do that. He was stubborn, too-perfectly capable of letting disaster come if he didntget his way. But of all the people in the world, wherefore did it have to be him? And how had he represent a WildPower, anyway?Hugh was speaking again softly. You can see wherefore we need you. soul has to get to him and findout who the Wild Power is-and youre the only one who stands a chance of doing that.Jez pushed whisker off her face and breathed slowly, trying to think.I dont need to tell you how dangerous it is, Hugh said, tone into the maintain again. And I dont indirect request to ask you to do it. In fact, if youre smart, youll tell me to get lost redress now.Jez couldnt tell him to get lost What I dont understand is why we cant just let the Council take care ofit. Theyll want the Wild Powers bad, and they h ave a lot more resources.Hugh glanced back at her, startled. His gray eyeswere ample with an expression that Jez had never seen before. Then he smiled, and it was an incrediblysad smile.Thats just what we cant do. Youre right, the Council wants the Wild Powers. But not so they can fightthe end of the world. Jez they only want them so they can hide them.That was when Jez cognise what his expression was. It was gentle regret for innocence-her innocence.She couldnt believe how stupid she had been.Oh, Goddess, she said slowly.Hugh nodded. They want it to happen. At least the vampires do. If the charitable world ends-well, thatstheir chance, isnt it? For thousands of historic period the Night People have had to hide, to live in the shadowswhile the humans library oldene all over the world. But the Council wants that to change.The reason Jez had been so slow was that it was hard for her to imagine anybody actually deficient tobring on the Apocalypse. But of course it made sense. Theyre willing to risk being destroyedthemselves, she whispered.They name that whatever happens, itll be worse on the humans, since the humans dont know its coming. Hell, some of the Night People think theyre whats coming. Hunter Redfern is saying thatvampires are going to wipe out and enslave the humans and that after that the Night World is going toreign.Jez felt a new chill. Hunter Redfern. Her ancestor, who was over five hundred years old but lookedabout thirty. He was bad, and he practically ran the Council.Great, she muttered. So my familys going to destroy the world.Hugh gave her a bleak smile. Hunter says the Old Powers are rising to make vampires stronger so theycan take over. And the chilling thing is, hes right. Like I said before, the Night People are get stronger,developing more powers. Nobody knows why. But most of the vampires on the Council seem to believeHunter.So we dont have much time, Jez said. We have to get the Wild Power before Morgead makes a dealwith the Night World.Right. Circle Daybreak is localisation up a safe derriere to nutriment the Wild Powers until we get all four. And theCouncil knows were doing it-thats probably why that ghoul was following me. Theyre watching us. Imjust sorry I led it here, he added absently, with a un fit look around the room.Doesnt matter. Hes not telling anybody anything.No. Thanks to you. But well meet some locating incompatible next time. I cant endanger your family. Helooked back at her. Jez, if the Night World manages to kill even one of the Wild Powers-well, if youbelieve the prophecy, its all over.Jez understood now. She still had questions, but they could wait. One thing was bring in her mind.Ill do it. I have to.Hugh said very quietly, Are you sure?Well, somebody has to. And you were right Im the only one who can handle Morgead.The truth was that she thought nobody could handle Morgead-but she certainly had a better chance thanany Circle Daybreaker. Of course, she wouldnt survive the as signment Even if she managed to steal theWild Power out from under Morgeads nose, hed hunt her down and kill her for itThat was irrelevantHe hates me, and I hate him, but at least I know him, she said out loud.There was a silence and she cognize that Hugh was looking at her oddly. You think he hates you?Of course. All we ever did was fightHugh smiled very faintly-an Old soulfulness look. I see.Whats that supposed to mean? It means-I dont think he hates you, Jez. Maybe he has strong emotions for you, but from what Ive comprehend I dont think hate is one of them.Jez shook her head. You dont understand. He was forever and a day gunning for me. And if he found out Im halfhuman-well, that would be the end. He hates humans worse than anything. But I think I can fool him foras long as it takes to get the Wild Power.Hugh nodded, but he didnt look happy. His eyes were bruised and tired. If you can pull it off, youllsave a lot of lives.He knows, too, Jez thought. That Ill die doing this.It was some comfort that he cared-and morecomfort that he didnt understand why she was doing it. Sure, she wanted to save lives. But there wassomething else.The Council had tried to mess with Hugh. Theyd sent a stinking ghoul after him. They would probablysend something different tomorrow-certainly, theyd keep trying to kill him.And for that, Jez was going to wipe the floor with them. Hugh wasnt any kind of fighter. He couldntdefend himself. He shouldnt be a target.She realized that Hugh was still looking at her, with pain in his eyes. She smiled to show him that shewasnt appalled of dying.Its a family affair, she told him-and that was true, too. Hunters mygreat-great-great-great-great-grandfather. Its only right that I stop him. And if anything happens tome-well, one Redfern less is probably a bless to the world.And that was the last part of the truth. She came from a tainted family. No matter what she did, who she saved, or how hard she tried, there would always be vampire blood running in her veins. She was apotential danger to humanity by her very existence.But Hugh was looking horrified. Dont you ever say that He stared at her for an opposite moment and thencetook her by the shoulders, squeezing. Jez, youre one of the best people I know. What you did beforelast year is-Is part of me, Jez said. She was trying not to feel his warm grip with her T-shirt, trying not to showthat his little foreshorten sent a shock throughher entire body. And nothing can change that. I know what I am.Hugh shook her slightly. Jez-And right now, I have to get rid of that ghoul. And youd better be getting home.For a moment she thought he was going to shake her again then he slowly let go of her. Youre officiallyaccepting the assignment? The way he said it sounded as if he were giving her one last chance not to.Yes. He nodded. He didnt ask how she planned on getting back into a gang that shed abandoned, or gettinginformation from Morgead, who hated her. Jez knew why. He precise ly trusted that she could do itWhen you know something, call this number. He dug in a different scoop and handed her a square ofpaper like a business card. Ill give you a post where I can meet you-someplace away from here. Weshouldnt talk about anything on the phone.Jez took the card. Thanks.Please be careful, Jez.Yes. evoke I keep the articles?He snorted. Sure. Then he gave her one of those sad Old-Soul smiles. You probably dont needthem, though. honorable look around. Watch the news. You can see it all happening out there.Were going to stop it, Jez said. She reconsidered. Were going to try.Jez had a problem the next morning. The problem was Claire.They were supposed to drive to school together, to ensure that Jez didnt cut school. But Jez had to cutschool to go find Morgead. She didnt want to imagine the kind of trouble that was going to get her inwith Uncle Jim and Aunt Nanami-but it was crucial to get to Morgead as soon as possible. She couldntafford to waste time.At the fir st major stoplight-and there werent a lot of them in Clayton-she smacked her forehead with herpalm.I forgot my chemistry hold up She unfastened her seat belt and slid out of the Audi just as the light turn green. You go before she shouted to Claire, slamming the door and leaning in the open window.Ill catch up to you.Claires expression showed her temperature was gain the boiling point. Are you crazy? Get in Illdrive backYoull be late. Go on without me. She made a little fluttery encouraging motion with her fingers.One of the three cars behind Claire honked.Claire opened her communicate and shut it again. Her eyes were shooting sparks. You did this on purpose Iknow youre up to something, Jez, and Im going to find out-Honk. Honk.Jez stepped back and waved goodbye.And Claire drove off, as Jez had known she would. Claire couldnt stand the peer pressure of cars tellingher to get moving.Jez turned and began to jog for home, in a smooth, steady, ground-eating lope. When she got there, she wasnt even breathing hard. She opened the garage and picked up a long, polishedbundle that had been concealed in a corner. Then she turned to her bike.Besides Hugh, it was the love of her life. A Harley. An 883 Sportster hugger. ripe twenty-seven inchestall and eighty-seven inches long, a lean, light, mean machine. She loved its classic simplicity, its coldclean lines, its bare(a) body. She thought of it as her steel and chrome thoroughbred.Now she strapped the long bundle diagonally on her back, where it balanced nicely despite its odd size.She put on a dark full-face helmet and swung a fork over the motorcycle. A moment later she was roaringaway, heading out of Clayton toward San Francisco.She enjoyed the ride, even though she knew it tycoon be her last one. Maybe because of that. It was adazzling end-of-summer day, with a sky of September blue and a pure-white sun. The air that parted forJez was warm.How can people ride in cages? she thought, twisting the throttle to sho ot past a station wagon. Whatgood are cars? Youre completely isolated from your surroundings. You cant hear or smell anything extracurricular you cant feel wind or Power or a slight change in the temperature. You cant terpsichore out to fight atan instants notice. You certainly cant stake somebody at high speed while leaning out of a car window.You could do it from a bike, though. If you were fast enough, you could skewer somebody as youroared by, like a knight with a lance. She and Morgead had fought that way once.And maybe will again, she thought, and flashed a grim smile into the wind.The sky remained blue as she continued west, instead of clouding up as she approached the ocean. Itwas so gather in that from Oakland she could see the entire bay and the skyline of San Francisco. The tallbuildings looked startlingly close.She was leaving her own world and ledger entry Morgeads.It was something she didnt do often. San Francisco was an hour and fifteen minutes away fromClayton-ass uming there was no traffic. It might as well have been in another state. Clayton was a tinyrural town, mostly cows, with a few in good order houses and one pumpkin farm. As far as Jez knew, the NightWorld didnt know it existed. It wasnt the kind of place Night People cared about.Which was why shed managed to hide there for so long.But now she was heading true(p) for the heart of the fire. As she crossed the Bay Bridge and reachedthe city, she was acutely aware of how vulnerable she was. A year ago Jez had broken the laws of thegang by disappearing. If any gang member saw her, they had the right to kill her.Idiot. Nobody can recognize you. Thats why you wear the full-face helmet. Thats why you keep yourhair up. Thats why you dont custom-paint the bike.She was still hyper-alert as she cruised the streets heading for one of the citys most unsavory districts.There. She felt a jolt at the sight of a familiar building. Tan, blocky, and unlovely, it rose to three storiesplus an irregular capital. Jez squinted up at the roof without taking off her helmet. Then she went and stood casually against the rough concrete protect, near the rusty surface intercom. Shewaited until a couple of girls dressed like artists came up and got buzzed in by one of the tenants. Thenshe detached herself from the wall and calmly followed them.She couldnt let Morgead know she was coming.Hed kill her without waiting to ask questions if he got the jump on her. Her only chance was to jump himfirst, and then make him listen.The building was even uglier inside than it was outside, with empty echoing stairwells and anonymousindustrial-sized hallways. But Jez found her heart beating faster and something like longing twisting in herchest. This place might be hideous, but it was also freedom. Each one of the giant rooms behind the metaldoors was rented by somebody who didnt care about carpets and windows, but wanted a big empty put where they could be alone and do exactly what they wanted.It wa s mostly starving artists here, people who needed large studios. close to of the doors were painted ingemlike colors and rough textures. Most had industrial-sized locks on them.I dont miss it, Jez told herself. But all corner brought a shock of memory. Morgead had lived herefor years, ever since his mother ran off with some vampire from Europe. And Jez had practically livedhere, too, because it had been gang headquarters.We had some good times.No. She shook her head slightly to break off the thought and continued on her way, slipping silentlythrough the corridors, going deeper and deeper into the building. At last she got to a place where therewas no sound except the humming of the naked fluorescent lights on the ceiling. The walls were contiguoustogether here. There was a sense of isolation, of being far from the rest of the world.And one undertake stairway going up.Jez paused, listened a moment, then, keeping her eyes on the staircase, removed the long bundle fromher back. She unwrapped it carefully, telltale(a) a stick that was a work of art. It was just over four feetlong and an inch in diameter. The wood was deep glossy red with irregular black markings that looked alittle like tiger stripes or hieroglyphics.Snakewood. One of the hardest woods in the world, dense and strong, but with just the right mensuration ofresilience for a fighting stick. It made a striking and individual weapon.There was one other unusual thing about it. Fighting sticks were usually blunt at either end, to allow the person holding it to get a grip. This one had one blunt end and one that tapered to anangled, narrow tip. Like a spear. The point was hard as iron and extremely sharp.It could punch right through clothing to penetrate a vampire heart.Jez held the stick in both hands for a moment, looking down at it. Then she straightened, and, holding itin a light grip ready for action, she began up the stairs.Ready or not, Morgead, here I come.

Thesis Example

whoop it up cause OF ILLEGAL ABORTION A Research Paper Presented to Ms. Rivera RAMON MAGSAYSAY (CUBAO) HIGH cultivate Ermin Garcia St. Cor. EDSA Cubao Quezon urban center In partial fulfillment of the requirement of English IV By Rowena Louise V. Eustaquio IV-Scarlet ii APPROVAL SHEET This look entitled Effects of Illegal spontaneous abortion was prepargond by Rowena Louise V. Eustaquio and hereby submitted for approval. - Approved with a ramble of ______ on _____________________. - Accepted as partial fulfillment for English IV. iiiACKNOWLEDGEMENT I resemblingd to give thanks paragon for finishing this Research paper be gain without the guidance of Him I elicitt finish this. I thank my p atomic number 18nts for sponsoring me for the time I utilize of our com go underer to do slightly enquiry just around my subject. I thank my brothers and sisters for helping me when I need them to buy something for me. Especi altogethery I liked to thank to my Kuya Leeran be consu me he gave me yellow pad papers for my draft. I liked to thank the librarian of RMCHS be pass water of letting me to borrow the encyclopedias for I discombobulate to Xerox it, and too I liked to thank the RMCHS library for bounteous me some root season for my enquiry.I would like to thank Christine Pedrasita for her companion with me when I need to go to the library. I liked to thank Ms. Rivera for giving us this project. She gave us this project so that we ar ch eachenge to go to the library and how to use it and so that we keep have time management because of hectic schedule. Thank you very much The Researcher iv TABLE OF CONTENTS Title knave ii Approval Sheet . iii Acknowledgement . iv Table of Contents .. v CHAPTER 1 A.Introduction.. 6 B. History / Background.. 7 C. Limitation of reference . 8 D. Purpose of the Study.. 9 E. Thesis Statement 10 F. Definition of Terms.. 11-12 CHAPTER 2 A. Review of Related Literature. 13 Types. 13-14 Methods. 14-16 Abortion Law. 16-17 Ef fects of Abortion 17-18 A joust of Major Physical Sequelae Related to Abortion 8-20 Foot n unrivalleds. 20 CHAPTER 3 A. Summary 21 B. Conclusion. 22 C. Recommendation. 23 CHAPTER 4 A. Bibliography. 24 B. Sample Survey 25 C. Permit 26 D. syllabus Vitae. 27 V CHAPTER 1 A. INTRODUCTION If you become heavy(predicate) at the age of 16, what would you do to your sis? Will you give birth or forget kill your indulge because you be too three-year-old to take care of a baby or to become a mother?Killing your baby is non an answer to this problem, tied(p) if it is just weeks old or a month untested old, because it is not right to kill a human being it is in the Ten Commandments. I want to inclose to you my topic for this research paper. Abortion. I chose this topic because I want to give more testifyation about miscarriage like the set up of it and why it was discovered. Enjoy learning B. HISTORY/ desktop Abortion was give tongue to that no wizard invented it, it was just disc overed by physicians who were experimenting about the Hippocratic Oath in antique Greece, forbade debases from helping to procure an miscarriage by pessary. 1) It began on 1800s when laws forbid the act after 16 weeks of conception. In 1900s umteen women was still use it even if it was at encounter because of the resistent effects that can affect to their health. It became legal in 1973 by the supreme court. (2) But still many countries are verbalize that stillbirth is felonious so other countries said to their law that miscarriage is illegal. There are many people knew about abortion provided they have different ways and in different beliefs about it. And many women are still use and do it in different procedures. ________________________________ 1. http//en. ikipedia. org/wiki/AbortionHistory 2. http//www. chritianet. com/abortioncircumstances/historybackgroundofabortion. htm C. restriction OF THE STUDY This research paper only talks about the effect of illegal abort ion only. This research is only for the people of the Philippines who wanted to know more or to learn more about abortion. This is to say you want are the things you really want to learn about abortion. D. PURPOSE OF THE STUDY My purpose of choosing this topic for a research paper is because I really want to know more about abortion and I want to know why someone invented it or discovered it.Nevertheless, I want to inform all the people what are the good and peculiarly the bad effects of it and why should we be certain about it. E. THESIS STATEMENT Many people, near of them were women teenagers, those were became heavy(predicate) azoic(a) in a schoolboyish age, use this kind of procedure so that they can not take the tasks as a young adult mother. They are thinking that this is just a easy thing and gestation is just a joke or a play but they are wrong. I want to prove from this research that abortion is not an answer to our problem of being pregnant so young because we are not ready for this situation.If you are pregnant you should be prepared and be proud because God gave you a child. F. exposition OF TERMS ABORTION any of various surgical methods for terminating a maternity, especially during the first 6 months. mercy putting to death also called mercy killing the act of putting to death painlessly or allowing to conk out. SACROSANCT super sacred or inviolable CONTRACEPTION the deliberate prevention of conception or impregnation by any of various medicines Epelvic inflammatory diseaseEMIOLOGIC of or relating to epidemiologySONOGRAPHY a diagnostic imaging technique utilizing theoriseed high-free body hard waves to delineate, measures or examine internal body structures or organs AMNIOCENTESIS a surgical procedure for obtaining a sample of amniotic sac in the uterus of a pregnant char by inserting a hallow needle through the abdominal wall, used in diagnosing certain transmissible defects or realizable obstetric complications PREMA TURE BIRTH the birth of an infant after the period of viability but in the beginning full term ABORTIFACIENT a drug or device used to cause abortionTANSY any of several(prenominal) composite plants of the genus tanacetum, especially a strong-scented, weedy, old world herb CONTRACEPTIVE run or serving to prevent conception or impregnation PESSARY a device irresolute in thevagina to support a displaced uterus. GYNAECOLOGY the branch of care for concerned with diseases in women, esp those of the genitourinary tract PERFORATION a hole, or one of a series of holes, bored or punched through something, as those between individual po interpret stamps of a sheet to facilitate separation.PENNYROYAL an aromatic Old worldplant, genus Mentha pulegium, of themint family, having clusters of small purple flowersand yielding a pungent essential oil used medicinally and as an insect repellent. MENSTRUAL of or pertaining to menstruation or to themenses PHYSICIAN a soulfulness whois legal ly qualified to practice medicine doctor of medicine. EMBRYO the young of a viviparous animal, especially of a mammal, in the azoic exhibits of come upment indoors the womb, in humans up to the end of the molybdenum month. Compare fetus.MENSTRUATION the periodic discharge of blood and mucosal tissue from theuterus, occurring approximately monthly from pubertyto change of tonein nonpregnant womenand females of other primate species. FETUS theyoung of an animal in the womb or egg, especially in the later stages of development when the body structures are in the recognizable form of its kind, in humans after the end of the second month of gestation INVOKED to call for with earnest desire contrive supplication or pray for UNSCRUPULOUS not scrupulous unrestrained by scruples usurious unprincipled.MORBIDITY the proportion of sickness or of a specific disease in a geographical locality. CHAPTER 2 A. REVIEW OF RELATED LITERATURE Abortion is the expulsion of a fetus from the ute rus before it has reached the stage of viability (in human beings, unremarkably about the 20th week of gestation). An abortion whitethorn occur spontaneously, in which case it is also called a miscarriage, or it may be brought on purposefully, in which case it is often called an bring forth abortion. Spontaneous abortions or miscarriage, may be caused by a number of factors, including disease, trauma, or genetic biochemical incompatibility of mother on fetus.Occasionally a fetus dies in the uterus but fails to be expelled this soma is termed a missed abortion. Induced abortions may be performed for reasons that fall into four general categories to preserve the life or physical or mental well-being of the mother to prevent the completion of a maternal quality that has resulted from rape or incest to prevent the birth of a child with a real deformity, mental deficiency, or genetic abnormality or to exercise birth control, that is to keep from having a child for social or econo mic reasons.Abortions performed for any of the reasons in the first two categories are often termed remediation or justifiable abortions. Numerous medical checkup techniques exist for playacting abortions. During the first trimester (up to about 12 weeks after conception) eurettage or suck may be used to contents of the uterus. From 12 to 19 weeks the injection of saline solution may be used to trigger uterine contractions alternatively, the administration of prostaglandins by injection, suppository, or other method may be used to induce contractions, but these substances may cause severe side effects.Hysterotomy, the surgical remotion of the uterine contents, may be used during the second trimester or later. In general, the more advanced the gestation the great the pretend of mortality or serious complications following an abortion. (1) TYPES Induced A 10-week-old fetus aloof via a therapeutic abortion from a 44-year-old charwoman diagnosed with early-stage uterine cancer. The uterus (womb), included the fetus. A gestation can be intentionally aborted in many ways. The manner selected depends chiefly upon the gestational age of the conceptus or fetus, which increases in size as the maternalism progresses.Specific procedures may also be selected due to legality, regional availability, and doctor-patient preference. Reasons for procuring induced abortions are typically characterized as either therapeutic or elective. An abortion is medically referred to as a therapeutic abortion when it is performed to * save the life of the pregnant woman * preserve the womans physical or mental health * terminate pregnancy that would result in a child born with a congenital disorder that would be fatal or associated with prodigious morbidity or * selectively scale down the number of fetuses to lessen health risks associated with sevenfold pregnancy.An abortion is referred to as elective when it is performed at the request of the woman for reasons other than mat ernal health or fetal disease. (2) Spontaneous Spontaneous abortion (also known as miscarriage) is the expulsion of an conceptus or fetus due to unintended trauma or natural causes before approximately the 22nd week of gestation the definition by gestational age varies by country. about miscarriages are due to incorrect replication of chromosomes they can also be caused by environmental factors. A pregnancy that ends before 37 weeks of gestation resulting in a live-born infant is known as a unseasonable birth.When a fetus dies in utero after about 22 weeks, or during delivery, it is usually termed stillborn. unseasonable births and stillbirths are generally not considered to be miscarriages although usage of these terms can sometimes overlap. Between 10% and 50% of pregnancies end in clinically apparent miscarriage, depending upon the age and health of the pregnant woman. Most miscarriages occur very early in pregnancy, in most cases, they occur so early in the pregnancy that the woman is not even aware that she was pregnant. peerless study testing hormones for ovulation and pregnancy found that 61. % of conceptuses were lost prior to 12 weeks, and 91. 7% of these losses occurred subclinically, without the knowledge of the once pregnant woman. The risk of spontaneous abortion decreases lancinatingly after the 10th week from the last menstrual period (LMP). One study of 232 pregnant women showed virtually complete pregnancy loss by the end of the embryonic period (10 weeks LMP) with a pregnancy loss rate of only 2 percent after 8. 5 weeks LMP. The most common cause of spontaneous abortion during the first trimester is chromosomal abnormalities of the embryo/fetus, accounting for at least 50% of sampled early pregnancy losses.Other causes include vascular disease (such as lupus), diabetes, other hormonal problems, infection, and abnormalities of the uterus. Advancing maternal age and a patient history of previous spontaneous abortions are the two tether ing factors associated with a great risk of spontaneous abortion. 14 A spontaneous abortion can also be caused by accidental trauma intentional trauma or stress to cause miscarriage is considered induced abortion or feticide. (2) METHODS Medical Medical abortions are non-surgical abortions that use pharmaceutical drugs. As of 2005, medical abortions constitute 13% of all abortions in the United States.Combined regimens include methotrexate or mifepristone, followed by a prostaglandin (either misoprostol or gemeprost misoprostol is used in the U. S. gemeprost is used in the UK and Sweden. ) When used within 49 days gestation, approximately 92% of women beneathgoing medical abortion with a combined regimen completed it without surgical intervention. 17 Misoprostol can be used alone, but has a lower efficacy rate than combined regimens. In cases of failure of medical abortion, vacuum or manual(a) aspiration is used to complete the abortion surgically. (3) SurgicalIn the first 12 we eks, suction-aspiration or vacuum abortion is the most common method. 18 Manual vacuum aspiration (MVA) abortion consists of removing the fetus or embryo, placenta and membranes by suction using a manual syringe, while electric vacuum aspiration (EVA) abortion uses an electric pump. These techniques are comparable, and differ in the mechanism used to apply suction, how early in pregnancy they can be used, and whether cervical dilation is necessary. MVA, also known as mini-suction and menstrual extraction, can be used in very early pregnancy, and does not require cervical dilation.Surgical techniques are sometimes referred to as Suction (or surgical) resultant Of Pregnancy (STOP). From the 15th week until approximately the 26th, dilation and evacuation (DE) is used. DE consists of opening the cervix of the uterus and emptying it using surgical instruments and suction. Dilation and curettage (DC), the second most common method of surgical abortion, is a standard gynecological procedu re performed for a variety of reasons, including interrogation of the uterine lining for possible malignancy, investigation of abnormal shed blood, and abortion.Curettage refers to cleaning the walls of the uterus with a curette. The World Health Organization recommends this procedure, also called sharp curettage, only when MVA is unavailable. Other techniques must be used to induce abortion in the second trimester. Premature delivery can be induced with prostaglandin this can be coupled with injecting the amniotic fluid with hypertonic solutions containing saline or urea. After the 16th week of gestation, abortions can be induced by integral dilation and extraction (IDX) (also called intrauterine cranial decompression), which requires surgical decompression of the fetuss head before evacuation.IDX is sometimes called partial-birth abortion, which has been federally banned in the United States. A hysterotomy abortion is a procedure similar to a caesarian delivery section and is performed under general anaesthesia. It requires a smaller incision than a caesarean section and is used during later stages of pregnancy. The Royal College of Obstetricians and Gynaecologists has recommended that an injection be used to stop the fetal heart during the first figure of the surgical abortion procedure to ensure that the fetus is not born alive. (3) Other methods Bas-relief at Angkor Wat, Cambodia, c. 150, word picture a demon inducing an abortion by pounding the abdomen of a pregnant woman with a pestle. Historically, a number of herbs reputed to possess abortifacient properties have been used in folk medicine tansy, pennyroyal, black cohosh, and the now-extinct silphium (see history of abortion). The use of herbs in such a manner can cause seriouseven lethalside effects, such as multiple organ failure, and is not recommended by physicians. Abortion is sometimes attempted by causing trauma to the abdomen. The spirit level of force, if severe, can cause serious int ernal injuries without necessarily succeeding in inducing miscarriage.Both accidental and deliberate abortions of this kind can be subject to criminal liability in many countries. In Southeast Asia, there is an ancient tradition of attempting abortion through forceful abdominal massage. One of the bas reliefs decorating the temple of Angkor Wat in Cambodia depicts a demon performing such an abortion upon a woman who has been sent to the underworld. Reported methods of unsafe, self-induced abortion include misuse of misoprostol, and initiation of non-surgical implements such as knitting needles and clothes hangers into the uterus.These methods are rarely seen in developed countries where surgical abortion is legal and available. (3) ABORTION LAW East Country To protect womans life Physical health noetic health Rape Fetal defects Socio-economic factors On request Brunei Yes No No No No No No Cambodia Yes Yes Yes Yes Yes Yes Yes China Yes Yes Yes Yes Yes Yes Yes Hong Kong 910 Yes 2n d (up to 24 weeks) 2nd (up to 24 weeks) 2nd (up to 24 weeks) 2nd (up to 24 weeks) No No Indonesia Yes No No No No No No Japan (details) Yes Yes Yes Yes Yes Yes Yes (de facto under socio-economic factors) Peoples Dem.Rep. of (North) Korea Yes Yes Yes Yes Yes Yes Yes Republic of (South) Korea 11 Yes Yes Yes Yes No No No (but illegal abortions, in this regard, are not punished) Laos No No No No No No No Malaysia 1st 1st 1st No No No No Mongolia Restricted Restricted 1st 1st 1st 1st 1st Myanmar Yes No No No No No No Philippines (details) Yes No No No No No No Singapore Yes Yes Yes Yes 2nd Yes Yes Thailand Yes Yes Yes Yes No No No Taiwan Yes Yes Yes Yes Yes Yes Law is un open air Yes Yes Yes Yes Yes Yes Yes EFFECTS OF ABORTION (ILLEGAL AND LEGAL) The effects of abortion could be either physical or steamy and they will value with each woman who experienced this procedure. It may be difficult to tell beforehand who is at great or lesser risk for such effects, and the fact that abo rtion is legal in most places for sure reduces risk of physical complication. That being said, there can be complications to this procedure of a physical and emotional nature, and it is wise to understand any possible risk factors. Right after an abortion, women may find some soreness and cramping.This, and possibly bleeding from the procedure, which is generally no heavier than menstrual bleeding, may last for several weeks. close to women also experience stomach upset that can take the form of vomiting or simply nausea. These tend to be normal after effects of abortion, but if women feel concerned they should contact their doctor or the clinic where the procedure was performed. sometimes complications do arise after an abortion, though risk of this is low. Women should watch in the first few weeks for signs or very heavy bleeding, fever, severe pain in the pelvis or severe stomach pain.These signs might suggest dangerous infection or hemorrhage and need mystify(prenominal) m edical care. In extremely rare instances, death does occur during or after an abortion, but risk of this is about on par with risk of death during childbirth. There are also emotional effects of abortion, which do exist and need to be noted and looked for. Of these, the most significant is the development of postpartum depression. postpartum depression is a risk any time a pregnancy ends, at any stage and no matter how. The body can respond by becoming deeply depressed as pregnancy hormones rapidly fall.What this would suggest for most women seeking an abortion is that they have a strong support system this could be the help of friends, group support, work with a counselor, or a supportive family. isolation after an abortion tends to increase risk for serious depression, and the circumstances under which a woman gets an abortion may also counterbalance depression more or less likely. Those who feel conflicted about the ending or must keep it secretive may fulfill more. (5) Other emotional effects of abortion exist. Some people feel guilt, while others feel relief.Without full-blown post-partum depression, some women may still feel tearful, moody, or simply endure a difficult emotional ride during the first few weeks to several months after abortion. Again, not all women have this experience, but some do. Understanding the effects of abortion allows women to make informed choices. There are strong arguments for and against this procedure, and people on both sides of this issue may a great deal hold up one or two of the effects as a reason for or against having an abortion.What is most important is that effects be neither aggrandized nor minimized. It is important for anyone who faces this decision to understand effects clear of taint of a political position. (5) A LIST OF MAJOR PHYSICAL SEQUELAE RELATED TO ABORTION stopping point The leading causes of abortion related deaths are hemorrhage, infection, embolism, anesthesia, and undiagnosed ectopic pregnanc ies. Legal abortion is reported as the fifth leading cause of maternal death in the United States, though in fact it is recognized that most abortion related deaths are not officially reported as such. 6) face CANCER The risk of breast cancer almost doubles after one abortion, and rises even bring forward with two or more abortions. (6) CERVICAL, OVARIAN, AND LIVER CANCER Women with one abortion face a 2. 3 carnal knowledge risk of cervical cancer, compared to non-aborted women, and women with two or more abortions face a 4. 92 relative risk. Similar elevated risks of ovarian and liver cancer have also been joined to single and multiple abortions. These increased cancer rates for post-aborted women are apparently linked to the unnatural disruption of the hormonal changes which accompany pregnancy and un cherished cervical damage. 6) UTERINE PERFORATION Between 2 and 3% of all abortion patients may suffer perforation of their uterus, yet most of these injuries will remain undiag nosed and un interact unless laparoscopic visualization is performed. Such an examination may be useful when beginning an abortion malpractice suit. The risk of uterine perforation is increased for women who have previously given birth and for those who receive general anesthesia at the time of the abortion. (6) Uterine damage may result in complications in later pregnancies and may eventually evolve into problems which require a ysterectomy, which itself may result in a number of additional complications and injuries including osteoporosis. (6) CERVICAL LACERATIONS Significant cervical lacerations requiring sutures occur in at least one percent of first trimester abortions. Lesser lacerations, or micro fractures, which would normally not be treated may also result in long term reproductive damage. potential post-abortion cervical damage may result in subsequent cervical incompetence, premature delivery, and complications of labor.The risk of cervical damage is greater for teenage rs, for second trimester abortions, and when practitioners fail to use laminaria for dilation of the cervix. (6) PLACENTA PREVIA Abortion increases the risk of placenta previa in later pregnancies (a life threatening condition for both the mother and her wanted pregnancy) by seven to 15 fold. Abnormal development of the placenta due to uterine damage increases the risk of fetal malformation, perinatal death, and luxuriant bleeding during labor. (6)HANDICAPPED NEWBORNS IN LATER PREGNANCIES Abortion is associated with cervical and uterine damage which may increase the risk of premature delivery, complications of labor and abnormal development of the placenta in later pregnancies. These reproductive complications are the leading causes of handicaps among newborns. (6) ectopic pregnancy Abortion is significantly related to an increased risk of subsequent ectopic pregnancies. Ectopic pregnancies, in turn, are life threatening and may result in reduced fertility. 6) PELVIC INFLAMMATORY DISEASE (PID) PID is a potentially life threatening disease which can lead to an increased risk of ectopic pregnancy and reduced fertility. Of patients who have a chlamydia infection at the time of the abortion, 23% will develop PID within 4 weeks. Studies have found that 20 to 27% of patients seeking abortion have a chlamydia infection. Approximately 5% of patients who are not infected by chlamydia develop PID within 4 weeks after a first trimester abortion. It is therefore reasonable to expect that abortion providers should screen for and treat such infections prior to an abortion. 6) ENDOMETRITIS Endometritis is a post-abortion risk for all women, but especially for teenagers, who are 2. 5 times more likely than women 20-29 to acquire endometritis following abortion. (6) IMMEDIATE COMPLICATIONS Approximately 10% of women undergoing elective abortion will suffer contiguous complications, of which approximately one-fifth (2%) are considered life threatening. The order most commo n major complications which can occur at the time of an abortion are infection, excessive bleeding, embolism, ripping or perforation of the uterus, anesthesia complications, convulsions, hemorrhage, cervical injury, and endotoxic shock.The most common minor complications include infection, bleeding, fever, second degree burns, chronic abdominal pain, vomiting, gastro-intestinal disturbances, and Rh sensitization. (6) INCREASED seekS FOR WOMEN SEEKING MULTIPLE ABORTIONS In general, most of the studies cited above reflect risk factors for women who undergo a single abortion. These same studies show that women who have multiple abortions face a much greater risk of experiencing these complications. This point is especially noteworthy since approximately 45% of all abortions are for repeat aborters. 6) INCREASED RISKS FOR TEENAGERS Teenagers, who account for about 30 percent of all abortions, are also at much high risk of suffering many abortion related complications. This is true of b oth immediate complications, and of long-term reproductive damage. (6) LOWER GENERAL HEALTH In a survey of 1428 women researchers found that pregnancy loss, and particularly losses due to induced abortion, was significantly associated with an overall lower health. Multiple abortions correlated to an even lower evaluation of present health. While miscarriage was detrimental to health, abortion was found to have a greater correlation to poor health. These findings support previous research which reported that during the year following an abortion women visited their family doctors 80% more for all reasons and 180% more for psychosocial reasons. The authors also found that if a partner is present and not supportive, the miscarriage rate is more than double and the abortion rate is four times greater than if he is present and supportive. If the partner is absent the abortion rate is six times greater. (6) INCREASED RISK FOR CONTRIBUTING HEALTH RISK FACTORS Abortion is significantly link ed to behavioral changes such as promiscuity, smoking, drug abuse, and eating disorders which all contribute to increased risks of health problems. For example, promiscuity and abortion are each linked to increased rates of PID and ectopic pregnancies. Which contributes most is unclear, but apportionment may be digressive if the promiscuity is itself a reaction to post- abortion trauma or loss of self esteem. (6) - 1. AbortionBritannica cyclopaedia Encyclopedia Britannica, Inc. , 1974-1990 Vol. 1 page 37 1a 2. http//en. wikipedia. org/wiki/AbortionTypes 3. http//en. wikipedia. org/wiki/AbortionMethods 4. http//en. wikipedia. org/wiki/Abortion_lawEast 5. http//www. wisegeek. com/? what-are-the-effects-abortion. html 6. http//www. abortionfacts. com/reardon/effect_of_abortion. asp CHAPTER 3 A. abstract Abortion is a surgical method for terminating a pregnancy, especially during the first 6 months. It has many reasons like because of early pregnancy, pregnancy and rape or incest by accident.Women are very careless today because they knew that they can handle it, but theyre wrong. There are two types of abortion, one is spontaneous but also known as miscarriage, it is the expulsion of an embryo or fetus due to accidental trauma or natural causes before approximately the 22nd week of gestation. The other one is induced abortion, is a therapeutic abortion, it is performed when the mother was raped and to preserve the life of physical or mental well-being of the mother. There are two methods of abortion.One is the medical method, they use pharmaceutical drugs so that the womb will be aborted. The other one is the surgical procedure, they use the suction aspiration or they will suck the blood or the embryo so that the fetus is smashed and can not live anymore. In the Philippines, many use medical but sometimes they do not use it because you will go to the hospital and then you will buy expensive drugs. Sometimes Filipinas who abort their child uses the procedure of sucking them but not doing it in the right place, right time and right medical instruments.The procedure they used is very illegal here in the Philippines and especially very dangerous especially to the woman who is carrying the child, it is prohibited against the law in our country. Sometimes woman who aborted their child when it was just a fetus, they just leave it in the trash bags and throw it off in the river and creeks. Here are some effects of illegal abortion DEATH- many women die because of hemorrhage, infection, embolish, anesthesia and undiagnosed ectopic pregnancies. BREAST CANCER- the risk of breast cancer almost double after one abortion and rises even further with two or more abortions.UTERINE PERFORATION- all abortion patients may suffer perforation or their uterus, yet most of these injuries will remain undiagnosed and untreated unless laparoscopic visualization is performed. CERVICAL LACERATIONS- significant lacerations requiring structures occur on at least one percent of 1st trimester abortions. PLACENTA PREVIA- Abortion increases the risk of placenta previa in later pregnancies (a life threatening condition for both the mother and her wanted pregnancy) by seven to fifteen fold.Abnormal development of the placenta due to uterine damage increases the risk of fetal malformation, perinatal death, and excessive bleeding during labor. ECTOPIC PREGNANCY- are life threatening and may result in reduced fertility. ENDOMETRITIS- is a post-abortion risk for all women, but especially for teenagers. B. CONCLUSION Many women die everyday because of illegal abortion. Many babies too die because of abortion. I therefore conclude that any types and even the methods of abortion is illegal and bad because you are killing many human lives even if it is not yet living but still it is not right.Many effects of abortion may lead to infections or even death. In the Philippines many cases were listed about abortion that were illegal and many of them were not yet observe and the other cases were disapproved and been canceled. Women who had just done abortion just put their fetuses in the trash and just throw them away and never think about the life of the beings. C. pass I recommend to the readers of this research paper is never use abortion because it is illegal and can lead many women to death.Killing a human being is never the answer to the problem of rape or early pregnancy because that is a gift from God and we should treasure it. If you dont want to become pregnant you should take care of yourself. CHAPTER 4 A. BIBLIOGRAPHY http//en. wikipedia. org/wiki/AbortionHistory Abortion Britannica Encyclopedia Encyclopedia Britannica, Inc. , 1974-1990 Vol. 1 page 37 1a http//en. wikipedia. org/wiki/AbortionTypes http//en. wikipedia. org/wiki/AbortionMethods http//en. wikipedia. org/wiki/Abortion_lawEast http//www. wisegeek. com/? what-are-the-effects-abortion. html http//www. bortionfacts. com/reardon/effect_of_abortion. asp http//www. chritia net. com/abortionfacts/historybackgroundofabortion. htm B. SAMPLE SURVEY NAME__________________________ assure____________________ AGE________ GENDER_________________ DIRECTIONS Check the box if your answer to the following questions is YES or NO. QUESTIONS YES NO 1. Do you have knowledge about abortion? 2. Are you aware of the abortion law? 3. Do you harmonise about abortion? 4.Do you agree that abortion should be illegal? 5. Do you agree that abortion should be legal? 6. Do you know someone that used abortion? C. PERMIT Ramon Magsaysay (Cubao) High School Ermin Garcia St. Cor. EDSA Cubao, Quezon City Dr. Josefina T. Perlado Principal Ramon Magsaysay (Cubao) High School Ermin Garcia St. Cor. EDSA Cubao, Q. C Dear Madam, I would like to request from your good right to allow me to conduct a survey for the purpose of my research entitled Effects of Illegal Abortion of school year 2010-2011. This is in compliance with the requirements in English IV.Rest assured tha t the data would be treated with confidentially. Thank you very much Respectfully Yours, __________________________ Rowena Louise V. Eustaquio Researcher Noted by __________________ Ms. Rivera D. CURRICULUM VITAE NAME Rowena Louise V. Eustaquio hail 184 Ermin Garcia St. Cubao Quezon City BIRTH DATE May 3, 1995 BIRTH PLACE Marikina City CONTACT 09359623977 GENDER young-bearing(prenominal) CIVIL STATUS Single CITIZENSHIP Filipino RELIGION Roman Cathoic MOTHERS NAME Lynn Anne V. Eustaquio credit line Call Center ManagerFATHERS NAME Raul M. Eustaquio OCCUPATION n/a SIBLINGS 1. Lee Randolph V. Eustaquio 2. Liam Romeo v. Eustaquio 3. Regina Lorraine V. Eustaquio EDUCATIONAL BACKGROUND ELEMENTARY ADDRESS SCHOOL YEAR Eulogio Rodriguez Sr. Elementary School Ermin Garcia St. 2001-2007 Cubao Q. C HIGH SCHOOL ADDRESS SCHOOL YEAR Ramon Magsaysay (Cubao) HS Ermin Garcia St. Cor 2007-2011 EDSA Cubao Q. C