Sex Education During The United States - 873 Words

Sex education in the United States is not very comprehensive and none regulated, which means that many American teenagers are without the proper information to make informed decisions about sex and sexual health. Many schools offer just abstinence only education and are unable to explain safe sex procedures, putting children at risk for unplanned pregnancy and sexually transmitted diseases. With the average age of intercourse at fifteen years old (Buehler 2014) and many parents uncomfortable with discussing the topic with their children, it is up to sex education classes in school to properly inform teenagers about their bodies and sex. Then when these teenagers are parents themselves, they will be better prepared to talk to their own children and this will hopefully help the American general public before more informed and more likely to have safe sex. When designing a sexual education program, the most important thing would be the education and the comfort that the teacher or teachers has with the material. You can have an extremely well laid out program, but if the teacher is unable or unwilling to answer questions that arise from the students or cover topics in the program, the information that the students received will be biased or inaccurate. Buehler (2014), Kellogg (2014), and Clements and Rosenwald (2007) all addressed the issue that many parents and adults do not have accurate sex information or are uncomfortable discussing it with their children. This leave theShow MoreRelatedTeen Pregnancy Should Be Pregnant Before The Age Of Twenty1504 Words   |  7 PagesThe United States has the highest teen birth rate in the world, every year the United States experiences 610,000 teen pregnancies (Bleakly 2006). The figures show that three in ten adolescent girls will become pregnant before the age of twenty. People ages 15-24 rep resent 25 eighteen 70 percent of United States females, and 62 percent of males have had sex. About 3.2 million adolescent females are infected with the most common STI’s, such as chlamydia and gonorrhea (Bleakly 2006). The likelihoodRead MoreThe Debate For Comprehensive Sex Education1212 Words   |  5 PagesComprehensive Sex Education Across the United States of America there is wide spread support for abstinence-only education. A majority of states require that abstinence-only education be the only form of sexual health education provided, or requires that abstinence be stressed above other forms of sexual education. These highly stressed abstinence-only programs are under fire as research comes out against the efficiency of these programs, and as new forms of sexual health education appear. TheseRead MoreSex Education Are Essential For Teens1479 Words   |  6 PagesSex Education is a controversial but extremely important topic. Yet, we are doing very little to address it. Teaching sex education in schools are essential for teens to help build a strong foundation of sexual health. Although sex education must begin at home, some parents feel uncomfortable talking about the topic with their children and they believe teaching their children about sex can end up encouraging them to engage in sexual intercourse. Due to that, parents and schools try to emphasize theRead MoreThe Debate Of Emotional Sex1385 Words   |  6 PagesEmotional Sex Ed As the United States becomes increasingly progressive, the age in which adolescents perform sexual activity is becoming younger. Education in the United States encourages abstinence to students in middle school and high school, but the resistance against adolescent sexual intercourse is futile because adolescents are historically rebellious at nature. Abstinence courses do not trigger any emotional response in adolescents nor do they personalize the situation for students, makingRead MoreSex Education And Sexual Education1632 Words   |  7 PagesSchool systems in the United states have been implementing sexual education into classrooms. Arguments are abundant when dealing with such fragile situations and there are many advantages and disadvantages of sexual education being taught in the public schools. It seems that most parents are either strongly for or against sex education classes, but there are a few parents that are on both sides. In fact, there are more parents that suppor t sex education classes. However, there are pros and cons thatRead MoreThe Issue Of Sex Education1613 Words   |  7 PagesWhen hearing the term â€Å"sex education,† most will immediately think of â€Å"the talk† that parents have with children. â€Å"The talk,† a phrase widely used through everyday life, movies, television, etc. is intended by parents to inform their children of the consequences of unsafe sex and to explain how babies are made. Despite being a necessary conversation at home, this â€Å"talk† is generally vague and uninformative in comparison to classes on the subject. However, this topic causes chaos when dealing withRead MoreSex Education Should Be Taught From A Different Approach Than Sex1109 Words   |  5 Pagesbetter education on sex during middle school and high school to be better prepared if they decide to engage in sexual activity. Sex should be taught from a different approach than in recent years. Sex education should be in corporated in all schools starting around 6th grade and continually throughout high school because teachers can give a better understanding of sex which will reduce the number of teen pregnancies and sexually transmitted infections(STI). The early start of sex education would benefitRead MoreSex Education : Encyclopedia Of Gender And Society946 Words   |  4 PagesConnell, Erin. Sex Education. Encyclopedia of Gender and Society. Ed. Jodi O Brien. Vol. 2. Thousand Oaks, CA: SAGE Publications, 2009. 745-748. Gale Virtual Reference Library. Web. 30 Sept. 2015. This article has a really good explanation and a history behind. Sex education began during the 19th and early 20th centuries. This type of education debate or reveals a range of attitudes, values and also belief about the children, adolescent, sexuality, and gender. During WWI soldiers were infectedRead MoreSex Education Is Not Just About Sex1620 Words   |  7 Pagesâ€Å"Sex education in not just about sex. It includes other sensitive issues like sexual health, sexual reproduction, sexuality and others that parents often feel uncomfortable talking with their children†(Sex Education in Schools Pros and Cons). Sex education does not start when someone is sexual active, but mostly in Elementry School when the students have no idea what the teacher is saying. However, in today’s world sex is all around from movie posters to magazines. Perhaps teaching children how toRead MoreProposal Draft : Sex Education869 Words   |  4 PagesDraft: Sex Education in Schools There are many issues throughout the United States, that we as citizens are faced with everyday. Whether it be crime, equality, poverty, or abortion. The teen pregnancy and abortion rates have dropped dramatically within the last ten years. There are several factors that come into effect when trying to figure out why there is such a dramatic decline. The main reason is because of sex education in schools; teaching teens to practice safe sex. The United States are in

Psychology Notes Free Essays

Human Development Categories of culture, race, and ethnicity are fluid, continuously shaped and redefined by social and political forces. Cognitive Development Pattern of change in the mental abilities such as learning, attention, memory, language, thinking, reasoning, and creativity. Cohort A group of people born at about the same time. We will write a custom essay sample on Psychology Notes or any similar topic only for you Order Now Critical period A specific time when a given event or its absence, had a specific impact on development. Culture A society’s or group’s total way of life, including customs, traditions, beliefs, values, engage, and physical products-all learned behavior passed on from parents to children. Developmental Scientists Study? Change and stability in all domains of development throughout the life span Domains of Development Development lists study processes of change and stability in all domains, or aspects of development throughout all periods of the life span. ; Physical, cognitive, psychosocial. Each affects the others Environment The totality of nonhereditary or experiential, influences on development. Ethnic gloss An overexploitation that obscures or blurs such variation (term such as Black or Hispanic). Ethnic group A group united by ancestry, race, religion, language, or national origins which contribute to a sense of shared identity and shared attitudes, beliefs, and values. Ethnicity and cultural patterns Affect development by their influence on the composition of a household, it economic and social resources, the way its members act toward one another, the foods they eat, the games children play, the way they learn, how well they do in school, the occupations adults engage in, and the way family members think and perceive the world. Extended Family Multidimensional network of grandparents, uncles, cousins and more distant relatives who often share breadwinners and child rearing responsibilities and the older children are responsible for younger brothers and sisters. Heredity ; Is inborn traits or characteristics inherited from the biological parents Historical generation A group of people strongly influenced by a major historical event during their formative years. Human Development The field of human development focuses on the scientific study of the systematic processes of change and stability of people. Ways of studying human velveteen are still evolving, making use of advanced technologies. ; Almost from the start, human development has been interdisciplinary which means that it draws from a wide range of disciplines, including psychology, psychiatry, sociology anthropology, biology, genetics, family science, education, history, and medicine. Imprinting The instinctive form of learning which during a critical period in earl y development, a young animal forms and attachment to the first moving object it sees, usually the mother. Canard Lorenz, Austrian, Zoologist (1957); got a newborn ducklings to follow him. Lorenz believes that imprinting is the result of (pre) disposition toward learning, that is, the readiness of an organism’s nervous system to acquire certain formation during a brief critical period in early life. Individual differences Differences in characteristics, influences, or development outcomes. ; Influences on development come from both heredity and environment. Many typical change during childhood are related to maturation. Individual differences tend to increase with age. In some societies, the nuclear family predominates; in others, the extended family. Socioeconomic status affects developmental process and outcomes through the quality of home and neighborhood environments, nutrition, medical care, and schooling. Multiple risk factors increase the likelihood of poor outcomes. ; Influence may be normative (age-graded or history-graded) or normative. Life-span development Developmentally have come to recognize that human development is a lifelong process. Maturation The unfolding of a natural sequence of physical and behavioral change. Multidimensional households Have become more common in recent years b/c, both men and women are arraying a t later ages and due to an influence of immigrant populations that embrace this type of household (Latino, African Americans, Asian). Non-normative A characteristic of an unusual event that happened to a particular person or a typical event that happened at an unusual time of life b/c they disturb the expected sequence of the life cycle. (Such as women having a baby in her mid-flies, losing a parent at an early age, surviving a plane crash). Normative age-graded influences Highly similar for people in a particular age group. The timing of biological events is fairly predictable within a normal range. When do people experience puberty? 10 girls and 12 boys Normative history-graded ; Influences are significant events like the Great Depression or WI that shape the behaviors and attitudes of a historical generation. Normative influence There are two types and they are biological or environmental events that affect many or most people in society in similar ways and events that touch only certain individuals. Nuclear family A household unit consisting of one or more parents and their children, whether biological, adopted, or stepchildren. Two-generational kinship, economic. Paul Ballet Identified seven key principles of a life-span development approach. A. Development is lifelong B. Development is multidimensional C. Development is multidimensional D. Relative influences of biology and culture shift over the life span E. Development involves changing resource allocations F. Development shows plasticity G. Development is influenced by the historical and cultural context Physical Development Growth of body and brain, including patterns of change in sensory capacities, motor skills, and health. Plasticity The range of modifiability of performance. Additionally, evidence shows that it is to Just general characteristic of development that applies to all members of a species, but that there are individual differences in plasticity of responses to environmental events as well such as children with different temperaments. Poverty A risk factor or a condition that increases the likelihood of a negative outcome (health, education, longevity, economic acquisitions). ; If it is long-lasting, can be harmful to the physical, cognitive, and psychosocial well-being of children and families. Psychosocial Development Patterns of change in emotion, personality, and social relationships. Sensitive periods Times of development when a person is particularly open to certain kind of experiences. Scientists Study The scientific study of human development began with studies of childhood during the 19th century. Adolescence was not considered a separate phase of development until the 20th century, when scientific interest in aging also began. ; Developmental change, both quantitative and qualitative, as well as with stability of personality and behavior. ; Four goals are: describe, explain, predict, and modify Social Construction Division of the life span into periods is a social construct, that is, a concept or reactive that may appear natural and obvious to those who accept it, but in reality is an invention of a particular culture or society. Concept of periods of development Socioeconomic Status (SEES) ; Based on family income and the educational and occupational levels of the adults in the household. Periods of Human Development (Life Span) Prenatal (conception to birth) The abilities to learn and remember and to respond to sensory stimuli are developing. Infancy and Toddlers (birth to 3) The use of symbols and ability to solve problems develop by the end of the second ear and comprehen sion and the use of language develops rapidly. Early Childhood (30th) Children gain more self-control and become interested in other children ; Preschool experience is common and kindergarten experience is more so. ; Egocentric thinking exists but the understanding of other people’s perspective grow. Additionally, intelligence becomes more predictable. Middle Childhood (6 to 1 1) Control over behavior gradually shifts from parent to child, and peer groups become increasing important. ; Memory and language skills increase and children begin to think logically but concretely Adolescence (11 to 20) Signifies a unique period of development in industrial societies ; The search for identity-personal, sexual, and occupational ; The ability to think abstractly and use scientific reasoning develops. However, immature thinking persists in some attitudes and behaviors but education focuses on preparation for college or vocation. Emerging and Young Adult (20 to 40) Exploratory period in the early to mid-twenties, many people are not yet ready to settle down to the typical tasks of young adulthood which include establishing independent lifestyles, occupations, and family. Thought and moral Judgments come more complex and educational and occupational choices are generally made. Middle Adulthood (40 to 65) Some decline in physical capabilities is likely and middle-age people find excitement and challenge in life changes, such as the launching of new careers and adult children. However, some face the need to care for elderly parents. ; Mental abilities peak and expertise and practical probl em solving skills are high which may contribute to career success and earning powers. Additionally, creative output may decline but improve in quality. Late Adulthood (65 and over) People generally need to cope with losses in their faculties, the loss of loved ones, and preparations for death. Additionally, if they retire, they must deal with the loss of work-based relationships, but may get pleasure out of exploring neglected interests and engagement in volunteer work. ; Most people are mentally alert although intelligence and memory may deteriorate in some areas. They have a tendency to find ways to compensate for memory deterioration. True/False Life-span studies in the US grew out of long-term studies designed to follow children through adulthood. (T) Researchers have discovered that adolescence has been considered a separate period of development since at least 200 BC. (F) ; It is easy of developmental scientists to consider the physical, cognitive, and psychosocial domains of development separately, because they are almost entirely unrelated to one another. (F) Dividing the human lifespan into periods is a social construction, which means that it is obvious to everyone exactly how to define when a person passes from one stage to the next. (F) Different societies divide the lifespan into different periods from the ones listed in your textbook. T) ; Individual differences include the ways people differ in physical build, health, intelligence, and lifestyle. (T) As people age from childhood to adulthood, the role of maturation becomes more influential in their development than individual differences. (F) Socioeconomic status is unrelated to most people’s development. (F) A critical period is a time when a given event, or its absence, has a specific impact on development. (T) ; Paul Ballet’s life-span developmental theory is incomplete because it does not consider the influences of culture and history upon development. (F) How to cite Psychology Notes, Papers

The Competing Value Framework Samples †MyAssignmenthelp.com

Question: Discuss about the Competing Value Framework. Answer: The competing value framework (CVF) is referred to as a widely used and effectual structure for assessment of organizational culture and dynamics of organization. Grabowski et al. (2015) suggests that CVF necessarily stemmed from research of detection of criteria of effectiveness. Furthermore, these specific criteria of effectiveness were necessarily internal and external dimensions. Basically CVF recognizes various underlying dimensions or metrics of arranging that exist in almost all organizational activities and human beings (Wang and Ritchie 2015). However, in the current case, the CVF framework presented below reveals the four diverse quadrants in a single spider web with two dimensions. The first dimension focuses on effectiveness of a corporation that essentially has an internal orientation with concentration on development, assimilation of various actions, coordination as well as collaboration (Wang and Ritchie 2015). The following dimension concentrates on efficacies of a corporation along with culture that necessarily exerts impact on both stability as well as flexibility. A spider web is hereby presented designed according to the responses to the questions of the survey. As is presented below, the role of an innovator and a broker primarily relies on both creativity and communication skills of executing change. Particularly, in this segment, I have secured a high score. Again, the monitor as well as coordinator role can be regarded to be very relevant for administration of system and integration and this requires proficiency inmanagement of projects and expertise in supervision (Wang and Ritchie 2015). However, in my current case, the score is pretty good and is similar to my score as innovator and broker. Also, roles of director and producer are essentially geared towards achievement of goal and in this segment as well my score is high as presented in the CVF framework below. Again, roles of facilitator and mentor chiefly orient around at developing an inspired work force that is necessarily driven by superior levels of commitment together with inten se engagement. In this segment, there is high score replicating my strengths in this area as well as well. References Grabowski, L., Neher, C., Crim, T. and Mathiassen, L., 2015. Competing values framework application to organizational effectiveness in voluntary organizations: A case study.Nonprofit and Voluntary Sector Quarterly,44(5), pp.908-923. Wang, J. and Ritchie, B.W., 2015. The influence of organizational culture on crisis planning: an application of the Competing Values Framework (CVF) in Chinese hotels.Tourism crisis and disastermanagement in the Asia-Pacific, pp.44-61.