Traffic light controller using microprocessor

Traffic light controller using microprocessor Traffic Light Controller Using 8085 Microprocessor Aim The main aim of this project is to design a Traffic light controller using 8085 microprocessor, interfacing with peripheral device 8085, and program implementing the process. Introduction The 8085 Microprocessor is a popular Microprocessor used in Industries for various applications. Such as traffic light control, temperature control, stepper motor control, etc. In this project, the traffic lights are interfaced to Microprocessor system through buffer and ports of programmable peripheral Interface 8255. So the traffic lights can be automatically switched ON/OFF in desired sequence. The Interface board has been designed to work with parallel port of Microprocessor system. The hardware of the system consists of two parts. The first part is Microprocessor based system with 8085. Microprocessor as CPU and the peripheral devices like EPROM, RAM, Keyboard Display Controller 8279, Programmable as Peripheral Interface 8255, 26 pin parallel port connector, 21 keys Hexa key pad and six number of seven segment LEDs. The second part is the traffic light controller interface board, which consist of 36 LEDs in which 20 LEDs are used for vehicle traffic and they are connected to 20 port lines of 8255 through Buffer. Remaining LEDs are used for pedestrian traffic. The traffic light interface board is connected to Main board using 26 core flat cables to 26-pin Port connector. The LEDs can be switched ON/OFF in the specified sequence by the Microprocessor. The normal function of traffic lights requires sophisticated control and coordination to ensure that traffic moves as smoothly and safely as possible and that pedestrians are protected when they cross the roads. A variety of different control systems are used to accomplish this, ranging from simple clockwork mechanisms to sophisticated computerized control and coordination systems that self-adjust to minimize delay to people using the road. Traffic Controller Systems A traffic signal is typically controlled by a controller inside a cabinet mounted on a concrete pad. Although some electro-mechanical controllers are still in use (New York City still has 4,800), modern traffic controllers are solid state. The cabinet typically contains a power panel, to distribute electrical power in the cabinet; a detector interface panel, to connect to loop detectors and other detectors; detector amplifiers; the controller itself; a conflict monitor unit; flash transfer relays; a police panel, to allow the police to disable the signal; and other components. Fixed Time Control The simplest control system uses a timer (fixed-time): each phase of the signal lasts for a specific duration before the next phase occurs; this pattern repeats itself regardless of traffic. Many older traffic light installations still use these, and timer-based signals are effective in one way grids where it is often possible to coordinate the traffic lights to the posted speed limit. They are however disadvantageous when the signal timing of an intersection would profit from being adapted to the dominant flows changing over the time of the day. Dynamic Control Dynamic, or actuated, signals are programmed to adjust their timing and phasing to meet changing traffic conditions. The system adjusts signal phasing and timing to minimize the delay of people going through the intersection. It is also commonplace to alter the control strategy of a traffic light based on the time of day and day of the week, or for other special circumstances such as a major event causing unusual demand at an intersection. The controller uses input from detectors, which are sensors that inform the controller processor whether vehicles or other road users are present, to adjust signal timing and phasing within the limits set by the controllers programming. It can give more time to an intersection approach that is experiencing heavy traffic, or shorten or even skip a phase that has little or no traffic waiting for a green light. Detectors can be grouped into three classes: in-pavement detectors, non-intrusive detectors, and detection for non-motorized road users. Working Program Design of a microprocessor system to control traffic lights. The traffic light arrangement is as shown in Fig. The traffic should be controlled in the following manner. 1) Allow traffic from W to E and E to W transition for 20 seconds. 2) Give transition period of 5 seconds (Yellow bulbs ON) 3) Allow traffic from N to 5 and 5 to N for 20 seconds 4) Give transition period of 5 seconds (Yellow bulbs ON) 5) Repeat the process. Source Program: MVI A, 80H: Initialize 8255, port A and port B OUT 83H (CR): in output mode START: MVI A, 09H OUT 80H (PA): Send data on PA to glow R1 and R2 MVI A, 24H OUT 81H (PB): Send data on PB to glow G3 and G4 MVI C, 28H: Load multiplier count (40Ä ±ÃŽ ¿) for delay CALL DELAY: Call delay subroutine MVI A, 12H OUT (81H) PA: Send data on Port A to glow Y1 and Y2 OUT (81H) PB: Send data on port B to glow Y3 and Y4 MVI C, 0AH: Load multiplier count (10Ä ±ÃŽ ¿) for delay CALL: DELAY: Call delay subroutine MVI A, 24H OUT (80H) PA: Send data on port A to glow G1 and G2 MVI A, 09H OUT (81H) PB: Send data on port B to glow R3 and R4 MVI C, 28H: Load multiplier count (40Ä ±ÃŽ ¿) for delay CALL DELAY: Call delay subroutine MVI A, 12H OUT PA: Send data on port A to glow Y1 and Y2 OUT PB: Send data on port B to glow Y3 and Y4 MVI C, 0AH: Load multiplier count (10Ä ±ÃŽ ¿) for delay CALL DELAY: Call delay subroutine JMP START Delay Subroutine: DELAY: LXI D, Count: Load count to give 0.5 sec delay BACK: DCX D: Decrement counter MOV A, D ORA E: Check whether count is 0 JNZ BACK: If not zero, repeat DCR C: Check if multiplier zero, otherwise repeat JNZ DELAY RET: Return to main program References v www.rbainnovations.com//A%208085/H%20Traffic%20light%20controller-n.doc v www.freshpatents.com/-dt20090702ptan20090167561.php v http://www.8085projects.info/page/free-programs-for-8085-microprocessor.aspx v http://www.8085projects.info/post/Traffic-Light-Control.aspx v U.S.Shah, Microprocessor and its applications, Tech- Max Pulications, Pune.

Benefits Of Multinational Corporations In Developing Countries Economics Essay

Benefits Of Multinational Corporations In Developing Countries Economics Essay Low economic growth rates, obsolete technology, less capital, high unemployment rate and poor standard of living are the characteristics of developing countries. According to UNCTAD (2008), these countries usually invest 3 to 4 % of their GDP against estimated 7 to 9% annually in infrastructure which in results into gap in current volume of investments. This is where Multinational Corporations (MNC) maximizes their benefits by investing in host developing countries through their technological and other assets advantage.  These corporations are usually large firms operating in imperfect market to open up new sources of information and knowledge and broaden the options of strategic moves which make the company competing with its home and global competitors. In the 19th  century, the newly emerged capitalist in developed Europe started to invest in less developed countries of the world including United States. This gave rise to Multinational enterprise in those countries particularly held by France, Germany, Britain and Holland. A multinational enterprise is an enterprise that engages in foreign direct investment and owns or, in some way, controls value-added activities in more than one country (Dunning Lundan 2008). These firms have substantial direct investment in foreign countries and manage their operations both strategically and organizationally. Examples of MNCs include American Express, Wal-Mart, IBM, Hitachi and Unilever. About 85% of worlds automobiles, 70% of computers and 65% of soft drinks are produced and marketed by MNCs. According to World Development Report, about 450 companies with annual revenues in excess of $1billion account for over 80% of the total investment made by all companies outside their home countries. One of the traditional motives for companies to invest abroad was the need to  secure key supplies  such as Standard Oil interested to open up new fields in the Middle East, Canada and Venezuela which turned out to be largest emerging MNCs of 19th  century. Companies like Nestle, Ford and Bayer expanded internationally mainly in search of new market due to insufficient support from their small home markets compare to the technology and volume-intensive manufacturing process they pursue. In 1984, Nike shutdown its last US factory and shifted companys total production to the cheap labour in Asia to have access to  low-cost factors of production.   Apart from labour,  lower-cost capital  also became a strong traditional cause for internationalization such as subsidies from host countries government. These driving traditional factors push companies mainly from the US Europe to become Multinational Corporations. According to the World Investment Report 2002, the overall val ue-added of ExxonMobil in 2000 was $63 billion and the value-added GDP of Chile was $71 billion in 2000. According to Professor Vernon, companies developed a much richer foundation for their international operations as the global business environment became more complex and complicated. As MNCs established international sales and production operations, their strategy became more integrated in global sense. The first new first emerging set of forces were the rising economies of scale, expanding RD investments and shortening product life cycles which became necessary for firms to survive in those businesses. Global scanning and learning was the second factor that often became essential to a firms global strategy to enhance their technological or marketing advantage. Lastly, it became evident that firms started to bring competitive positioning as the third factor for internationalization by cross-subsidization of markets.  This clearly evaluate firms were rarely driven by a single motivation factor. According to Dunnings eclectic paradigm, multinational enterprises must meet three prerequisites for their existence. Firstly, foreign countries must offer certain location-specific advantages to motivate MNCs to invest there. Secondly, in order to counteract or match with some strategic capabilities with foreign markets, the company must provide a unique strategic competencies or ownership-specific advantages. Lastly, company must have some internalization advantages or organizational capabilities to earn good returns from leveraging its strategic strengths internally rather than externally through licenses or contracts. Companies like Wal-Mart entered in UK by buying supermarket chain ASDA with high-commitment-high-control mode of operating. Amazon.com, for example, uses same approach in Canada by managing its website control from the United States and securing reliable Canadian postal service for order fulfilment. Dragon multinationals from developing countries like Asia Pacific succeed regardless of limited primary resources, skills and knowledge, and social capital. In the era of state-driven development, these firms often internationalized to avoid extreme regulation at their home countries. Their main driver was to search for new markets and technological innovation by using strategies of linkage, leverage and learning. According to World Investment Report 2004, few top Dragon multinationals from developing economies are Hutchison Whampoa (Hong Kong), Singtel (Singapore), Petronas (Malaysia) and Cemex (Mexico). In the light of the degree of commitment and risk involved, set against the level of control and closeness of market, there are range options available for firms looking to internationalise its operations. The firm can choose range as per their growth of experience and degree of commitment to operate globally. Exporting is the first stage where firms can enter international business. It involves selling goods or services from one country to another in two ways. Technic group a UK based tyre making company developed its overseas business by arranging exclusive distribution agreements in each country for the two brands it manufactured which is direct exporting. Flymo a medium-sized British lawnmower making company shifted its overseas business from a distribution to more direct control to think long term for its own export success. This is an example of indirect exporting. Licensing is another stage where firms enter foreign market by providing license to a host countries firm to utilize or sell intellectual property in exchange for financial returns. A major potential drawback in any licensing is when the agreement between the two firms comes to an end; the licensor firm may stand up as a potential powerful competitor. In 1969, the French magazine Elle granted a license for a Japanese version to a local firm, Mag House to sell its magazine. But the Japanese version advanced beyond the original concept and the contract was void in 1988.Franchising is a phenomenal growing form of licensing for firms to internationalize their operations abroad. In UK, franchise accounts for 10% of retail sales with expected increase to 25-30% in coming years. Benetton is a good example whose shop grew from 0 to 650 in US in five years by providing franchisee to firms who can use companys marketing benefit as a well known trademark against agreed payments and systems of c ontrol. But many problems are associated with franchising which revoke a franchise and end up being very costly. Due to failure of operating 14 outlets according to McDonalds standards, company had to withdraw the license of its largest franchisee in France. In the post-war period, there has been substantial growth in joint venture activity which is the second stage strategies for firms operating internationally. The General Motors Toyotas joint venture NUMMI is an equity joint venture with a separate legal personality which operates in US with an agreed life of 12 years in the initial agreement for long term commitments. Another type of business venture between firms where no separate legal personality is formed is described as contractual join venture. Here firms will assist and share the risks and rewards of the collaboration in a clear specific ways. British Aerospace and Taiwan Aerospace in 1993 agreed to set up a joint venture for the manufacture of a regional jet aircraft. This enabled British Aerospace to shift some of its final assembly work to Taiwan to access lower labour costs. However, due to potential conflicts between partners can lead to the termination of the co-operation agreement such as operational disagreements or d isagreements over use and requisition of profits. Firms can also internationalize through other contractual forms of international business such as management contracts, turnkey operations, contract manufacturing and countertrade. According to Financial Times report (1992), Canadas Four Seasons Hotels will under take management of five Japanese Regent International hotels under an agreement becoming worlds largest operator of luxury hotels. But one of the top stage strategies for firms becoming multinational enterprise is Foreign Direct Investment (FDI) where firm is seeking high growth of experience with high degree long-term commitment. FDI has been defined as the acquisition or establishment of profit-generating assets in a host country over which the investing firm has control. According to Financial Times report (1989), Bosch a company from West Germany decided to invest  £100 million on a production facility in Miskin, north west Cardiff in order to produce high technology car alternators. The decision got finalized due to l ower labour cost in Britain compared to Germany and availability of Welsh labour force who demonstrated its keenness and flexibility to adapt at Japanese transplants. But there limitations for FDI such as the security of fixed and liquid investments, the business units economic feasibility, and ability to move currency freely inside and outside of the host country. Despite these limitations, countries like US and UK had the largest stock of outward FDI in 1991 i.e. $385 billion and $226 billion respectively. Due to the emergence and the growth of the MNCs, there have been massive changes in the world economy. The scopes of MNCs operations in the number of host countries and all kind of strategic alliances have expanded. Also, there have been remarkable changes in the relations with home and host governments as well as with international governmental and non-governmental organizations.

Assault on the Courts :: essays research papers

Assault on the Courts Fighting has become a habitual event seen in professional basketball. There has been a consistent decline in professionalism and morals predominately in young athletes. Before the Ron Artest event, most players were idolized as gods and portrayed as today’s heroes. However, a shocking phenomenon has risen as newer and younger athletes have entered the â€Å"new† NBA. Professionalism, morals, and integrity have taken a back seat to greed and selfishness.   Ã‚  Ã‚  Ã‚  Ã‚  On November 1st, 2004, during the Pacers vs. Pistons game, the game of basketball changed forever. A drunken fan in the stands launched a beer at Indiana Pacer, Ron Artest. 6’7† Ron Artest rushed the stands, brutally beating an innocent bystander.   Ã‚  Ã‚  Ã‚  Ã‚  Around the same time as the Ron Artest ordeal, there began a slew of unacceptable occurrences of fighting and foul play amongst basketball players. The reasons for these changes in behavior seem to have intricate and distinct underlying reasons. These behaviors compromise the attitude our country is built on. The behavior of today’s athlete is a direct reflection on the attitude of today’s youth. The total disregard for authority is becoming the norm. Respect for teachers in all levels of education is at an all-time low. One of the most significant reasons for this occurrence is due to the fact that players are â€Å"celebrities† and feel invincible; they assume that they will be able to escape punishment proposed by courts and coaches. How have players attitudes changed so drastically? The basketball players, who make it into the NBA, have been pampered for the majority of their career going all the way back to high school. Coaches have given them special treatment, because they have more talent and enable the coaches to win games. College coaches often provide these favored players with just about anything that they wish. Egos are constantly stroked at the college level to try and convince these players to stay in school. Why? Because money is the bottom line and these players bring in the mighty dollar. There is extreme pressure from the alumni who donate millions of dollars a year to big time universities to win. Presidents of these universities then apply pressure to athletic directors to hire coaches that win. The compensation for these college coaches has risen substantially in the past few years. This increases the pressure on coaches to win and win now, thus more coaches are sacrificing morals and education to accommodate the player that helps them succeed, at any cost necessary.

Essay --

The true Zodiac is conceptual division of space into 12 equal segments, which radiate out from the ecliptic, that is, the apparent path of the Sun. However, the Zodiac also refers to the 12 constellation of stars that nowadays symbolize different human personality types. The term â€Å"Zodiac† has Greco-Roman origins and means â€Å"Circle of animals,† although these â€Å"signs† are not restricted too zoological beasts but encompass human forms, too. The Chinese Zodiac bears no relationship to any constellations. The Zodiac is both a symbol in its own right as well as a collection of symbols. These symbols are totems for each of the 12 astrological signs. It is a circle of completion, a continually turning wheel, divided into a spiritually perfect number, 12. Each of the different segments expresses a phase of development in the cycle of the Universe as well as in humankind collectively and for each individual, singularly. By 2000 BC, the Mesopotamians and the Egyptians were using four particular constellations as markers for the changing seasons. These four star clusters are the ones that we stil...

Diabetes Mellitus :: essays research papers fc

Diabetes mellitus has a long historical record dating back to second century AD. The word "diabetes" was first used by the Greek physician Aretaeus. The word diabetes means "siphon". It was first used to describe patients with excessive thirst and urination. In the 17th century, the word mellitus, meaning "like honey", was added when diabetes patients' urine was noticed to be sweet. However, the disease is not directly related to urine, but instead to the pancreas. Today many other symptons and complications of the disease are known. Although, the disease has many complications there are also simple treatments to follow to avoid serious problems. Diabetes is a familiar health problem that affects millions of people world wide. Diabetes results from the failure of the pancreas to produce a sufficient amount of insulin. Insulin is the hormone that regulates the body's use of glucose. Therefore, the excess gluce remains in the bloodstream and passes out the body in urine. In some cases, the pancreas produces a sufficient amount of insulin, but the insulin is blocked from the body's cells and cannot be used. This causes diabetes patients to have abnormally high amounts of sugar in their blood and urine. Diagnosing a patient with diabetes is more complicated than measuring the glucose level of urine only one time. Instead the diagnosis involves several hours of glucose-tolerance tests. These tests measure the rate in which sugar is removed from the bloodstream. After the test are complete, a high glucose level indicates insufficient insulin and the patient is diagnosed with diabetes. There are several symptoms and complications involved with diabetes mellitus. The symptoms are excessive thirst and urination, unusual hunger, a lot of weight loss, and fatigue. The complications are heart attack and stroke, chronic kidney disease, lower-extremity amputations, blindness, and death. Arteriosclerosis is a condition caused by prolonged high levels of blood sugar that causes the walls of small blood vessels to thicken. This condition results in heart disease and stroke. Kidney failure may be caused by inadequate blood circulation. Poor circulation in the legs leads to gangrene which may require amputation of the toes or the legs. New cases of blindness in adults between the ages of 20 and 74 are caused by diabetic retinopathy. This condition causes hemorrhages in the capillaries of the eye's retina resulting in a loss of vision. Pain or a loss of feeling in the arms or the legs is caused by neurophathy which damages the nerves.

Importance of Sex Education Essay

Abstract Sex education is an important aspect for adolescents and crucial for their development. It is crucial for youths to learn about their sexuality and be able to make better decisions about sex. The sources confirmed that the topic of sex education is a highly debated when it comes to whether or not sex education should be added to the curriculum that is taught in schools. The controversy stems from parents that oppose sex education in schools due to their religious or personal opinions. According to the CDC there has been a decline in teen pregnancy due to the efforts towards prevention of pregnancy and STDs. The United States has the highest rate of sexually transmitted diseases and teenage pregnancy among developed countries, (Carter, 2012). Studies will show that teen pregnancy, STDs, and the initiation of sex remain a risk and controversial topic in the United States and that teens is less likely to become pregnant if they receive some type of comprehensive sex education compared teens that received no sex education, (Kohler et al., 2008). Sex education is not only about giving youths the facts, it is about teaching young people knowledge they can to use to live a safe and healthier life. Importance of Sex Education The lack of adolescents sexual knowledge during an adolescent multiple developmental changes, can increase their use of self selected media, abstract thinking, or increase time spent with peers. It has been found of students in their first year at least 56 percent have experience genital fondling, (Byers et al., 2011). Adolescents’ sexuality becomes prominent and their sexual feelings and interest is heightened during their middle school years, including their opportunity for sexual exploration and sexual knowledge. A study shows that before a girl 20th birthday that three out of ten girls will at least become pregnant one time. A survey done by the Center of Disease Control in 2011 indicated that among high school students  that over 47 percent of them have already had sex and at least 15 percent of students have had sex with four or more different partners, (Institute, 2014). Between 1995 and 2002 there was a major decline of about 86% in teen pregnancy rate due to the dramatic improvements in teens using contraception’s and the decreased in sexual activity.owe Providing adolescents with skill and knowledge is a human right and helps improve their sexual health, even though some suggest that sex education increases sexual activity, (Ross, 2008). Review of Literature There has been a continued debate about how sex education is taught. Controversy stems from parents that oppose sex education in schools due to their religious or personal opinions. A study that was recently done showed teens that received parental guidance from their parents about sex, STDs, and birth control was more likely to use protection than the teens that had not talked frequently about sex with their parents. Some sources dispute the fact that sex education provokes youths into having sex once schools begin teaching sex education. The topic of sex is barely discussed with parents and adolescents feel sexual topics have little importance to their parents compared to a parent perception. Communication between youth and parents can help the youths to make healthy decisions. Parents sometimes find it difficult to communicate with their youths about topics they wants to know about, including abstinence and how to prevent STDs and HIV, (Whittaker, 2009). Depending on the content, it’s harder to assess teenager’s behavior when it comes to sex education, which can lead to risky behavior among sexually experienced teenagers. Parent’s communication about sex education is delayed when it comes to sexual initiation and birth control methods. Adolescents should be educated on a wide range of sexual topics according to teachers, high school students, and parents by middle school or earlier. Sex education in home or school is important for adolescents and crucial for their development, (Martinez et al., 2010). A study on sexual health education shows that students believe that comprehensive school based sexual health education is important and has positive views than the sex education they receive from their parents. Some studies show that the comprehensive sex education provides a higher quality and is more comfortable for students to frequently ask questions, (Byers et al., 2011). There was a study  conducted by the Ripple trial that shows that effectiveness of a long term evaluation about peer led sex education programs compared to the teacher led sex education programs. Out of twenty seven secondary schools randomly selected, studies shows that among students the peer led programs were more popular than the teacher led programs, (Ross, 2008). There have been little epidemiologic evaluations done on a population level that shows the effectiveness of these programs, despite a few systematic reviews, (Kohler et al., 2008). The rate of teen pregnancy in the United States is still higher than it is in Europe even though with comprehensive sex education in the states has a lower teen pregnancy rate. Data has suggested that the formal comprehensive sex education programs help reduce the risk for unplanned pregnancy without provoking youths to engage in sex. Randomized results confirm that abstinence only programs have very little effect on risky sexual behavior, (Kohler et al., 2008). Sex education is widely implemented even though that there is evidence of weakness of the effectiveness of sex education. Abortion and pregnancy have been mostly depended on studies on self reported behavioral outcomes, (Ross, 2008). According to the authors of,† Demographic differences in adolescents’ sexual attitudes and behaviors, parent communication about sex, and school sex education†, (2011) the most important demographic variables that are influencing risky sexual behaviors is the maturity levels of the adolescents. The older adolescents seem to have a promiscuous attitude about sex and receive more sexual communication proving that age is a major factor when it comes to adolescent sexual behavior. This study was to show the demographic differences and similarities that dealt with gender and age that affect adolescent sexual behaviors. The research confirms that the gender differences in adolescent sexual behavior and a heterosexual male will engage more regularly in sexual behaviors than heterosexual females. Adolescent males seem to engage in inconsistent condom use and many short-term monogamous relationships than females, (Anagurthi et al., 2011). Adolescents’ sexual behaviors and sexual behavior patterns for gender and age are clear but vary when it comes to ethnicity. Studies done by authors, (Anagurthi et al., 2011) suggests that African American adolescents have more sex at an early age than the Caucasian adolescents and have more sex partners than any other racial minority. Research done on African American  college students in the United States focused on sexually transmitted diseases, sexual decision making, teen pregnancy, and sexual experiences from living in poor urban areas. Factors such as religion, parents’ involvement, and education had a part in influencing African American sexual decision making, (Barnes et al., 2010). HIV/AIDS cases among African American females show a disproportionate percentage according to the CDC in 2004. African American females w ith HIV/AIDS are sometimes treated in biased ways by society along with limited healthcare. The fact still remains that premarital sexual activities among youths are growing along with the epidemic of HIV/AIDS. Roughly every year in the United States, there are at least nine million new cases of STDs reported among young adults and teens, (Institute, 2012). A study reported by Alexandra McManus and Lipi Dhar shows that the increased rates of HIV (Human Immunodeficiency Virus) and STI’s (Sexually Transmitted Infections) was caused by the risky sexual behavior of youths and biological factors. The report showed that 32 percent of the cases of AIDS (acquired immunodeficiency syndrome) were among young people between the ages of 15-29 and twice as much among young women, (McManus et al., 2008). Alarming proportions estimated that there are about 3 percent of people living in the United States among the 35 million people living with HIV worldwide and the population that are vulnerable continue to be young adults. A study done among college students suggest for prevention against STDs and HIV/AIDS there are two important aspects, a monogamous relationship along with correct and consistent condom use, (Kanekar et al., 2010). Out of the 48 states that have the sex education policies and laws, there were studies done to determine and analyze the extent that states focus on abstinence as part of their sex education program, (Carter, 2012). The CDC officials from the Center for Disease Control states that there has been a decline of teen births due to the pregnancy prevention efforts since they began tracking in the 1940’s. Reports also show that abstinence only programs had little impact on teen pregnancy and that sixty percent of teens that received some type of comprehensive sex education would less likely to get someone pregnant or become pregnant, (Beadle, 2012). It is important for states to work toward training teachers and reducing the high rates of teen pregnancy by teaching comprehensive sex education in schools and for teens to learn safe sex practices, human reproduction, prevention of sexual  transmitted diseases, unplanned pregnancies, as well the right time to learn sex education, (Stranger-Hall et al., 2011). The United States policies and laws can only provide guidelines for school boards that do decide to teach sex education and is not really required to teach STD and sex education. The states that don’t have sex education laws have some type of policy that deal with STD and HIV education, (Stranger-Hall et al., 2011). Due to the problem that researchers have gaining access to students and schools, the public will never know what is being taught in sex education in the classrooms. The insight into how policies on sex education affect students in private and public schools in the United States is due to social inequality and sex education, (Kendall, 2010). Sex education in schools can play a major developmental role towards sexual behaviors and attitudes for adolescents even though the context of the adolescents developmental comes primary from the parents. Schools can help promote safe sex and healthy sexual development for the adolescents that are already sexually active There were an increase in school performance and attachment to schools, reduce in risky sexual behaviors and sexual attitudes, and a decrease in school dropout rates due to the effectiveness of some of the school programs in a review that was done on over 60 studies. Other studies that indicated that sex education programs had no effect toward sex before marriage among adolescents or how frequent they engaged in sex. Unprepared adolescents with sexual behavior can become vulnerable to emotional problems and stress. A continue effort on sex education programs is important to help focus on which features of the programs that can effectively help reduce risky sexual beh avior, (Anagurthi et al., 2011). The family planning advocates and health educators indicated that the web would be a good and accurate source for teens that are looking for information about sexuality topics and contraception when other sensitive may be limited. The availability of the web and the use of multimedia for teenagers have led to the discussion by the author, Freya Lund Sonenstein (2012) on whether the information on the web dealing with sexual topics needs to be more accurate and complete. Providing sex education and information about contraception is prohibited in public schools in many states. The indication is that the web cannot replace life skills that  schools and family can teach on sexually transmitted diseases and prevention of unplanned pregnancy, (Sonenstein, 2012). Teenagers spend less time on the internet than the older populations searching health information and visiting health information sites. In the United States qualitative data indicated that teens doesn’t trust the sexual health information on the web. The rate of teen pregnancy and sexual transmitted diseases does not decrease by sheltering adolescents from sex education but instead it increases the chance of unprotected sex. Even though the internet is capable of providing information on prevention of teen pregnancy and STDs, teenagers seems to be cautious about the sexual health information on the web and do not rely on it, (Sonenstein, 2012). Explicit sexual activities and messages can be confusing for adolescents and school-age children and can be detrimental to their well-being and health. Katherine Bowman and Lynn Rew discuss in their article Protecting Youth from Early and Abusive Sexual Experiences (2008), about the many American children that are at risk of abusive sexual experiences and how nurses can provide guidance to assist children in protecting themselves. Our nation is second in the industrialized world for sexual transmitted diseases and adolescent pregnancy that is contributed to the conflicting information about sexuality, (Bowman et al., 2008). While our American children and adolescents are being exposed to real life experiences, conflicting messages on sexual values and behavior, and sexually explicit media, many are still being prevented from receiving sex education in school. Sexual abuse in the United States among adolescents and children are experienced within the home and within the community including schools and churches. One type of sexual abuse sometimes involves children of the same age being forced to engage in sexual acts. According to Katherine Bowman and Lynn Rew (2008) sexually abused children will likely experience vulnerability to more sexual victimization during their adolescent years. Conclusion Increasing children knowledge about human sexuality can help protect adolescents and children. When children do not receive answers to questions concerning sex, they can be forced to access the internet or turn to their friends. Sex education along with parents, schools, and community health can  focus on methods that can help children and adolescents avoid STDs and teen pregnancy. Because of the positions that community and public health nurses have, they are able to implement a plan through the community programs that can help protect children against the risk of sexual abuse and early sexual experiences, (Bowman et al., 2008). Programs such as youth development, curricular sex education, and HIV and puberty need to be implemented in schools. Ethnicity and gender differences should not be ignored. Adolescents are trying to find ways to understand their own sexual identities, feel good about their decision making, and becoming young adults. A lot of work needs to be done in order for the internet to be a vehicle for educating teenagers on complete and accurate information about contraceptive options. Sites with search engine problems and that are committed to helping teenagers make inform choices need to address the issues so that the teenagers that are motivated can access the sites readily when seeking health information, (Sonenstein, 2012). This issue is evident and important in helping adolescents gain knowledge on sex education. References Anagurthi, C., Hillman, S. B., Somers, C. L., & Tobey, J. (2011). Demographic differences in adolescents’ sexual attitudes and behaviors, parent communication about sex, and school sex education. Electronic Journal of Human Sexuality, 14. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA281460231&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=678143bd137e5afbba39a883a3c8a9e6 Barnes, S. L., & Bynum, M. S. (2010). An examination of the sexual behavior of middle-class African American female college freshmen. Black Women, Gender & Families, 4(2), 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA343258238&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=c4700089bcb65f86a93a140aaf9b38df Beadle, A. P. (2012, April 10). Teen Pregnancies Highest In States With Abstinence-Only Policies. Retrieved from Think Progress: http://thinkprogress.org/health/2012/04/10/461402/teen-pregnancy-sex-education/ Bowman, K., & Rew, L. (2008). Protecting youth from early and abusive sexual experienc es. Pediatric Nursing, 34(1), 19. Retrieved from Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA176688930&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=9308d7d0809765dd6fa91daca9171b5a Byers, E. S., Foster, L. R., & Sears, H. A. (2011). Middle school students’ perceptions of the quality of the sexual health education received from their parents . The Canadian Journal of Human Sexuality, 55. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA276516861&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=814f1aefc986d63381bdd5c7a8f20682 Carter, D. (2012). Comprehensive Sex Education for Teens Is More Effective than Abstinence. AJN, American Journal of Nursing: Volume 112, Issue 3, 15. Retrieved from http://journals.lww.com/ajnonline/Fulltext/2012/03000/Comprehensive_Sex_Education_for_Teens_Is_More.5.as%20%20px Institute, G. (2012, February). Facts on American Teens’ Sources of Information About Sex. Retrieved from Guttmacher Institute: http://www.guttmacher.org/pubs/FB-Teen-Sex-Ed.html Institute, G. (2014, 11 July). State Policies on S ex Education in Schools . Retrieved from NCSL: http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx Kanekar, A., & Manoj, S. (2010). Interventions for safer sex behaviors among college students. American Journal of Health Studies, 25(3), 138. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA308741511&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=76328310c0ede21ea91f749caad3556e Kendall, N. (2010, December). Risky Lessons: Sex Education and Social Inequality. Social Forces, 89(2), 714. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA247339536&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=bc4a9d58495b53e793bf5f8f974a117b Kohler, P. K., Manhart, L. E., & Lafferty, W. E. (2008). Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy. Journal of Adolescent Health, Volume 42, Issue 4, 344-351. Martinez, G., Abma, J., & Copen, C. (2010). Educating Teenagers About Sex in the United States. NCHS Data Brie f, Number 44. Retrieved from http://www.cdc.gov/nchs/data/databriefs/db44.htm McManus, A., & Dhar, L. (2008, July 23). Study of knowledge, perception and attitude of adolescent girls towards STIs/HIV, safer sex and sex education: (A cross sectional survey of urban adolescent school girls in South Delhi, India). BMC Women’s Health, 12. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA181965652&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=c9ca6c75bc7197b0fc0892a1e6fe5f62 Ross, D. (2008). Approaches to sex education: peer-led or teacher-led? . PLoS Medicine, 1536+ .Retrieved from: http://go.galegroup.com/ps/i.do?id=GALE%7CA202254703&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=e309362c426934a7a75b01743a20b9a3 Sonenstein, F. L. (2012, September 24). The internet, teenagers, and sexual health information: a cautionary tale,1. Israel Journal of Health Policy Research, 39. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA307926629&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=fb0f9b5127ee8a729ff4c3bf5b0bb9a4 Stanger-Hall, K., & Hall, D. W. (2011). Abstinence-Only Education and Teen Pregnancy Rates: Why We Need Comprehensive Sex Education in the U.S . PlosOne. Whittaker, A. (2009, August). Parent-Child Communication: Promoting Sexually Healthy Youth . Retrieved from Advocates for Youth: Retrieved from.http://www.advocatesforyouth.org/ the-facts-parent-child-communication

National and Global Finance Essay

1. Choose an example of a type of new company you could start, and then use this company idea to answer the questions below. You might choose a pet store, a restaurant, a tutoring business, or something else. This can be the same type of company you chose in assignment 8 or 9, or it can be different. a. Describe the type of business you chose. (1-2 sentences.) -A grocery store. b. Describe at least two ways in which the local, state, or federal government would have an impact on your business. (2-4 sentences.) -The state government would impact my business’s profit because we have to pay taxes for what we sell. -The federal government would impact my business because I would need to make sure that my store is up to safety standards by the CPSC. 2. Describe at least one advantage and one disadvantage of price ceilings and price floors. Do you think price ceilings and floors are more helpful or more harmful to consumers and the economy? Explain. (2-4 sentences. ) -One advantage of the price ceiling is that people won’t be paying outrageous prices for things they need, one disadvantage is that they could be set too low for the company to make enough money. I think that the floors and ceilings help the economy and are more helpful for the consumers, if there were none, then a company could charge 10 dollars for a gallon of gasoline, which would cause people to not want to buy gas, even though some people are paying that amount, a lot less people would be buying gas so the company, economy, and consumers would all be hurt. 3. Describe at least two negative outcomes of having too little money and credit in the economy. (2-4 sentences. ) -It makes it so that banks can’t lend out as much money, if there is no money to be lent out, entrepreneurs can’t make investments and people can’t buy things like houses as easily, this causes a cycle where  the economy grows slowly 4. Describe at least two negative outcomes of having too much money and credit in the economy. (2-4 sentences. ) – Inflation happens, that’s when the value of the dollar raises, not everyone gets higher wages when that happens, but things end up getting more expensive, causing consumers not to buy stuff. 5. Which Fed tool do you think is most important, and why? (2-4 sentences.) -Probably the Reserve Requirements, if they didn’t have that the bank would be able to screw the government and anyone who uses the bank. 6. Choose one of the following government agencies or laws: FTC, EPA, FDA, CPSC, OSHA, FLSA, EEOC, ADA, SEC, or Affirmative Action. Search online to learn more about the agency or law, and then describe three specific things the law or agency accomplishes. Make sure the information comes from a trustworthy website. Include a link to the website in your answer. (3-6 sentences.) -The EPA is all about helping and protecting nature and our selves, they have passed many laws to keep us safe. Some of these laws include: C.A.A., or the Clean Air Act. This is a Federal law they passed to make sure we’re not releasing too much emission into the air, or releasing really bad things. Another law they have passed is the C.W.A., or Clean Water Act, this is also a Federal law, it protects our water systems from getting infested with pollution and toxic chemicals, without this we could lose our fishing locations and fresh drinking water. The last law they have passed that I am going to share is the E.S.A., or better known as the Endangered Species Act, this is a lot like the other two acts, but specifically targets endangered species from going extinct. Whether they’re plants, animals, or aquatic life, this law protects species in low numbers from being hunted, destroyed, or sought after. 7. Describe  at least two products that are commonly imported into the United States. (1-2 sentences.) -Oil from the Middle East is often imported to the U.S., another product that is commonly imported from other counties is a lot of different foreign cars and car parts from companies like Toyota. 8. Describe at least two products that are commonly exported from the United States to other countries. (1-2 sentences. ) -Aircrafts, a lot of military and commercial planes & helicopters are exported from the U.S. to many different countries. 9. Why does the U.S. government encourage U.S. companies to sell their products in other countries? Explain how this helps the U.S. (2-4 sentences.) -It does so because the more U.S. products going to other continents and nations the more tax money comes in for the U.S.; the more tax money, the better our economy does. 10. Find the value of one U.S. dollar in a foreign currency. You might choose the Euro, the Japanese Yen, the Canadian dollar, or another currency. List the type of currency and the current value of the U.S. dollar in that country. – $1.00 USD has the buying power of â‚ ¹59.28 INR (Indian Rupee.) 11. Describe at least three exchange rate factors that are likely to attract foreign investors to a country’s currency. Explain why these factors are attractive for foreign investors. (3-6 sentences.) -Inflation, they want the inflation to be low so that the can sell their products for higher prices to the U.S.A. Another thing investors don’t want is an unstable country, whether that’s political or economic troubles. The last thing investors want is a high interest rate, if the interest rate in China is 15% and in the U.S. it’s 9%, then that company will probably want to invest with a company in China because they will receive more money in return for their loan.