Education Is Key A Comprehensive Approach to Sex...

Sex education is about informing students about sex so that they can make educated decisions when the time comes to have sex. Sex education helps students protect themselves from unintended pregnancies, STDs, and HIV/AIDS. Students should leave a sex education course with the right tools so they make informed decisions about their sexual health and well-being. The goal of sex education is to provide a student with as much information as possible so that they can use the skills they learned in class for the rest of their lives. However, for some time now, sex education has been a hot button issue in the United States. The debate is over which form of sex education is best for students. In recent years there has been much debate†¦show more content†¦In my opinion, the best form of sex education for a student in my high school would have to be comprehensive sex education. Comprehensive sex education can reduce behaviors that put young people at risk of HIV, STDs, and pregnancy. I see sex education as being about providing students with enough information so that they can protect themselves against the dangers that come along with having sex. Without access to information about all aspects of not only sex, but also sexuality, teenagers will not be able to make the right decisions when it comes to their bodies. The best form of sex education is comprehensive sex education. Comprehensive sex education would be best for high school students because it lets students make their own choices about sex. If they want to save sex for marriage, it should be their decision. The good thing about a comprehensive approach to sex education is that although classes may touch on the subject of abstinence, students also learn about how to protect themselves from infections and pregnancy if they decide to engage in sexual activity. The Henry J. Kaiser Family Foundation conducted a series of national surveys of students, parents, teachers, and principals, and found that â€Å"students who have sex education – regardless of the curriculum – know more and feel better prepared to handle different situations and decisions than those who have not.† There are numerous organizations that supportShow MoreRelatedComprehensive Sexual Education Of The United States1219 Words   |  5 PagesSmith refers to the inadequate sexual education of teenagers in the United States. Sexual education is the instruction on issues about bodily development, sex, sexuality, and relationships. Comprehensive sex education teaches about abstinence, condoms, and contraceptives to avoid sexually transmitted diseases (STDs) and unplanned pregnancies. As well as, the skills needed to help young people explore their own values and options. Comprehensive sexual education should be taught in the United StatesRead MoreSex Education : Which Is Better? Essay1718 Words   |  7 PagesAbstinence or Comprehensive Sex Education: Which is better? Sex is in the air, everywhere. It is seen when the television is turned on in the morning, it is used to sell hamburgers and cereal, and is the cornerstone by which we gauge our success. Sex is everywhere and the youth of today need to be equipped to handle it safely. There are two primary paths that can be taken when referring to sexual education: Abstinence or a more comprehensive education. Abstinence education is the promotionRead MoreComprehensive Sexual Education Should Be Taught1240 Words   |  5 PagesWELL.† SMITH REFERS TO THE INADEQUATE SEXUAL EDUCATION OF TEENAGERS IN AMERICA. Sexual education is the instruction on issues about bodily development, sex, sexuality, and relationships. Comprehensive sex education teaches about abstinence, condoms, and contraceptives to avoid sexually transmitted diseases (STDs) and unplanned pregnancies. As well as, the skills needed to help young people explore their own values and options. Comprehensive sexual education should be tau ght in public schools in theRead MoreSex Education Is An Important, Emotional And Controversial1645 Words   |  7 PagesSex education is an important, emotional and controversial topic to teach youth in today’s world. The question is, what is the best information, and the best way to teach them? Comprehensive sex education is teaching teens how to practice safe sex, providing teens with types of protection, and how to use it, as well as services and resources available to help them in making decisions to practice safe sex. Abstinence-only programs teach teens to not have sex, or anything â€Å"arousing† until marriageRead MoreKirsten Spears. Mrs. Hohl/4. English 112. Classical Argument.1404 Words   |  6 PagesArgument 9 March 2017 Sex Education: Is Abstinence Really the Only Option? Sex education for American youth has been a topic of discussion across the nation since the early 1980s. Teen pregnancies and sexually transmitted disease are two major problems throughout the U.S.. Sexually transmitted infections have been an ongoing problem for American people since World War I. To combat the growing teen pregnancy and STI rates, the U.S. established organized sex education. Since sex education has been integratedRead MoreTypes Of Integrative Review784 Words   |  4 PagesScholar and CINAHL; the keywords searched were â€Å"teen pregnancy† or â€Å"sex education† or â€Å"STI Prevention† and â€Å"digital† or â€Å"theory†; and, the years searched were inclusive of five years due to the limited research articles found otherwise. Using the guided questions as a foundation, the search strategy focused on (a) the effects of differing types of sex education taught to adolescents; (b) the use of a theoretical approach within sex ed ucation; and, (c) the use of technology in health promotion among adolescentsRead MoreSex Education And Sexual Education991 Words   |  4 PagesCountless avenues shape our knowledge of sex; whether its teachers, parents, media, or other sources. At some point most individuals receive an account of sex education. These lessons, connections, and knowledge we acquire impact our ideas about sex. The subject of my interview, whom we’ll refer to as Jessica, was no exception. Jessica is a 21-year-old, who grew up in a small, conservative North Carolina town. The public schools she attended taught sex education from an abstinence perspective and usedRead MoreA Research Study On Sex Education808 Words   |  4 Pagespeer reviewed journal Sex Education, investigates childism, or systematic discrimination against children, which stems from conservative beliefs that parents have high authority and children belong in the private sphere. Within the context of sex education, childism is a primary factor in programs that place the values of parents and society over the needs and rights of the child. While including discussions about the importance of personal and family values in sex education is reasonable, it is unreasonableRead MoreSexual Education : Teenage Pregnancy And Teen Pregnancy1509 Words   |  7 PagesSexual Education In the future Sexual Education courses will prevent teen pregnancy and teen abortions as well as educate students about factors that can affect life such as the deadly disease AIDS and other STD’s, inform youth about making smart choices about sex now and in the future, prevents accidental pregnancies, and assist in empowerment and awareness against sexual violence. According to the article â€Å"State Policies on Sex Education in Schools† only 15% of states offer sex education. That’sRead More Abstinence-Only vs. Comprehensive Sex Education Essay2397 Words   |  10 PagesHIV/AIDS epidemic began in the U.S. in the early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. Some believe that teaching abstinence-only

The Change in Psychological Behavior in Act 2 Scene 2 of...

In Shakespeare’s, Macbeth Act 2 Scene 2 is a crucial part of the play, because of the off staging of Duncan’s murder shifts the focus onto Lady Macbeth and Macbeth, as well as revealing the psychological behavioral changes and how the scene affected these two characters. The scene eventually leads to the deterioration of Lady Macbeth and Macbeth. In this scene Macbeth kills Duncan and almost immediately after the deed is done, he starts to develop a guilty conscience. Also throughout this scene Lady Macbeth shows her confidence because she takes control and shows that she is the dominant figure in their relationship. In addition, this scene shows Lady Macbeth’s Humanity which becomes a key factor in understanding her†¦show more content†¦However, in the scenes that follow Macbeths character becomes ruthless and uncontrollable. Macbeth is deranged and no longer cares or feels compassionate. After his killing spree against Banquo and Macduffs family he no longer cares for his wife. When he is speaking with the doctor about Lady Macbeth he refers to her as your patient, doctor? (Shakespeare 5.3.38) which shows he no longer considers her as his wife but rather a problem or illness that he asks the doctor to cure her of that. Canst thou not minister a mind diseasd, Pluck from the memory a rooted sorrow, Raze out the written troubles of the brain, and with some sweet oblivious antidote Cleanse (Shakespeare 5.3.41-45) her. When Lady Macbeth has died it is very clear that a major role reversal has happened in the play. At the beginning she was very motivated in reaching her goals for her and her husband. She was ambitious which is shown by her immediate persistence and determination for Macbeth to become king. Lady Macbeth was also manipulative. She knows that Macbeth is too good to commit murder so she manipulates him by attacking his manhood by asking him Was the hope drunk wherein you dressed yourself? Hath it slept since? And wakes it now, to look so green and pale, at what it did so freely? From this time such I account thy love. (Shakespeare 1.7.36-39) and these actions make her appear cold.Show MoreRelatedWilliam Shakespeare and Macbeth8813 Words   |  36 Pagesambitious pride, or  hubris. To the Greeks, such arrogance in human behavior was punishable by terrible vengeance. The tragic hero was to be pitied in his fallen plight but not necessarily forgiven: Greek tragedy frequently has a bleak outcome. Christian drama, on the other hand, always offers a ray of hope; hence,  Macbeth  ends with the coronation of  Malcolm, a new leader who exhibits all the correct virtues for a king. Macbeth  exhibits elements that reflect the greatest Christian tragedy of all:Read Moreshakespeare influences16068 Words   |  65 Pages SR.NO. CONTENTS PG.NO 1. ABSTRACT 1 2. INTRODUCTION 2-3 3. LITERTURE REVIEW 4-15 4. RESEARCH QUESTION 5. SIGNIFICANCE AND RATIONALE 6. ANALYSIS 7. 8. 9. 10. 11. ABSTRACT This thesis analysis the textual and symbolic similarities between Shakespeare s tragedies Macbeth and Hamlet and William Faulkner s the sound and the furry and Absalom, Absalom!. FaulknerRead MoreGender Roles Of Shakespeare s Taming Of The Shrew 2030 Words   |  9 Pagesin 1564 and died in 1616. He was also a poet with more than one hundred sonnets and two long poems. Many of Shakespeare’s dramas illustrate various forms of domestic and social problems. He was a playwriter of some famous plays, such as Hamlet, Macbeth, Romeo and Juliet, and Taming of the Shrew. Taming of the Shrew is a comedy, written from 1590 to 1592. The characters in the play detail romance mixed with humor. The play talks about gender roles of males and females in society and in their livesRead MoreTeaching Violent Behavior Through TV Essay examples2905 Words   |  12 Pages1990, a study by Nielsen Media Research revealed that children between the ages two and five watch approximately four hou rs of television per day.   According to the American Psychological Association, if children watch two to four hours of TV a day, they will have witnessed about 8,000 murders and more than 100,000 other acts of violence by the time they finish elementary school. (Bergenfield)  Ã‚   So basically, children are being taught through repetition to be aggressive and violent.   PsychologistsRead MoreAmerican Literature11652 Words   |  47 Pagesdetermined by God all people are corrupt and must be saved by Christ Rationalism / Age of Enlightenment period of American Literature - 1750-1800 Content: ï‚ · ï‚ · ï‚ · ï‚ · national mission and American character democratic utopia use of reason history is an act of individual and national self-assertion Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · political pamphlets travel writing highly ornate writing style fiction employs generic plots and characters fiction often tells the story of how an innocent young woman is testedRead MoreProject Managment Case Studies214937 Words   |  860 Pagespublication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on

Miller dramatic Essay Example For Students

Miller dramatic Essay Examine the end of act one in The Crucible. Consider its importance of this scene to the rest of the play and analyse how Miller makes it dramatic. The Crucible was written in 1952 by the twentieth century American playwright Arthur Miller (1915-. ) Miller was born in New York and educated at the University of Michigan where he began to write plays. Most of Millers plays are set in contemporary America and on the whole offer a realistic portrayal of life and society and the theme of self-realization is re-current e. g. John Proctor in The Crucible. The Crucible was the third play Miller wrote. It is a play about the Salem Witchcraft Trials of 1692 in Salem, Massachusetts. It was used as a parable for McCarthyism in America in the 1950s. Millers play The Crucible has recently been made into a hugely successful film that stars Hollywood actress Winona Ryder showing its enduring themes. The play concentrates on key figures of the trials: Abigail Williams, Mary Warren, John Proctor, Elizabeth Proctor and Reverend Samuel Parris. These were all real people trapped in the devastation of the time. The disturbing storyline powerfully depicts people under pressure and certain issues involved, Senator Joseph McCarthy; an important figure in the USA in the 1950s is mentioned somewhat in The Crucible. For instance; a certain similarity between the Salem Witchcraft Trials and McCarthyism was the fact that they both failed to make a plausible case against anyone, both their colourful and cleverly presented accusations drove people out of their jobs (and in The Crucible) and their towns and brought popular condemnation to others. The persecution of innocent souls is apparent in both Senator Joseph McCarthys work and of The Crucible. McCarthyism was when all left wing views were arraigned for un-American activities during the 1950s. The Crucible has much strength, its main and most imminent being its deeper meaning relating to America in the 1950s. The play explores the themes of witchcraft, the struggle between good and evil and a fear of individuality. At the end of Act One Reverend Hale of Beverly, an authorative on witchcraft arrives at Reverend Parriss house. He is trying to awaken Betty from her bed, as she has not woken since Parris caught Betty and some other girls from the wood with Tituba, Parriss Negro slave. The atmosphere is tense due to the fact the scene is taking place in the dark, upstairs room of Bettys bedroom. Its homely state and the close proximity of the characters add suspense and tension. The locals have no explanation for Bettys behaviour other than that she is bewitched. More local disturbances were likely to be blamed on witchcraft, and the hunt for witches began. The community in Salem was all Puritan settlers who had fled from persecution in England and hoped to have found a city of souls. The town was deeply religious as a result of a close relationship between the church and the law, it was, in fact a theocracy. Bettys supposed bewitching would have become very prominent within the village and struck terror into the very core of such a community. Hale begins the scene with suspense. His persona is re-iterated as a brave and fearless man when he alarms the audience with the words, if the Devil is in her you will witness frightful wonders in this room. He scares Mr. Putnam and asks him to stand close in case she flies. Witches were believed to have certain powers that were given to them by their master: the Devil. It was believed that they could make themselves invisible, or change themselves and others into animals, birds or other creatures, and that they could fly. The audience immediately expects a climax to the act, tantalised by the prospect of Hale now casting out the Devil. We watch breathlessly as Hale observes her. Hale is authorative towards Betty and concentrates fully on trying to wake her. Tension increases. .ua154a2cffae9f8dd3f0dc768425bbff8 , .ua154a2cffae9f8dd3f0dc768425bbff8 .postImageUrl , .ua154a2cffae9f8dd3f0dc768425bbff8 .centered-text-area { min-height: 80px; position: relative; } .ua154a2cffae9f8dd3f0dc768425bbff8 , .ua154a2cffae9f8dd3f0dc768425bbff8:hover , .ua154a2cffae9f8dd3f0dc768425bbff8:visited , .ua154a2cffae9f8dd3f0dc768425bbff8:active { border:0!important; } .ua154a2cffae9f8dd3f0dc768425bbff8 .clearfix:after { content: ""; display: table; clear: both; } .ua154a2cffae9f8dd3f0dc768425bbff8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua154a2cffae9f8dd3f0dc768425bbff8:active , .ua154a2cffae9f8dd3f0dc768425bbff8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua154a2cffae9f8dd3f0dc768425bbff8 .centered-text-area { width: 100%; position: relative ; } .ua154a2cffae9f8dd3f0dc768425bbff8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua154a2cffae9f8dd3f0dc768425bbff8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua154a2cffae9f8dd3f0dc768425bbff8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua154a2cffae9f8dd3f0dc768425bbff8:hover .ctaButton { background-color: #34495E!important; } .ua154a2cffae9f8dd3f0dc768425bbff8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua154a2cffae9f8dd3f0dc768425bbff8 .ua154a2cffae9f8dd3f0dc768425bbff8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua154a2cffae9f8dd3f0dc768425bbff8:after { content: ""; display: block; clear: both; } READ: Eva's home EssayParris breaks the atmosphere of suspense, which once again expresses his insecurity of his good name and reputation. This theme is demonstrated throughout the play. How can it be the Devil? Why would he choose my house to strike? His fear of reputation and a despairing plea is reinforced and Hale cleverly answers Parriss queries. This demonstrates Hales strength of belief in the evil plague. It is the best the Devil wants, and who is better than the Minister? The audience immediately is taken aback by Hales quick intelligence. Strangely however, Hales words are nai ve because there are many people within the village who are better than the Minister. Hale uses these words as alleviation. Hale believes it is more of a conquest for the Devil if he uses Parriss house to strike, Parris is somewhat flattered. Hale continues to thoroughly examine Betty and as briefly mentioned before on page thirty-one, The Devil is precise: the marks of his presence are as definite as stone. He asks Betty is someone afflicts her. There is a speculation that Hale is putting ideas into the young girls heads. He questions Betty and enquires, perhaps some bird invisible to others comes to you- perhaps. A little further on in the play, when the girls are being interrogated in court, they declare that a yellow bird- invisible to others, if flying nearby. (Page 74) Holding his hands out, Hale undertones in Latin, the phrase, In nominee Domini Saboath sul filique ite ad infernos. The effect on the audience is awe and the characters are bewildered because of the fact that no-one actually knows what he has just said. Although, as a result of his action this reflects on the character of Hale, and the fact that he has a very scientific and religious approach to an issue which is moral and about the soul. You can therefore relate Hales behaviour to that of Senator Joseph McCarthys in American court cases. Betty does not stir. His attention is drawn to the vigilant Abigail. He is quite severe towards Abigail and his eyes narrow. The atmosphere becomes oppressive. Facts are revealed gradually and Parris admits he saw a kettle in the grass where they were dancing. The concise conversations between Abigail, Hale and Parris become quick and short utterances, due to the severity of the case. Hales questions have become more explicit as he has become more impatiently suspicious. Miller now increases the tension with the speed of the dialogue between Abigail, Hale and Parris. There are very few stage directions required during this particular scene because the action is carried purely through the language. Abigail is clearly thinking on her feet, with hesitant pauses in between words particularly evident. Hale puts more ideas into Abigails head and suggests a frog, a mouse or perhaps something else jumped into the kettle that was found by Parris. Parris fearfully remembers he thought he saw some movement in the soup. Jumping to her defence Abigail screams, that jumped in, we never put it in! She does this because she knows that good evidence to show that something was moving in the kettle could produce a suspicion of witchcraft leant upon her. Jumping to her defences in such a way could make an opposite reaction to what she wants and Hale may think that the way she is carrying out this investigation is very belligerent and aggressive. She would not want to be thought of as that because it could make her look even more suspicious.

Who Speaks The Voice Of History Essays - E. H. Carr,

Who Speaks The Voice Of History Who Speaks The Voice Of History The facts of history in the eyes of Americans have been viewed in many lights. The Smithsonian exhibit entitled, "American Encounters" is no exception. This multimedia exhibit focuses on American Indians, Hispanics and Anglo-Americans in New Mexico. Although the exhibit contains many noteworthy facts about the culture and lifestyle of the Indians, in my opinion, many other aspects of Native American history were left in the shadows. The Smithsonian did not clearly illuminate the struggle and oppression which the Indians endured during the European settlement. This obscured information raises the issue of which historical facts are selected as notable. E.H. Carr, an historian, explains this argument with a very prominent quote from the first chapter of his book What is History. The quote states, "The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor and in what order or context" (Carr 9). As stated above, Carr believes that "facts only speak when the historian calls on them. . ." (Carr 9). In the "American Encounters" exhibit, the facts concerning Indian tribulation and European domination could not be heard. By all means I believe that their situation was more than just an encounter. From the statement on the plaque, one could interpret that the Europeans were given the land, or that the Europeans established forts, trading posts, and colonies to live as one with the Indeginous peoples; however, that was not the case. Consequently, Carr's statement holds true. The authors of the exhibit choose how to present this portion of history. They decide in what context to display the facts. Obviously the authors feel that a blurb on the wall is enough to express years of struggle and strife. If visitors to the Smithsonian had no previous knowledge about the conflict between Native Americans and the Spaniards, does this excerpt explain the real situation? From this plaque I am taught nothing of the hardships that the Natives endured. I do not learn that thousands of Indigenous lives were taken at the hands of the Spaniards simply to acquire land that wasn't theirs. I do not learn that families and tribes were broken up in order to teach the Europeans how to survive. To my dismay no artifacts, pictures or any other type of visual display told this side of the story. It is the responsibility of the authors of this exhibit to accurately convey the facts and clearly elaborate on them. However, the Smithsonian has dedicated a large section of the exhibit to the lifestyles of current American Indians. As previously stated, Carr is certain that, ". . . it is [the historian] who decides to which facts to give the floor. . ." (Carr 9). In the section allotted to the Kha p'on, Indians of Santa Clara, there is a plaque mounted on the wall which is, to my surprise, accompanied by an assortment of visuals. Among many items, the display includes numerous examples of pottery, a Pueblo Indian-shaped mirror, and a traditionally set dinner table. Beside this manifest is an extremely eye-catching photograph of a typical Pueblo Indian family. All of these wonderful artifacts are presented in order to show how the American Indians of today continue to prosper despite their distressing history. Once again the "American Encounters" exhibit confirms Carr's statement. The authors of this exhibit choose which aspects of history to amplify. I don't completely understand why the modern lifestyle of an American Indian is uplifted, yet acknowledgement of their burdened past is vague. Visuals and artifacts provide an understanding of the exhibit that a plaque alone cannot equally produce. It is imperative that the presentation of historical facts are appealing, explicit and powerful.