History of the Oven From Cast Iron to Electric

History of the Oven From Cast Iron to Electric Ancient people first began cooking on open fires. The cooking fires were placed on the ground and later simple masonry construction was used to hold the wood and/or food. Simple ovens were used by the ancient Greeks for making bread and other baked goods. By the middle ages, taller brick mortar hearths, often with chimneys were being built. The food to be cooked was often placed in metal cauldrons that were hung above the fire. The first written historical record of an oven being built refers to an oven built in 1490 in Alsace, France. This oven was made entirely of brick and tile, including the flue. Improvements to Wood Burning Ovens Inventors began making improvements to wood burning stoves primarily to contain the bothersome smoke that was being produced. Fire chambers were invented that contained the wood fire, and holes were built into the top of these chambers so that cooking pots with flat bottoms could be placed directly upon replacing the cauldron. One masonry design of note was the 1735 Castrol stove (aka stew stove). This was invented by French architect Franà §ois Cuvillià ©s. It was able to completely contain the fire and had several openings covered by iron plates with holes. Iron Stoves Around 1728, cast iron ovens really began to be made in high quantities. These first ovens of German design were called Five-plate or Jamb stoves. Around 1800, Count Rumford (aka Benjamin Thompson) invented a working iron kitchen stove called the Rumford stove that was designed for very large working kitchens. The Rumford had one fire source that could heat several cooking pots.  The heating level for each pot could also be regulated individually. However, the Rumford stove was too large for the average kitchen and inventors had to continue to improve their designs. One successful and compact cast iron design was Stewarts Oberlin iron stove, patented in 1834. Cast iron stoves continued to evolve, with iron gratings added to the cooking holes, and added chimneys and connecting flue pipes. Coal and Kerosene Frans Wilhelm Lindqvist designed the first sootless kerosene oven. Jordan Mott invented the first practical coal oven in 1833. Motts oven was called the baseburner. The oven had ventilation to burn the coal efficiently. The coal oven was cylindrical and was made of heavy cast iron with a hole in the top, which was then enclosed by an iron ring. Gas British inventor  James Sharp patented a gas oven in 1826, the first semi-successful gas oven to appear on the market. Gas ovens were found in most households by the 1920s with top burners and interior ovens. The evolution of gas stoves was delayed until gas lines that could furnish gas to households became common. During the 1910s, gas stoves appeared with enamel coatings that made the stoves easier to clean. One important gas design of note was the AGA cooker invented in 1922 by Swedish Nobel prize winner Gustaf Dalà ©n. Electricity It was not until the late 1920s and early 1930s that electric ovens began to compete with gas ovens.  Electric ovens were available as early as the 1890s. However, at that time, the technology and distribution of the electricity needed to power these early electric appliances still needed improvements. Some historians credit  Canadian Thomas Ahearn with inventing the first electric oven in 1882. Thomas Ahearn and his business partner Warren Y. Soper owned the Chaudiere Electric Light and Power Company of Ottawa. However, the Ahearn oven was only put into service in 1892, in the Windsor Hotel in Ottawa. The Carpenter Electric Heating Manufacturing Company invented an electric oven in 1891. An electric stove was exhibited at the Chicago Worlds Fair in 1893. On June 30, 1896, William Hadaway was issued the first patent for an electric oven. In 1910, William Hadaway went on to design the first toaster made by Westinghouse, a horizontal combination toaster-cooker. One major improvement in electric ovens was the invention of resistor heating coils, a familiar design in ovens also seen in hotplates. Microwaves The microwave oven was a by-product of another technology. It was during a radar-related research project around 1946 that Dr. Percy Spencer, an engineer with the Raytheon Corporation, noticed something very unusual when he was standing in front of an active combat radar. The candy bar in his pocket melted. He began to investigate and soon enough, the microwave oven was invented.

How to Get Good Grades in Business School

How to Get Good Grades in Business School Every business school works differently when it comes to grades. Some grading systems are based on instructional approaches. For example, lecture-based courses sometimes base grades on class assignments or test scores. Programs that use the case method, like Harvard School of Business, often base a percentage of your grade on classroom participation. In some cases, schools wont even award traditional grades. Yale School of Management, for example, has grading categories like Distinction, Proficient, Pass, and Fail. Other schools, like Wharton, request that professors keep average class GPAs below a certain number, ensuring that only a certain number of students will receive a perfect 4.0. How Important Are Grades in Business School? Before you begin worrying about grades too much, its important to note that GPA isnt really that important if youre an MBA student. Obviously, you want to be able to pass your class and do well, but when it comes down to it, MBA grades just aren’t as important as high school or undergraduate grades. Employers are willing to overlook soft grades for MBA grads who fit the company culture or excel in a particular area, such as leadership. If youre a student in an undergraduate business program, on the other hand, your GPA is important. A low undergraduate GPA can keep you out of a top-ranked graduate school. It can also affect your employment prospects, as employers are much more likely to ask about your class rank and success rate in a particular class. Tips for Getting Good Grades in Business School Determination is an important quality for all MBA students. Without it, you are going to have a hard time wading through the notoriously rigorous curriculum and keeping up with your cohorts. If you can keep your determination level high, your persistence will pay off with good grades or at least an A for effort - professors notice enthusiasm and effort and will find some way to reward it. A few other tips to help you get good grades in business school: Show up for class. You don’t need to attend every single class, but if you attend a small business program, your empty seat will be noticed. Since many business programs are teamwork-based, you will also be letting down your classmates when you do not pull your weight.Participate in class. Remember, participation can account for a large portion of your grade. If you don’t get involved in class discussion or at least look interested in class, you won’t fare well in a case-based curriculum or a course that emphasizes involvement.Learn to read fast. In two years of business school, you could read as many as 50 textbooks and 500 cases. Learning how to take in a lot of dry text in a short amount of time will save you time and allow you to focus on other work.Join or form a study group. Study group members can learn from one another. Making yourself accountable to a group can also keep you motivated and on track.Read case studies. A good case study/analysis combo is th e perfect way to learn how to answer questions in a business school class. If you know what topic you will be studying next week in class, prepare with a few case studies in private this week. Master time management. There is never enough time to get all of your work done in business school. The more you can learn and practice time management, the easier it will be for you to at least get to 90 percent of your work.Network with everyone. Grades are important, but networking is what will help you survive business school and thrive after graduation. Don’t sacrifice your time with other people for hours in the books.

Abraham and Jacob Essay Example | Topics and Well Written Essays - 750 words

Abraham and Jacob - Essay Example arity between these two patriarchs rests in the strength of their faith and their obedience to the Lord, which set them apart from the other Hebrews and qualifies them as patriarchs. Abraham is the earliest Hebrew patriarch and plays an important role because God made a covenant with him, to make him the father of a great nation: â€Å"I will establish my covenant between me and you, and your offspring after you throughout their generations.† (Genesis 17:7). God entered into a similar covenant with Jacob at Bethel to bless his offspring with good things: â€Å"†¦..all the families of the earth shall be blessed in you and your offspring†¦.know that I am with you and will keep you wherever you go†¦Ã¢â‚¬ (Genesis 28:15). The singular similarity between these two patriarchs is the strength of their faith, which is why they are called and chosen by God to be the patriarchs of the Jewish people. Abraham’s exemplary faith is demonstrated throughout his story, in his prompt obedience to the Lord. When God calls to him and says, â€Å"Take your son, your only son Isaac, whom you love, and†¦.offer him there as a burnt offering† (Genesis 22:2), Abraham does not hesitate to obey, even if it means sacrificing his only son. Jacob is also able to survive in an alien country on the strength of his faith in God. He enters Egypt penniless but when he leaves Egypt, he is a rich man. Despite Laban’s efforts to cheat him on several occasions, the strength of his faith ensures a steady flow of the Lord’s blessings, so that he is able to flourish and thrive and his twelve sons become the forbears of the twelve tribes of Israel. Abraham the patriarch was the flag bearer of God’s covenant with the Hebrew people. Abraham’s role as patriarch is unique in that he was the first one that God selected, promising him that He would make him the father of a great nation. It was after God established his covenant with Abraham that the requirement for circumcision was set out, which forever

Juvenile and adult justice system Essay Example | Topics and Well Written Essays - 250 words

Juvenile and adult justice system - Essay Example In the criminal courts however, it is called plea bargaining but in the juvenile courts, it is referred as modifying the petition. The adult and juvenile both have a right to hearings, appeals and a right to counsel in court proceedings. Adults are tried for crimes in the adult court while juveniles are tried in the juvenile court. Unlike adults whose court proceedings are public, juvenile proceedings are not viewed as criminals and their records are confidential and are not normally accessible. In the case of adult trials, the â€Å"best interest† lies in reducing or foregoing the sentence, unlike in the juvenile trials where rehabilitation is the main focus. In terms of sentencing, although judges in both courts have leeway in determining the proper sentence, the judges in the juvenile court have far more room to decide on the sentence. They have a broad range of options from immediate parole to placing delinquents in juvenile facilities or county jails (Yakov, 2011). Yes, I think that juveniles should continue to receive preferential treatments from the courts because the courts should focus on their rehabilitation and not in the punishment of the crimes that they commit.

Social Experiemt Essay Example for Free

Social Experiemt Essay For my sociology experiment, I chose to act like a stranger in my own house. The way I did this was by doing small things such as asking other people, mainly my brothers, to do things such as get me drinks and bring me in my dinner. I noticed while carrying out my experiment that even though my brothers may not have necessarily been happy to be bossed around by me, they still did everything that I asked them to do without question. I think this is because they saw my identity seemed as if it had changed, and they therefore felt that because I was acting like a guest in my own house, that I should be treated in that way. I am going to carry out my experiment by acting like I am a stranger in my own house, by asking other people to do things for me, and also not doing things such as laying down on the couch. I am going to do it during a weekend because it is the time when I am at home for the longest periods of time after I have finished working and it is also when everyone else is most likely to be in. I dont think that there are any ethical implications from me carrying out this experiment, as I dont think that it can cause anyone any long term ill-health or create any side-effects that are long-term. It could possibly cause someone stress whilst I am carrying out my experiment as it could make them be rushed and feel under pressure to do what I tell them to do and could also be very annoying if I was always waiting for them to tell me what to do, such as taking my shoes off when I go in the house. I think that because I was acting in a strange way, they gave me a new social identity, which was not that of a brother or a son, but of a stranger living in the same house as them. Even though I kept my own personal identity, I managed to change my social identity for a small amount of time. Although at first they didnt seem to understand what I was doing by asking them to get me things, they soon realised that if they didnt do it for me that I wouldnt get it at all, so they felt as if they were almost being forced to get things for me. I felt that norms like me being more responsible and having to look after my brothers were no longer in place and that although they knew that I was in charge, they were the ones that ultimately had to take control and act as if they were hosts. I think that towards the end of my experiment that my brothers were getting a bit frustrated with having to do things that I told them to do, and also with them having to tell me where to sit etc. However, my own feelings were not affected, and if anything, I felt as if it was a nice change for me to be able to ask my younger brothers to get me things, instead of the usual situation it is whereby they are always asking me for things.

The Rise of Materialism Exposed in Winter of Our Discontent :: Winter Our Discontent

The Rise of Materialism Exposed in Winter of Our Discontent John Steinbeck showed alarm and disapproval to the rise of materialism and the post-World War 2, capitalistic morals found in America during the 1960's. These views were expressed through various characters in his novel The Winter of Our Discontent . This book dealt with the downward spiral of a good man, Ethan Allen Hawley. Pressured on all sides by influences once considered immoral, but now accepted in the 1960's, Ethan, a grocery store clerk from a family of sea captains and wealthy businessmen, "...traded a habit of conduct and attitude for comfort and dignity and a cushion of security" (257). Ethan's son Allen embodies the ideals of the up and coming generation in the 1960's. Growing up in the age of the supermarkets, game show scandals, and fixed traffic tickets, Allen's view of "Something for nothing. Wealth without effort" (91) represented the exact opposite that of his father. Ethan, a man perhaps too concerned with the past, was a character Steinbeck used to speak his voice. Ethan was a man accustomed to honesty, good business, and respect. Allen lived in a world much different than that of Ethan. Allen was raised thinking that being dishonest, immoral, and underhanded was accepted. "Everybody does it. It's the way the cooky crumbles." (353), Allen said when confronted by his father about plagiarizing famous speeches for the "I Love America Contest". The only real opposition came when a person got caught. It almost seemed as if society allowed these illegal actions as long as the person(s) evaded punishment. The only reason Allen seemed upset was because he got caught, not because what he had done was wrong. Steinbeck seemed to show that he felt family history to be very important. Ethan showed great persistence in asking Mr. Baker about the sinking of the Belle-Adair , which Ethan's predecessors felt to have been purposefully burned by the Baker family for the insurance money. Ethan's primary motivation to make a few immoral decisions came from internal pressure he felt to live up to the name of Hawley. He seemed very self-conscience and maybe even ashamed of the fact that he was a lowly grocery clerk, in a foreign owned store, which his family had once owned. Ethan began to hate Mr. Baker when he discovered that the Baker family had used the Hawley's trust in them to gain more land in New Baytown by giving bad investment tips.

Correctional Officer

University of Phoenix Material Assignment: Reliable Sources Worksheet Due Week 6 Day 7 (Sunday) Post to [Assignment section of eCampus Page] as an attachment Locate three sources in the University Library on a topic of your choice. Refer to the University Library tutorial for information about finding sources. Provide the required information for each sources. Complete the Reliable Sources Worksheet †¢ Answer each question in complete and clear sentences using an academic tone (use formal language, eliminate contractions, and capitalize the word â€Å"I†).Be sure to provide detailed responses (100 words). †¢ Post the assignment as a Microsoft ® Word attachment to the Assignment section of your eCampus page by Week 6 Day 7 (Sunday). †¢ Post the Certificate of Originality (located in the Course Materials forum) to the Assignment section of your eCampus page when you post your assignment. Important: Be sure to review the grading rubric, provided in the Course Mat erials forum, which shows the point distribution for each element of the assignment. Source 1 Author:Date: Title: Publication: Peer Reviewed? What words did you use to find this article? What type of article is this (research, summary, reflection, essay, etc. )? Did this article include an abstract? Summarize the article (100 words) Source 2 Author: Date: Title: Publication: Peer Reviewed? What words did you use to find this article? What type of article is this (research, summary, reflection, essay, etc. )? Did this article include an abstract? Summarize the article (100 words) Source 3 Author: Date: Title:Publication: Peer Reviewed? What words did you use to find this article? What type of article is this (research, summary, reflection, essay, etc. )? Did this article include an abstract? Summarize the article (100 words) Respond to each of the following questions: What is an abstract? How is an abstract helpful in refining your search? (100 to 150 words) An abstract is a thought or an idea but not having a physical existing. How do these articles contribute to its relevancy of the topic/search? (100 to 150 words)What makes these scholarly articles? How current is their information? How quickly does information in this topic change? How can you tell if a source is reliable or credible? (100 to 150 words) How do these articles reflect bias on the authors’ part? If so, what is the bias? If not, explain why you think they do not reflect bias. (100 to 150 words) What support options does the library offer that will help you in writing papers, doing research, and achieving your academic goals? (100 to 150 words)

Flame Test Lab

Flame Test Lab Question: When a compound is placed in the flame of a burner, what happens to the color of the flame? Hypothesis: When the compound is placed in the flame, the flame changes color depending on the chemical compound. When they’re heated, they gain energy and changed color sometimes. Safety Requirements for this Lab: Wear goggles at all times. If you want to remove them to write in your notebook you may sit at a table in the center of the room. When you sit down remove them and when you stand up put them on. Use aprons. Pull back hair. No loose clothing.Close-toed shoes. NO FOOLING AROUND. It is very important that you DO NOT mix up the nichrome wire hands. Background Information: When chemical compounds are heated, hey gain energy. The electrons in some of these chemicals will jump from their ground state electron configuration (such as the electron configurations we have ben drawing for the elements) to higher energy levels. As these electrons fall back to their original positions in the atom, they emit energy. One form of this energy is light energy. This is what you will be observing in this experiment. Materials: Nichrome wire wand  · Test tubes containing water  · Test tubes containing 6M hydrochloric acid as needed to clean wire  · Test tubes containing: Copper sulfate Potassium sulfate Copper nitrate Potassium nitrate Strontium nitrate Calcium nitrate Copper chloride Strontium chloride Calcium chloride Cobalt chloride Sodium chloride Sodium nitrate Sodium sulfate Barium clroride Calcium nitrate  · Tirrel burner  · Matches  · Goggles  · Apron Procedure: Work in teams of two At each table there are two samples and two tirrel burners and matches.Start the burner as you have learned to do and obtain a low blue flame with the inner blue flame. Next take the nichrome wire and place in the flame. Noticed its color when it becomes red hot. This is not the color of the flame you are looking for. The flame to observe is the one o btained just as you place it in the flame. Place the wand in the test tube with the solution of the compound, quickly place it in the flame and observe its color. Write down the color and any observations on the table provided below. Do this no more than three times.Then rinse the wire in the water Heat the wire in the flame until it has no residue from the compound left. If you have problems ask your teacher. Return the nichrome wire to the water test tube. When this is completed, exchange chemical compound setups with you tablemates. Repeat the procedure for each chemical compound. When your table is done with both chemical compounds, pass them both clockwise to the next table. When all chemical setups are complete, the class will discuss which chemical compounds that you would like to observe again.Analysis: Each element is made up of different atoms. The heat helps the atoms move around and emit different colors of flame. Only certain elements can be identified by the naked eye. With others, you can identify an element by their colors, or if a metal, by their hardness and durability. I do not believe it would be effective because some elements might be similar in most ways and have you confused. I think if the wire in this lab became contaminated, the results of the flame would be different.The colors of the flame would not be correct due to the contamination and chemical compound on the wire. All of the flames don’t have the same color because each chemical on the wire is different. It has to have a boost to a higher energy level. Once they’ve fallen baxck to their first positions, they emit energy. The color of the flame is caused by the exciting metal ions. They are shown once burned just like we did in class. Copper: 1s22s2 2p63s23p64s23d9 , Sodium: 1s22s2 2p63s1 , Potassium: 1s22s2 2p63s23p64s1 , Strontium: 1s22s2 2p63s23p64s23d104p65s2 Flame Test Lab I. Purpose: To observe the colors produced when compounds are introduced into a flame and the electrons become excited. To estimate the wavelength of light produced, then calculate the frequency and energy of the light II. Safety: Standard safety procedures III. Chemical Inventory: Chemical Name: |Hazards: | |Lithium Chloride |Moderately | | |Toxic by ingestion | |Potassium Chloride |Slightly toxic by ingestion | |Calcium Chloride |Slightly toxic | |Barium Chloride |HIGHLY toxic by ingestion.Use extreme caution | |Cupric Chloride |HIGHLY toxic by ingestion. Use extreme caution | IV. Pre-Lab Questions: V. Procedure: 1. Dip the soaked wooden splint in one chemical at a time. Make a few crystal stick to the splint 2. Hold the end of the splint with the crystals in the burner flame and watch the first color you see. When it changes to orange, the splint is burning and we don’t care about that color 3. Use your chart from your prelab to estimate the wavelength of the color being produced 4. Obtain an unknown from your teacher, record the letter of the unknown, and do a flame test on the unknown. It will be one of the chemicals you have already tested. VI. Data and Observations: Chemical |Color produced |Estimated Wavelength (nm) | |Lithium Chloride | | | |Sodium Chloride | | | |Potassium Chloride | | | |Calcium Chloride | | | |Strontium Chloride | | | |Barium Chloride | | | |Cupric Chloride | | | |Unknown___ | | | VII. Calculations: For each chemical, do the following calculations. 1. Using the estimated wavelength, calculate the frequency of the light produced. 2. Using the frequency of the light, calculate the energy of each photon of light produced. VI. Conclusion: VIII. Error Analysis:

maximilian I essays

maximilian I essays 1459-1519, heiliger rmischer Kaiser und deutscher Knig (1493-1519), Sohn und Nachfolger des heiligen rmischen Kaisers Frederick III. Als Kaiser strebte er, starke imperiale Fhrung wiederhzuerstellen und dringend bentigte administrative Verbesserungen im in zunehmendem Maße dezentralisierten Reich zu erffnen. in der inlndischen und fremden Politik jedoch opferte er die Interessen von Deutschland als Ganzes des aggrandizement des Besitzes Hapsburg. Expansion ber Krieg und Verbindung Verbindung Maximilian (1477) zu Mary von Burgunder bezog ihn zum Schutze von ihrer Erbschaft einschließlich Burgunders, der Provinzen Netherland und Luxemburgs gegen die Designs des Knigs Louis XI von Frankreich mit ein. Durch Tod Marys (1482), hatte Maximilian Franche-Comt, die Grafschaft von Artois und die niedrigen Lnder gesichert, aber ihn erbrachte ein betrchtliches Teil von franzsischsprechendem Burgunder im Vertrag von Arras von 1483 (sehen Sie Arras, Vertrag von). In 1486 wurde er Knig des Romans (, Kaiser-whlen Sie d.h.), gewhlt und einen zunehmenden Anteil der imperialen Aufgaben bis Tod seines Vaters annahm. Nachfolger Louis XI's, Charles VIII, abgelehnt dem Vertrag; außerdem anstatt, Tochter Margaret Maximilian von Ãâ€"sterreich zu heiraten, erzwang er Anne von Bretagne in das Heiraten er (1491), abgesehen von ihrer Verbindung durch Proxy zu widowed Maximilian das vorhergehende Jahr. Erneuerte Kriegsfhrung mit Frankreich wurde vorbergehend durch den Vertrag von Senlis (1493) vereinbart, der im Allgemeinen den Status Quo beibehielt; aber die Frage Burgundian blieb eine Schlsselausgabe in den Relationen Hapsburg mit der franzsischen Krone. Maximilian wurde verwickelt in den italienischen Kriegen , um den Rest der Erbschaft Burgundian wiederzugewinnen und auch Dominions Hapsburg zu erweitern und jede mgliche Extension ...

Peter the Hermit and the First Crusade

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

Parents Sexuality Influence Essay Example | Topics and Well Written Essays - 750 words

Parents Sexuality Influence - Essay Example The discussion of the sexuality of children with their parents is least common. However, many people think that sexuality education must be taught from the parents. Neither the parents nor the children are not prepared to talk with each other on issues which are common at teenage like drinking, sex, drug usage etc. Many of the parents do care about such issues, want their children to have safe and healthy sex, but they don't get the appropriate time to discuss, thinks talking on sex is a vulgar subject, and do not feel comfortable in discussion it. This may be because of big generation gap between them. However, the daughter consults more than the sons do. Most of the teenagers prefer to consult sexuality education centers for their problems. These centers are quite useful as they keep young people aware of the consequences and risks of premature sex. Having sex at young age can be both harmful physically and psychologically. The society in which people are living also influences in parent-children relationship. Some society, which are conservative and are more under religious influence find it a bit easier to discuss than in socially affected place. However, it is the duty of the parents, at a certain age i.e. 14-18 years of their children, the parents must take their children into confidence and discuss on their sexual development. This is the age where sexuality becomes more common among teenagers. The people need to make it clear that sexuality is the part of maturity of humans. The parents need to talk with their children and discuss sexuality issues. The fathers can talk with the sons, similarly the mothers with their daughters, discuss about the consequences of sexuality and advice them on periodic basis i.e. after six months or yearly basis of the consequences of sexuality. In this way, if children face any serious problems, the parents can consult medical consultants or may require regular treatments. The parents need to show more frankness, openness, and attentiveness in their attitude when discussing sexuality with the children. The parents need to keep their tone cool and humble, and answer them seriously. The privac y of the child must be kept intact. The father can tell the sons about the usage of condoms and mothers can help daughters when they are in their sexual periods. However, children think their parents can help them in making their sexual decisions. Awareness Among Younger generation: The parents and sexuality centers need to provide awareness among the younger generation about the sexually transmitted diseases (STDs) such as HIV/AIDS etc. If not dealt properly with such diseases, improper pregnancy, inappropriate sex etc can be very deadly. In many European countries like Netherlands and Germany they have started sexuality awareness programs through electronic media, where parents come and give useful information to young masses. These sexuality communities can also help the parents in making them better sex educators. However in France, the children are send to such centers, and the parents cannot withdraw them before the age of 13. Although sexual education can be taught from other sources, but the love and care parents can give, children cannot get it from anywhere. Bibliography: Press Release TeenPregnancy.org. Teens Say Parents Most Influence Their Sexual Decisions.