Education Of Sex In Schools Essays - Human Sexuality, Midwifery

Education Of Sex In Schools Education of Sex in Schools Sex is something that almost everyone will experience before they die. It is a subject that has been debated about for years. From the debate over birth control to the outbreak of aids. With all this history behind us, sex is becoming even more of an issue. With the new outbreaks of sexually transmitted diseases and the fact that sexually active persons are becoming younger, sex has now become a daily topic. Sex scandals in the media and talk such as who slept with who at last nights keg party are making these daily conversations apparent in high schools, middle schools, and in a lot of cases grade schools. As the saying goes monkey see monkey do one can only assume that this concept will pertain to these easily influenced children. That is why it is imperative that another side of this issue is presented on a regular basis, a side that demonstrates safe sex as well as no sex. Sex is a basic instinct in all-living beings; sex education in Georgia public schools should encourage absti nence because it is the only sure way to prevent pregnancy and disease, but not dismiss protective measures for those who become sexually active, because no matter much you emphasize abstinence, there will always be those who choose to participate in sexual activity. Sex is a basic instinct in all-living beings. Men and women were intended to fall in love and he gave us all a sex drive so that we could become one with that person. Whether people choose to be sexually active or remain abstinent, there is always a desire for sex in most males and females. In our culture, young peoples natural sexual instincts are stimulated by exposure to sexual messages. Because so many young people in our society are exposed things that portray sex appeal their natural curiosities are brought out, they are exposed to sexual stimuli early and often. The media has a huge influence in stimulating the drive for sex in people. Many ads use sex to appeal to the public. For example, Calvin Klein uses beautiful men and women, usually dressed provocatively, portraying them in a seductive way to sell fragrances and clothing items. These ads are successful because a huge majority of the people who see these ads want to be seen as sexually desirable and attractive to the opp osite sex, they are responding to a natural feeling. There are also many commercials for things such as beauty products that make the models look sexy and beautiful, this appeals to young ladies wanting to be like those models and getting the attention that the models get. By buying the product they feel that they can become sexy also. Music videos are also very explicit in the way they elude to sexual activity. This not only brings out natural curiosities in young viewers but also portrays sex as something casually enjoyable ignoring the consequences therein. Although the media portrays sex as something that is cool and fun and something that can be taken lightly, sex does have some real consequences which are nether cool nor fun as well as something that can make lasting scars on a persons life. The consequences that can happen when one becomes sexually active can be both emotional as well as physical. On the emotional side of becoming sexually active, often times young people are not ready for the stress that goes along with becoming emotionally attached to their partner. Not many would argue against the feeling that when you have sex with someone you give them a piece of your heart, you become one with that person and in turn, often times become attached to them. Some emotional effects of being sexually active can be life changing. One thing we deal with in our society today is a large amount of teen pregnancies. When a young woman becomes pregnant, it puts a huge amount of stress on her. She is faced with many decisions such as aborti on, adoption, or making enough money to raise the baby herself. This baby will change her life, furthermore many young womens bodies are not ready to take on the

The invention of the Airplane essays

The invention of the Airplane essays Orville and Wilbur Wright invented the Airplane on Thursday, December 17, 1903. These two brothers change history forever. Because of there great deal of passion and motivation we could travel at a faster speed all over the world. Of course that many inventions have there advantages and disadvantages. The airplane had and still has many ups and downs but we could try to over come these things and just try to see the positive side of this great invention. The Wrights Brothers had a good childhood. There parents tended to travel a lot so they got to know different places around the United States. As a young teenager Wilbur got hit with a bat across his face while he was ice skating. at the moment it didnt seem as if he was really hurt but later on he began to be affected with nervous palpitations of the heart which excluded the recognition of the idea of his parents, of giving him a course in Yale College. For the next four years, Wilbur stayed at home, suffering from a depression as from his heart disorder. During this time, Wilbur cared for his mother Susan, who was dying from tuberculosis. During the year 1900,1901,1902,1903 Wilbur and Orville decided to start working on a project together. They decided to put there hands into building the worlds first Airplane ever. At the time, it seemed a great deal of skill would be necessary to fly, so they found a great deal of practice would be necessary. Wilbur initially proposed to build a 150 foot tower with a pulley at the top. A rope, attached to the glider, would pass over the pulley and be tied to a counterweight, supporting part of the weight of the craft. Wilbur believed this arrangement would permit the pilot to practice the skills needed to fly even if the craft was not yet fully airworthy. Octave Chanute wisely recommended against this course of action, instead encouraging the brothers to find a place with lots of san ...

CRITICAL APPRAISAL Essay Example | Topics and Well Written Essays - 2500 words

CRITICAL APPRAISAL - Essay Example This trend first came forth during the 1990s, when companies were trying to outsource non-core business tasks to specialist firms that cost less, which meant giving out a lot of information to smaller groups of contractors in different parts of the globe. It was like inviting outsiders into their company to help in finding innovations and solutions to current problems. This was a great fundamental change that spread among all companies, a business breakthrough made possible by Wikis. The Wiki platform has been one of the widely used Web 2.0 technologies. Wikis are web-based software that allow Internet users to edit data and other material (e.g. Wikipedia). So, the business model was named Wikinomics (Dawe, 2009). According to Don Tapscott, an expert on business-strategy and a co-author of Wikinomics: How Mass Collaboration Changes Everything, companies have realized that they have to connect to their customers and listen to what ideas they can offer. It means that companies have to interact with the outside world and gather ideas from the outside to use for new products or product improvement. This business breakthrough positions companies who are already using it in their strategies to face today’s changing economy with ease and gear themselves towards success (Dawe, 2009). With the time’s fast-paced global marketplace, successful collaboration is the answer to achieving a competitive advantage in the business field, and Cisco has through forward regarding mass collaboration. Cisco is known to be the worldwide networking leader that changes the way people connect, communicate and collaborate with each other. It is a multinational corporation headquartered in San Jose, California. It manufactures switches, routers, and other networking and communications hardware both for business and home usage (St. James Press, 2000). Cisco Systems was founded in 1984 by Len Bosack, Sandy Lerner, and Richard Trojano in

The relationship of the U.S with Iran and Iraq in the 1980s Essay

The relationship of the U.S with Iran and Iraq in the 1980s - Essay Example Anthology; in the chapter 8 of the particular book, under the title ‘The Color of Violence’ (INCITE 81) the issue of violence of people belonging in the white race against people of other races is discussed. The pieces of information retrieved through the specific book are analyzed based on a theoretical framework that focuses on the transformation of conflict: the ‘Big Picture of Conflict Transformation (BPCT) framework’ (Lederach 35). Through this framework certain solutions for facing the expansion of race-based conflicts are presented; however, the success of the relevant measures requires the willingness of the participants to change their beliefs in regard to social exclusion and equality. Such target is rather difficult to be achieved while the actual benefits of any relevant effort could take a long period in order to appear. The BPCT framework is consisted of three layers: at the first level, three aspects of the conflict are reviewed: ‘Issue, Patterns, and History’ (Lederach 35). Each of these issues are explained as follows: the Issue element of this layer refers to the present status of the conflict, the Patterns element implies the common forms of the conflict as developed through the years and the History element shows the status/ form of the conflict in its early years (Lederach 34-36). The elements presented above have a unique relationship; this relationship is presented in Figure 1, through a graph based on the BPCT framework of Lederach. The elements of the framework’s first layer interact in the following way: Issue, which equals to Present, is highly influenced by the Patterns; the latter have been gradually developed through the continuation of the conflict for a long term. If the history of the conflict, i.e. its forms in the long past, is checked then the Patterns and the Present status of the conflict would be easier understood. The second

Transformational leadership Assignment Example | Topics and Well Written Essays - 2500 words

Transformational leadership - Assignment Example Transformational leadership can be defined as in two different contextual values; theoretical value and the application value. In the theoretical value, transformational leadership can be defined through a formal qualification and circumstances that surround the situation at hand. It his qualification there is a fanatic grounding in the subject matter in order to get an in-depth look at the potential effect and implications especial when it comes to matters of ethics and moral department. In the application model definition, the definition of the theory is done and based on the application of the leadership skill on a particular endeavor or task. Having to site the various ways that transformational leadership can be defined a basic description of it can be given as leadership with enhanced motivation and performance amongst the following of a leader that has been done through various mechanisms. The leadership involves the connection with the following, being role models, challengin g the following to develop creativity and inspiring the following in order for them to share in the dream of the leader. Literature review One of the many famous scholars who have defined transformational leadership is James Macgregor Burns. Burns described transformational leadership as not just a set of behavior and characters but he described it as a continuous process where the leader exhibit high level of integrity morality and motivation aspects in their leadership. In his description of transformational leadership burns described that transformational leaders offer directional purpose to their subjects that not only transcend in the short term achievements by to more long-term and intrinsic need for their subject. He also added that transformational leaders tend to raise the standards trough appealing to the higher level of ideas, morals, and values as compared to other forms of leadership This definition by Burns was highly influenced by Maslow’s theory of needs. It i s on this theory that it is noted that different human being has different ranges of need and different extents that the individual intends to fulfill them. This theory of needs also acknowledges that different individual’s at different level have different efficiency level and motivation at work. This highly affects the satisfaction of needs. Transformational leaders as per Burns fall in the higher levels of the theory of needs: self-esteem and self-actualization levels. Components of Transformational Leadership Transformational leadership has over the years evolved from components of other of preceding methods of leadership. Some of these theories include the behavior theories, charismatic theory situational theory, and transactional theory. These three theories form the four basic components of transformational leadership. The three components can be described as follows Charismatic influence This can be defined as the level or degree to which any particular leader exhibit ing transformational leadership behaves or carries himself or herself.

Impact of Cushioned and Ball Chair on Classroom Behaviour

Impact of Cushioned and Ball Chair on Classroom Behaviour The Impact of Air Sit Cushioned and Ball Chair on Classroom Behavior of Students with Autism Spectrum Disorder (ASD) Nader Matin Sadr1, Hojjat Allah Haghgoo2, Sayyed Ali Samadi3, Mehdi Rassafiani2, Enayat Allah Bakhshi 2 1. Ph.D Candidate of Occupational therapy 2. PhD 3. Ph.D University of Ulster Introduction: Increasing number of children with autism spectrum disorder is 1 case per 110 Students is a great challenge for education system (1). Difficulty in engagement in class tasks, low attention span, and inappropriate behaviors are common in these students, which interfere with student’s ability to participate in the educational mainstream (2). One reason that children with ASD have limited success in educational improvement with some intervention strategies is that these strategies do not address the sensory issues that may underlie the disruptive behavior (Ayres, 1972; Dunn, 2000). In an extensive research on 200 children with autism, %95 had difficulties in sensory modulation. Physiological need for proper sensory stimulation leads to spending most of student time on stereotype and repetitive movements to adjust their sensory system. Therefore, their attention would not be concentrated on learning and assignments in class. Greenspan and Wieder argued that the decrease in sensory processing may resulted in social isolation and inattention to class tasks (2).Viola and Noddings stated that children with low sensory sensibility require additional sensory stimulation to accomplish the tasks which require attention and concentration (3). Therefore, one of the prominent approaches to address the behavioral problems in these chi ldren is sensory integration approach. Sensory integration approach includes integration of three essential sensory systems: the proprioceptive, the vestibular, and the tactile systems. These systems, regulate the awareness of the body in space, joint and limbs positions, control sensations of gravity and movement, and perceives the sense of touch (4). Sensory Integration theory is focused on these special key sensory systems which are useful in person’s interpretation and application of sensory information. Proper sensory integration is a gate to successful educational learning through successful application of sensory and perceptual systems which would lead to forming vital skills for doing on task behaviors (4). Occupational therapists who work in school often use sensory techniques to increase students’ levels of attending, on-task behavior, and performance in the classroom. Many clinicians perceive these approaches to be successful in promoting functional classroom behavior. According to previous findin gs, 99% of occupational therapists use sensory integration techniques (5). Smith and Miller had been in contact with 292 occupational therapists in 1992 and found that Sensory Integration based-therapy was the most common applied technique among all of them (6). The effects of proper sensory integration, improve students ability to educational achievements and success by goal directed use of sensory and perceptual systems. This method can lead to success in learning (Gilman). Furthermore, formal research conducted on sensory-based interventions has supported this belief (Schilling, 2004; Schilling Schwartz, 2004; Schilling, Washington, Billingsley, Deitz, 2003). Hemmingsson and Borel in their investigations emphasized on lack of environmental modification in the classroom that directly refers to the limitation of student’s engagement. So, lack of proper changes in environment can lead to restriction in learning. Furthermore, previous emphasis in pediatric occupational therapy has been on modifying the individual’s behavior with less emphasis placed on changing the environment, but focus is now shifting to ergonomic and sensory modifications to promote academic success (Asher, 2010). Various sensory-based strategies, including the use of alternative seating devices, have been examined by researchers and in many cases have been found to promote functional classroom behavior (Fertel-Daly, Bedell, Hinojosa, 2001; Schilling et al., 2003; Schilling Schwartz, 2004; Zissermann, 1992). Two of these functional methods are the using of balls and air cushions rather than common chairs. The use of therapeutic balls have been lead to marke d improvements in the in-seat behavior and legible word production, in school age children with attention deficit hyperactivity disorder (ADHD; Schilling, 2004; Schilling et al., 2003) and to increase in engagement and in-seat behavior of preschoolers with ASD (Schilling Schwartz, 2004) (7). Clinicians have been using dynamic seating systems such as the Disc ‘O’ Sit cushion for many years to assist students to increase their attention span. While clinical evidence that these systems can lead to desired results, but very little research has been completed and published to support their use. Sitting on a ball allows the child to pay more attention to activities while receiving stimulation in a passive form, rather than seeking stimulation from disruptive activities. Gamache-Hulsmans (2007) stated that students said they feel better when sitting on ball chairs. Students also felt more comfortable and said their backs did not hurt when sitting. The ball chairs are soft compared to regular classroom seats and are more fun to sit on (3). To what extent, dynamic seating chairs will effect on attention to on task behaviors and in-seat behavior? Therefore, in this research, the effects of sitting on ball and air cushion were investigated. With regards to thousands of special students with difficulty in sitting and classroom performance, these devices may be optional selection for solving the mentioned class behavior problems. Materials and Method Research Design: A single subject multiple treatments withdrawal design A-B-A-C was used to investigate the effects of 3 seating options including common chairs, therapy balls, air cushions on the in-seat, on class task behavior, communication and social behavior of four students with ASD. During the 2 A phases students were sitting on common chairs, in B phase on air cushions, and during C phase they were sitting on therapeutic balls. Participants: This investigation performed in an especial school for ASD students. A convenience sample including four participants was recruited from the Preschool students in autism elementary school in Mashhad, Iran. Participants were diagnosed as ASD by specialists and taking their own medications regularly throughout the study. According to teachers’ report, all children were identified as having difficulty with in-seat behavior and on task behavior. Procedures: Informed consents were obtained prior to experiment and contents were comprehended and signed by students’ legal representative. Data collection: Gilliam Autism Rating Scale-Second Edition (GARS II) and Vineland testes were given and were used to examine social and communication skills of students in the first and final of research for all students of class. To assess the students’ class behavior, staff was instructed to give no additional feedback on students sitting behavior either positive or negative throughout the duration of the study. But, if a student exhibited behavior that could be potentially harmful to him, peers, or the staff must have been prevented by staff. To remove any novelty effects, students were introduced with stability balls and air cushion instead of their chairs for 2 full days, before baseline data collection. Video recording: Setting camera recorders in class, Students’ behaviors during class task (sitting period and attention performance related to class tasks) were recorded all the day-time. Students’ behaviors were quantified three times per week, one day after another, with an overall of 12 sessions. Two occupational therapists were trained as observer of videos. In-seat data were collected via momentary real time sampling (MTS); the observers coded the student’s behavior on the basis of several behavioral classifications. The mean score across raters was used to calculate weekly on-task and in seat behavior. Videos were regularly checked throughout the study to determine inter and intra rater reliability agreement. Observers individually, watched videos every 10-s intervals, stopped it and marked the observation on each child’s designated worksheet, thus resulting in 60 observations per session per participant. This MTS interval would serve to make the obs ervations more valid and representative of the child’s behavior throughout the baseline and interventions periods. Additionally, GARS II and Vineland testes were given and were used to examine social and communication skills of students in the first and final phases of research for all students of class. Students’ class behaviors during two intervention phases (each 1 week) were compared with class behavior during baseline and withdrawal phases (each one week). Teacher Social Validity Scale: Social validity questionnaire was used at the end of the study to evaluate teacher opinion regarding the intervention. The questionnaire consisted of 8 questions and assessed effects of intervention on sitting and activity participation as well as the extent of preference of stability balls or air cushion instead of chairs. Questions were answered on a 5-point Likert scale that ranged from strongly disagree (1) to strongly agree (5). On-Task Behavior:† Engagement was defined as â€Å"oriented towards appropriate classroom activity or teacher and either interacting with materials, responding to the speaker or looking at the speaker† (Schilling Schwartz, 2004, p. 427). This definition included reading, and writing as well. In-Seat Behavior: Data on in-seat behavior was defined according to Schilling and Schwartz (2004) and quantified during video review. â€Å"Any portion of the child’s buttocks in contact with the seat portion of the chair† (Schillling Schwartz, 2004, p. 427) and â€Å"the four legs of the chair in contact with the floor† (p. 427). For the intervention phase (B), any portion of the participant’s buttocks in contact with the air cushion, air cushion in contact with the chair and the four legs of the chair in contact with the floor. For the intervention phase (C), in-seat behavior was defined as â€Å"any portion of the participant’s buttocks in contact with the ball, the ball in contact with the floor, and at least one foot in contact with the floor† (Schilling Schwartz, 2004, p. 427). GARS-2: The GARS is a screening instrument used for the assessment of individuals’ ages 3–22 years old who exhibit behavioral characteristics that may be indicative of autism. This is a standardized instrument, which consists of 42 items divided into three subscales that describe specific, observable and measurable behaviors. The items included in this instrument are based on the definition of autism adopted by the Autism Society of America (2003) and on the diagnostic criteria for autistic disorder published in DSM-IV-TR. Vineland Materials: Therapy balls: The selected therapy balls to be used in classroom use, had 55-cm-diameter (n Sit ball by †¦) with five little feet to prevent it from moving or rolling when used as a sitting ball. Therapy balls were individually fitted with air pressure into the ball (at different degrees of inflation) that confirm the student could sit comfortably with his feet flat on the floor with knees and hips flexed at 90 degrees. Air cushion: The Disc ‘O’ Sit cushion is a round and widely available. The Disc ‘O’ Sit, are instability cushions, strong enough to sit. It is designed to fit on a classroom chair and provide movement while seated (7). Chair: A general wooden with iron frame classroom chair without armrests (height, 72 cm; depth, 34 cm; width, 39 cm; seat height, 36 cm). 1. Participant 1, speak with himself slowly and repeatedly with low attention and cannot tolerate sitting on chair. Participant 2 an 8-yr-old boy, he has low level endurance for performing occupation and sitting. He was hyperactive. Participant 3 an 8-yr-old boy, he has visual perceptual problem with low attention and endurance. Participant 4 a 11-yr-old boy, auditory problem, he likes, Results: During Phase A1 the number of times Hossin was on seat ranged from 11 to 18 (mean [M] = 14). During Phase B, the range was 30–36 (M = 34). During Phase A2, (chair) 15-38 (M = 23). During Phase C, (ball) the range was 2-10 (M = 6). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. During Phase A1 the number of times Hossin was on task ranged from 23 to 32 (mean [M] = 27.5). During Phase B, the range was 42-56 (M = 50). During Phase A2, (chair) 33-44 (M = 39). During Phase C, (ball) the range was 47-51 (M = 48). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. Each child’s data are presented in separate graphs in Figure (A) Total number of times that Hossin was on seat each phases. (B) Total number of times that Hassan was on seat and engaged each session. (C) Total number of times that Parsa was on seat and engaged each session. (D) Total number of times that Amir was on seat and engaged each session. Films was regularly checked throughout the study for determining inter and intra rater reliability agreement. Final inter rater agreement percentages ranged from 93% to 100% for in-seat behavior and from 80% to 90% for on-task behavior. They had a mean age of 8.75  ± 1.9 years, mean height 132.5  ± 9 cm, and mean weight 29.25  ± 8.5 kg. Each child demonstrated a unique response to the use of the therapy ball chair and air cushion. Discussion: Conclusions: This investigation suggests that dynamic seating in the classroom, increases in-seat behavior on task behavior for children with ASD. However no one type of seating was found appropriate for all children with ASD. For some forms of classroom behavior, the use of dynamic seating appears proactive, serving  as a positive behavior support strategy to assist in creating an opportunity for learning. References 1.Koegel L, Matos-Fredeen R, Lang R, Koegel R. Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice. 2011. 2.Schilling DL, Schwartz IS. Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of autism and developmental disorders. 2004;34(4):423-32. 3.Horgen KM, Kathryn M. Utilization of an Exercise Ball in the Classroom: Its Effect on Off-task Behavior of a Student with ADHD [thesis]: University of Wisconsin; 2009. 4.Wu W-L, Wang C-C, Chen C-h, Lai C-L. Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder. 2011. 5.Tunstall H.R. Effects of Alternative Seating on the Academic Engagement of Children With Autism 2010. 6.Lang R, O’Reilly M, Healy O, Rispoli M, Lydon H, Streusand W, et al. Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders. 2012;6(3):1004-18. 7.Schilling DL. Alternative seating devices for children with ADHD: Effects on classroom behavior. Pediatric Physical Therapy. 2006;18(1):81.

Mathematical Education: A comparison between Japan and America Essay

Mathematical Education: A comparison between Japan and America The mathematical education provided in the United States has proved to be inferior compared to that of other countries. Specifically the Japanese and other Asian educational systems produce more educated mathematics students than the United States. American children tend to score lower on standardized testing than Asian students do. Many studies have been done by research groups such as the National Center for Education Statistics of the U.S. Department of Education and the International Association for the Evaluation of Educational Achievement showing the differences in teaching methods between the United States and Japan. The teaching styles and the cultural differences can account for the gap in performance. One of the most famous studies of its kind is called Pursuing Excellence, the Third International Mathematics and Science Study. This study was conducted in 1995. The Mathematical knowledge of half a million students from forty-one countries was tested. Of these countries, the test shows that American students performed below average in mathematics. During the same research project, classrooms in America, Germany and Japan were videotaped and analyzed. (1) When the curriculums in various countries were reviewed, researchers consistently found that American teachers spend a small amount of time on many topics where as other countries focus on fewer topics with more depth of topic and more repetition. Another variation is that American teachers, for the most part, have received more formal education than Japanese teachers, but have less classroom training and experience. Japan has a much higher focus on teaching quality than the United States. Most of t... ...needed to solve the problem at hand. Japanese teachers provide their students with the knowledge they need and the ability to think so that they can apply this knowledge in various situations. For this reason, Japanese students have been able to perform better in studies than American students can. Bibliography "Inside Scoop: a worthwhile international comparison." National Education Association of the United States. 1997. (website- address unknown) Ibid "Understanding and Improving Classroom Mathematics Instruction: an overview of the TIMSS video study." Phi Delta Kappa Inc. 1997. (website- address unknown) Ibid Steffe, Leslie, Nesher, Pearia, Cobb, Paul, Goldein, Gerald, Greer, Brian. Theories of Mathematical Learning. New Jersey: Lawrence Erlbaum Associates, Publishers, 1996. P. 6. Ibid, p. 6-7. Peer reviewed by Melissa Lenzi and Helen Hunt