Sexual Health Education And Risks Education Essay

Sexual Health Education And Risks Education Essay Because everyone agrees that there are too many teenage pregnancies and sexually transmitted diseases, a new approach to sex and health education is needed. When abstinence only is the only form of education offered, teenagers are encouraged to believe in common myths and rumors. With a realistic approach to sex and health education in schools, teens will understand how to prevent STDs, unwanted pregnancy, and HIV infections. Sexual health education should become a mandatory subject that students in middle and high school take as a part of their core curriculum. Most parent acknowledge the fact that their underage children are in need of a sexual health education when they are seniors in high school, but most teens believe that early sexual education is more important because when you learn it at a younger age you can become more familiar with the consequences. Comprehensive sexual health educations should inform the students about the facts and help them toward the way of practicing prevention, and better understanding (Sex Education: Issues and Directives 33-35). During the teen years, young women and men are curious and anxious to know about sex. They may not even know the proper sexual health education; the only thing that they know is what they get from the media or what they have heard from a friend which is not always a good source to follow. Adolescents that are sexually active get the majority of their advice from their friends who may know little or nothing about sexual health education. Some adolescents find information about sex in their reading. A lot of readings, still, fall short when it comes to topics that should be in details for a teenager to better grasp. With this lack of knowledge teens always find themselves making the wrong decisions. With well-educated teachers at schools to provide the right guidance, it may decrease the rate of teen pregnancy and contraction of sexually transmitted diseases at such a young age (Sex Education: Issues and Directives 33-35). We often hear a story of a teenager that got pregnant or has a sexually transmitted disease. We even see this in our schools as we walk the halls each day. Every year over 800,000 adolescents become pregnant and about 18.9 million contract a sexually transmitted disease (Weinstock, Berman, and Cates 6). Seventy percent of teenage girls and eighty percent of adolescent males engage in sexual activity during their teenage years. Forty percent of teens in America are sexually active (Curcio, Joan L., Lois F. Berlin, and Patricia F. First 4). Adolescents that are sexually active easily make the mistake of getting pregnant or catching a disease and, it is something that could have been prevented with the proper guidance. Teenage pregnancy is one of the reasons that female students drop out of school. Once a teen becomes pregnant or catches a disease the rest of her life will change forever. One out of every ten teenage girls above the age of fourteen becomes pregnant, and more than half of all pregnant teenagers leave school at an early stage to take care of their child while others their age are enjoying their youth years. We are all familiar with the story of a young lady forced to play the role of a mother and a student, and this is a very hard task. Getting pregnant does not only affect a young girl, but it also affects her partner because he also has to take responsibility. It is important for teens that do get pregnant to be encouraged to stay in school and receive counseling, and health care services. With this form of education the occurrence of second pregnancies will decrease (Curcio, Joan L., Lois F. Berlin, and Patricia F. First 9-11). Young adults are too afraid to talk to their parents about sexual health education, so they end up making decisions of their own. A majority of parents would appreciate sexual health education that schools could offer, and be confident to know that their children are getting the right information on ways to protect themselves and prevent diseases. Even if the students are uncomfortable to ask questions the teacher will cover the material to make sure that the students receive a better understanding. Like all the other subjects that are taught in schools, sexual health education should become just like a regular subject. A person who is well educated on a subject makes mistakes, but is less likely to make common mistakes, for example teens will be more cautious because they are familiar with the consequences. Everyone is always told to go to school to educate themselves for a better future. Math and English are not the only knowledge needed to becoming a better educated a person. We n eed to learn about our bodies and how to take care of them, because it is something we cannot replace. Most schools, only offer health and abstinence only education. Eighty-six percent of public schools that have adopted the policy of teaching sex education require that abstinence be promoted. Other thirty-five percent only allow abstinence to only be taught as the only option for adolescences. Most other schools have the policy to teach abstinence as the preferred option for teens and allow discussion of contraceptive an effective means of preventing pregnancy and STDs. Most of the schools that have sex education as part of their curriculum only educate the students about abstinence (Curcio, Joan L., Lois F. Berlin, and Patricia F. First). In an article on MSNBC, Dr. Buzz Pruit states, We didnt see any strong indication that theses programs were having an impact in the direction desired (). Referring to Abstinence only education. Abstinence can be defined behaviorally as the act of not engaging in any form of sexual intercourse, or as a commitment to wait until marriage. Abstinence i tself is one hundred percent effective as a means of protection against sexually transmitted disease or getting pregnant. However not every young adult is willing to practice abstinence. Therefore, it is only right to offer classes that teach teens how to proteAct themselves and prevent diseases. Comprehensive sexual health education should not just include a movie that exAplains menstruation, and human reproduction. Schools should educate their children from the biology of reproduction, the psychology of relationships, and the sociology of the family to sexology. The learning should fully cover sexual knowledge, beliefs, attitudes, values, and behaviors. The instructors of the class should be able to discuss the anatomy, physiology, and biochemistry of the sexual response system. The teacher should also be very open to where the students feel comfortable talking to her one on one. The curriculum itself must be based on effective teaching strategies that relate subject matter to the students interest needs and experiences so that the students are able to attach personal meaning to what is learned (Curcio, Joan L., Lois F. Berlin, and Patricia F. First 47-49). We often hear the stories of the teenager who thought she would not get pregnant the first time she had sexual intercourse because it was her first time or the one about the young boy who though that using a condom would prevent him from catching any sexually transmitted diseases. We have also heard the story about the young teen that was in love and trusted her partner so much that she did not bother to use protection and at the end she contracted a disease that will be with her for the rest of her life. Schools and government officials need to stand up and protect the future generation. Pupils need the proper guide for a better living. Every young student deserves the right of a proper education. When abstinence only is strictly forced, adolescents are left confused. This simply encourages young adults to make careless mistakes that result in consequences that could have been prevented with a better knowledge. Sexual health education may prevent a fifteen year old boy from becoming a father before graduating from high school; it can also reduce the number of young girls with life long Sexually Transmitted Disease because they thought that all STDs have visible symptoms. Sexual education must be seen as a preventative measure for young adults. I am sure that if a sexual health education class becomes a part of any school curriculum, the student body will be very appreciative of it. Students will come to class willing to learn and pay attention to the instructor, because it is a topic that many young adults are curious about. By having the classes no teenager would depend on unreliable sources because they have a well educated teacher to teach them about preventions and way to avoid diseases. For instance a research done by Michael Schofild proved that over half of the average students know nothing about the symptoms of either syphilis or gonorrhea. Not all Sexually Transmitted Diseases have the same symptoms; some have no symptoms at all, and teachers are needed to explain that to the students. Therefore it is very important to educate teenagers about proper sexual health education.

Waiting for the Sun :: Essays Paper

Waiting for the Sun 1 The theme of "Sweat" [Titles] is that in a fight between good and evil, good wins out eventually, because any evil done will come back to the source in time. There are three concepts that support this theme. They are conflict, irony and symbolism. 2 The conflict of the story is good vs. evil. Delia is good. She goes to church on a regular basis, sometimes more often than regularly. She continues to stay and fulfill her marital responsibilities, regardless of the fact that her husband is cruel. [She also kills Sykes, or at least lets him die.] 3 [Combine with previous paragraph.] Sykes is evil. He cheats on his wife and abuses her mentally, physically and verbally. The most evil thing Sykes does is let the snake loose in Delia’s hamper. His intent is that the snake will attack and bite Delia. Delia would die from the snake’s venom, and then she would be out of his life. 4 Irony supports the theme of this story. Sykes puts the snake into the hamper so that it will bite Delia when she goes to do the laundry. Instead, Delia gets away from the snake, and Sykes gets bit. This is ironic because Delia said, â€Å"What goes over the devils back, is got to come over his belly,†(762) earlier in the story. [What Delia says undercuts the irony.] 5 [Combine with previous paragraph.] Another irony of the story is when Delia notices there is only one match left. She curses Sykes for never getting any, and then she lights her lantern. When Sykes goes to get one, the match safe is empty. He is left in the dark because he never bought any matches. [Wouldn't one expect no matches if no one bought any? I don't see the irony.] 6 The most important concept of this story is symbolism. Sykes kicks a pile of white laundry, which symbolizes ["is"?] an evil act. The laundry is white which symbolizes good. Sykes â€Å"stepped roughly on the whitest pile† (761). A snake symbolizes evil or death. In the story the snake delivers the death.

It is only Physical Abuse if you set out to hurt Your Child Essay

The issue of child abuse is characterized by many contentions and therefore it is a subject of discussion. For instance, some people argues that a physical action will not be abusive if it was not intended to hurt the child while on the other hand, the Centers for Disease Control and Prevention in the United States defines child abuse as any action that can hurt or result to hurting of a child whether intentional or not. In this paper, I argue against the statement that it is only physical abuse if you set out to hurt your child. I therefore give reasons as to why I disregard the statement as wrong and misleading. Physical actions against a child involves but not limited to hitting kicking and slapping. Psychologists have proved that taking these actions against children teaches them how to do the same to others. Available research information shows a direct link between physical actions to children and their violent behavior at later stages of growth (Wolfe, 1999). It is quit reasonable to say that children build their character from their parents. It is therefore apparent that by hitting children for example, parents teach them how to hit and can grow up to be criminals. That physical action whether intended to hurt or not have negative effects to the life of the child and hence it is abusive. Physical punishments for instance may not necessarily amount to physical injuries but can be and indeed they are very destructive to the emotional life of the child (UNICEF, 2000). This amounts to frustrations and anger which cannot be safely and effectively expressed but remains subconsciously stored inside. The child then grows with disclosed anger which at late stages can be released inform of violence. Emotional destruction, if it is not attended, can result to stress and later depression which has other psychological and health effects. True to the authors stand, this is not a desirable situation especially when it is brought about by our irresponsibility, ignorance and illogical beliefs on physical actions against our children. Available psychological research results show that it is a subconscious need of human beings to be in love and stay in harmony with their offspring. It is therefore illogical and unreasonable for parents or any other person to expect to be loved by children who they have hurt whether intentionally or not (MedlinePlus, 2010). Physical actions on children can robe the members of the society the true spirit of love and cooperation from their children which they all desire. In addition to this, it must be appreciated that even if the intended purpose of the action is achieved, it will be based on fear and lack of alternative to the child and hence the child will grow to resist in a manner to suggest that he or she was revenging. Physical punishment for this matter is therefore abusive to the kinds because it cultivates unethical behavior of revenge to children (Baskerville, 2006). Psychologists also warn that by hitting a child, you instill the message that hurting people is permissible as long as you are older and stronger than them (Wolfe, 1999). The child then grows with that attitude of mistreating and hurting the young ones. This is unethical behavior and it is very annoying especially when it is as result of our mistakes In conclusion therefore, any physical action that can hurt a child is abusive whether it is intentional or not.

Impact of Mordern Civilization on Indigenous People Essay Example

Impact of Mordern Civilization on Indigenous People Essay Example Impact of Mordern Civilization on Indigenous People Essay Impact of Mordern Civilization on Indigenous People Essay Modern civilization has forced indigenous people to adopt their cultures, and beliefs. Because modern civilization has taken over traditional lands that are for indigenous people forces them to move further away or adopt the modern lifestyles techniques. Even some of the ways in which indigenous people use to worship has taken on a modern twist to it. From the articles I read my answer to the second question is yes indigenous religions re still practiced today even though some have taken on a modern twist to it while others still remain unaltered or changed. The ones that have changed are now using the internet to reach out to others and inform them of their religions while others still keep their religion sacred. Because of modern civilization taken over lands and traditional area some indigenous religions are not able to utilize their resources such as land and other resources hence are left no other option but to change are alter hey way the go about worshiping. For example in Japan Shinto is the indigenous religion, this religion has being going on for many years however since modern civilization has introduced Buddhism to Japan this practice has not being the same. It has taken on some of the more modern steps in order to reach out to people.

Parsing Dickens

Parsing Dickens Parsing Dickens Parsing Dickens By Maeve Maddox A reader, reacting to a recent post about parsing, responded with this literary reflection: Two sentences from Dickens Bleak House, chapter one, confuse me as to how to parse them.   [The rain in London has been heavy and the streets a running with mud.] Dogs, undistinguishable in mire. Horses, scarcely better; splashed to their very blinkers. Its the genius of Dickens that the reader must visualize mud everywhere and dogs running in and out of crowded streets with horses hooves splattering mud into the air with every step. If hed written in standard formal English, the reader could simply note the story fact for future reference in case dirty dog and dirty horses might be important. You can see the Londoners trying to avoid the dogs and step into flying muck from the passing horses. Read more carefully, and you can hear it, smell it, and even taste the air. But how the Dickenspun intendeddo you parse it? My first reaction to this email was admiration for the reader’s fine appreciation of Dickens, master of the inspired sentence fragment. My second reaction was, why would anyone want to parse Dickens? But, since the question was asked, my answer is, â€Å"very easily.† Dogs- noun, subject of the fragment undistinguishable- adjective, qualifies â€Å"dogs† in- preposition, governs â€Å"mire† mire- noun, object of the preposition â€Å"in† Horses- noun, subject of the fragment scarcely- adverb, modifies adjective â€Å"better† better- adjective qualifies â€Å"horses† splashed- past participle used as adjective to describe â€Å"horses† to- preposition governs â€Å"blinkers† their- possessive adjective, qualifies â€Å"blinkers† very- adjective qualifies â€Å"blinkers† ​blinkers- noun, object of preposition to​ A complete sentence has a subject and a verb; a fragment usually has one or the other. In modern usage, very is almost always used as an adverb, but it can also function as an adjective. For example, â€Å"The sailors mutinied for very hunger.† In the Dickens example, very serves to emphasize the extremity of the blinkers from the horse’s feet, which could be expected to be covered with mud. It’s nice to know that Dickens is still being read for pleasure and with aesthetic appreciation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)The Possessive ApostrophePlurals of Proper Names

Developing Teacher Portfolios

Developing Teacher Portfolios A teaching portfolio is an essential item for all educators. Every student teacher has to create one, and continually update it throughout their career. Whether you just finished college or are a seasoned veteran in the education field, learning how to perfect your teaching portfolio will help you advance in your career. What is it? A professional portfolio for educators showcases a collection of the best examples of your work, classroom experiences, skills and achievements. It’s a way to introduce yourself to your prospective employers beyond a resume. While a resume provides information about relevant work experience, a portfolio illustrates these examples of your qualifications. It is a valuable tool to bring to interviews and to track your professional growth. What to Include Creating your portfolio is an ongoing process. As you gain more experience, you add or take away items in your portfolio. Making a professional portfolio takes time and experience. Finding and identifying the perfect items to showcase your experience, skills and qualities are essential. The most effective portfolios contain the following items: Title pageTable of contentsPhilosophyResumeDegrees/Certificates/AwardsPhotosLetters of recommendationStudents’ work/AssessmentPlanningResearch papersCommunicationProfessional Development When searching for these items, collect your most recent examples. Ask yourself, â€Å"Which items really display my talent as a teacher?† Look for pieces that showcase your strong leadership skills, and that demonstrate your experience. If you add photos of students make sure you get signed permission to use them. If you are worried that you don’t have enough elements, remember that quality is more important than quantity. Sample Sections Here are some ideas of the types of artifacts you should be searching for when gathering your elements for your portfolio: Philosophy - Educational philosophy, classroom management plan, guideline of your discipline techniques.Degrees/Certificates/Awards - Copy of your degree(s), teacher license, awards of honor.Photos - Students, you with the students, classroom, bulletin boards, projects.Letters of Recommendation - Supervisor, teachers, parents, students, former employer.Students’ Work /Assessment - Worksheets, projects, assessment rubrics.Planning - Themed units, curriculum, lesson plans, field trips, activities.Research Papers - ThesisCommunication - Welcome letters, progress reports, parent conferences, notes to parents.Professional Development - Conferences, Meetings, publications, memberships. Sorting and Assembling Once you have gathered all of your artifacts, then it is time to sort through them. An easy way to do this is by arranging them into categories. Use the above bullet list as a guide to help you sort your items. This will help you filter out the old and irrelevant pieces. Depending upon the job requirements, use only the pieces that demonstrate the skills needed for the particular job you are applying for. Supplies Needed: Sheet protectorsDividersBinderCard-stock or sturdy paperColored paperResume paperGlue stick Now comes the fun part: Assembling the portfolio. Your portfolio should look clean, organized and professional. Place the contents into sheet protectors and group relevant items together using dividers. Print out your resume on resume paper and use colored paper for dividers or to place photographs on. You can even add borders to photos to make them more visually appealing. If your portfolio looks professional and doesn’t look like a scrapbook, prospective employers will see you put forth a lot of effort. Using Your Portfolio Now that you have gathered, sorted, and assembled your portfolio, it is time to use it. Use the following steps to help you utilize your portfolio while in an interview: Learn what is in it. Familiarize yourself with each page so when you are in an interview and asked a question, you can turn to a page and show them a tangible example.Know how to use it. Don’t go to your portfolio to answer every question, just use it to answer a specific question or explain an artifact.Do not force it. When the interview starts, do not hand the portfolio over to the interviewer, wait until it is a relevant time to use it.Leave artifacts out. Once you have taken items out to showcase your qualifications, leave them out. It would be very distracting to the interviewer if you are rummaging through papers. Take out each item as needed, and leave them visible until the interview is over. Perfecting a professional teaching portfolio can be an overwhelming task. It takes time and hard work, but it is an excellent resource to have. It’s a valuable tool to take to interviews and a great way to document your professional growth.

Analyzing The Roles Of Teachers And Supervisors In Curricular And Essay

Analyzing The Roles Of Teachers And Supervisors In Curricular And Instructional Change And Improvement - Essay Example Teachers and supervisors are inevitable part in the learning process of the contemporary educational system and they play a fundamental role in the progress and improvement of the curricular and instructional strategy. As the teachers play the most fundamental part in the curricular and instructional activity of teaching, they can act as one of the primary sources in supervisors in curricular and instructional change and improvement. In a profound understanding of the nature and processes of teacher accountability in schools, the relevance of the role of teachers and supervisors in curricular and instructional change and improvement becomes palpable. Teachers and supervisors are responsible for the overall development of the students through their instructional strategy and the curriculum and the teachers also have several other management functions in the classroom setting. Through their acts of mentoring and instructions, the teachers carry out some of the most essential management responsibilities. Therefore, there is vital significance for staff development programs which can result in improved teaching, instructional strategy and curriculum. As the staff development programs are hierarchical, the ideas to improve the curriculum are imposed from far above. "From the apex of school organization to the classroom teachers then is emphasized in making changes in curriculum. Change in the curriculum does not necessarily represent reform. If reform is evident in a changed curriculum, students are attaining objectives effectively and developing quality attitudes toward school." (Ediger, 1993, p 81). Therefore, the role of the teachers as well as the supervisors in the curricular and instructional change and improvement has been generally acknowledged and it is essential to give due recognition of their role in the improvement of educational process as well as to adopt strategies to encourage the participation of the teachers and supervisors in the curricular and i nstructional change and improvement. In a reflective investigation of the nature and processes of teacher accountability in a school, it becomes lucid that teachers are the primary factors influencing the affective dimension of curriculum improvement and the various examples of mentoring prove that teachers can carry some management responsibility. The teachers have an important role in stressing the quality attitudes of the students and they often make use of the strategies of mentoring in order to improve the affective dimension of curriculum. It is essential for a decision-making model in the curriculum improvement that all teachers actively take part in staff development. "Each teacher needs to be an active participant rather than a passive being in curriculum improvement. With active participation in decisions made to improve the curriculum, feelings of belonging should be an inherent result. Feelings of being significant and valued are desired by all in school and in society Quality improvements in the curriculum do not come about with a lack of feelings of belonging to a cohesive set of teachers." (Ediger, 1993, p 81). Therefore, the most essential fact in the improvement of the curriculum and instructional strategy within a school is the coordinated efforts by the teachers and supervisors who can influence the curricular and instructional change and improvement. There are several contexts in which teachers are required to perform curricular tasks and they perform different kinds of curricular activities. "Teachers make curricular choices, and they adopt and mold existing curriculum materials to their specific teaching situations. Sometimes teachers are involved in the construction of their own curriculum, but mostly they are engaged in the implementation of the curriculum materials which were developed outside the schools in which they teach." (Ben-Peretz, 1990, p 33).