Should Sex Education Be Taught - 1269 Words

â€Å"Teaching only about abstinence is like teaching ‘a driver s education course in which teachers show students grisly photos of traffic accidents but never tell them to stop at red lights or buckle their seat belts’ (Wagle). Sex education is often a hot topic of debate within the States, where high school teens often receive some form of sexual education. However, the quality of this information varies from state to state and even district to district. Although there are many different definitions, the one being applied here is that abstinence-based curriculum teaches that the only truly effective way to prevent sexually transmitted diseases, pregnancy, and other sex related risks is by not having sex. This includes severely limited or no information about contraceptives or ways to lessen the spread of disease. On the other hand, comprehensive sexual education includes information not found in abstinence curriculum and resources about STDs and prevention, various co ntraceptive methods, healthy relationships and rape, and are inclusive towards queer and trans experiences. Sex ed is an important part of education, and a comprehensive sexual education is critical in both reducing teenage pregnancies and STDs and promoting health and good choices. Abstinence-based education is unrealistic, and results in unsafe sex that can cause unplanned pregnancies and STDs. Despite the required abstinence-based education of many states, it may not apply because many teenagers will stillShow MoreRelatedShould Sex Education Be Taught?1553 Words   |  7 Pageschildren get the proper education they need so they are aware and are able to protect themselves. The way sex education should be taught is debated among parents, educators, religious groups, and society. Some people believe in abstinence only curriculum while others believe a comprehensive curriculum is more effective. Values, beliefs, and funds can affect how students are being taught. It is important that we pick a curriculum that works best for the students. Sex education can vary in what theyRead MoreShould Sex Education Be Taught?862 Words   |  4 Pageswrite about is Sex Education in the classroom. Almost all student in the USA receive some type of sex education between the grades 7th and 12th. Sometime even as early as 4th grade. Many states now have laws that do not allow the parents to opt out of the class, regardless of how they feel about their child being taught, these things (Contemporary Education Issues | K12 Academics, 2015). While some states leave it up to the individual district to set the rules for sex education in the districtRead MoreShould Sex Education Be Taught? Essay1360 Words   |  6 Pagesaddressing sex education in my classroom. The state-mandated teaching standards promoting a biased, abstinence-only program, however, do little to communicate reliable and inclusive information about sexuality. Texas provisions and education codes relating to sex education should sustain amendments that fully address the sexual health needs of every student, regardless of their gender identity, sexual orientation or sexual expression. Sex Education in Texas The topic of sex education in the UnitedRead MoreShould Sex Education Be Taught?2918 Words   |  12 PagesCarley Siegel Position Paper Midterm 10/15/14 Sex Education in Schools Minnesota is ranked number six out of all states in teen birth rate. Minnesota is ranked number three in teen pregnancy rate. The average ages for all of these results are girls aged from fifteen to nineteen. With the most recent statics, in 2012 there were 3,295 teenage girls to give birth to a child and in 2010 there was 146 million spent on teenage childbearing. The last statistic I found was there were are 18.5 births perRead MoreShould Sex Education Be Taught?1226 Words   |  5 PagesShould sex education be taught to young adults in school? This has been a major controversial topic for many years amongst parents, teachers, and other community members. Their biggest concern is that it teaches students that it is okay to have sex at a young age and think that the program shows them how sexual intercourse is done. Although, this is not the intent of the class, like some may think. They tend to believe that abstinence-only programs should be taught in schools. Allowing sexual edu cationRead MoreShould Sex Education Be Taught?1124 Words   |  5 PagesSex is always a touchy subject, adolescents feel embarrassed discussing it with their parents or teacher and adults feel awkward answering questions. When people discuss being pregnant or breastfeed it’s often referred to as a natural thing, but when discussing sex it is a natural thing that a lot of adults feel uncomfortable confronting. There can be number of problems that can occur in the area of adolescent sexuality, but it is important to keep in mind majority of adolescents have healthy sexualRead MoreShould Sex Education Be Taught?947 Words   |  4 Pagessociety is whether or not kids should receive sex education in public schools. With rates of teen pregnancy and the spread of sexually transmitted diseases on the rise, it is essential that school aged adolescents receive appropriate sex education courses. Though many parents across the nation believe that it is crucial to curriculum, how much t hey should be taught and what exactly should be taught is up for dispute. Articles such as â€Å"Abstinence and Abstinence-only Education: A Review of U.S. policiesRead MoreChildren Should Be Not Taught Sex Education974 Words   |  4 Pageschildren should be not taught Sex Education. It’s a vital part of human existence and can prevent a lot of harm. However, the real question is not doing it but from whom is the adolescent hearing it from. It’s been common in the United States since the 1980’s for almost every school to offer some form of Sex education. Even as early as Elementary years. The real debate on the issue is whether or not the school system is doing it properly or even whether or not it’s their job at all. Sex educationRead MoreSex Education Should Be Taught in School2204 Words   |  9 PagesSEX EDUCATION â€Å"If the Liberals law is passed, will sex education in the schools, including elementary grades, include the same portrayals of sexual activity which presently exist in heterosexual instruction? Will there be the same presentation of homosexual activity? Of course there will.†Ã‚   Stockwell Day Sex education, also known as sexuality education or sex and relationshipsRead MoreWhy Sex Education Should Be Taught Essay1247 Words   |  5 Pagesintercourse, 29 percent during anal intercourse and only 4 percent during oral sex.† Why is it that students aren’t protecting themselves against these issues? B. I am a credible source about this information because I am a college student who knows other students sex lives, not just in college but in high school too. II. Body A. Why sex education should be taught in school 1. Sex education should be taught in school for students to learn how to protect themselves against STDs and unwanted

The Atomic Bomb On Hiroshima And Nagasaki - 1998 Words

Was it necessary for President Truman to drop the atomic bomb on Hiroshima and Nagasaki? Joon Jung 2/21/16 Word Count: 1848 Section A: Identification and Evaluation of Sources Research Question: Was it necessary for President Truman to drop the atomic bomb on Hiroshima and Nagasaki? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyed Hiroshima and over 90,000 people were instantly killed in the explosion and an additional 100,000 people perished from burns and radiation sickness. Japan refused to accept surrender after the first nuclear attack and on August 9, 1945, the second atomic bomb was dropped over Nagasaki resulting in an additional 80,000 casualties of the Japanese population. The people of Japan surrendered on August 14, 1945 soon after the bombing of Hiroshima and Nagasaki. Many people opposed to the use of the atomic bombs because people argued that Truman s decision to use atomic bombs was a barbaric act and believed the bombings were simply unnecessary. People also argued that the US government had other ulterior motives to drop the atomic bomb, other mot ives like presenting The Soviet Union a strong message for the Soviets to watch their step around America. But Truman stated after the incident that his decisions to drop the atomic bombs were purelyShow MoreRelatedAtomic Bombs On Hiroshima And Nagasaki844 Words   |  4 Pagesdropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki killing nearly 200,000 people. This resulted in Japans surrender in World War II. J. Samuel Walker analyzes this historical event in his book Prompt and Utter Destruction: Truman and the Use of Atomic Bombs. Over the past 70 years’ extensive research has been conducted and there is an understanding that Truman’s decision to drop the atomic bombs is inconclusive. It is impossible to determine that the use of the bomb was the quickestRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1302 Words   |  6 PagesAllies almost one week after being hit with two atomic bombs. On August 6, 1945 during World War II an American B-29 bo mber dropped the world s first deployed atomic bomb over the Japanese city Hiroshima, wiping out 90 percent of the city and killing 80,000 people immediately. Three days later a second B-29 dropped another atomic bomb on the Japanese city Nagasaki, killing around 40,000 people. (The Bombing of Hiroshima and Nagasaki) The Hiroshima/Nagasaki bombings were necessary because it played aRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki884 Words   |  4 PagesFearful cries spread through the cities of Hiroshima and Nagasaki as the atomic bombs were dropped. Thousands of people were killed instantly, with the rest left critically injured. Eventually, it was measured that 135,000 people were killed as a result of these bombs. We know that many people were killed. But how and why were the atomic bombs created? Who decided to use them? These questions all contribute to the fact that the atomic bombs impacted the world greatly. It all started when WorldRead MoreThe Atomic Bomb On Hiroshima And Nagasaki Essay1776 Words   |  8 PagesThe use of the atomic bomb on Hiroshima and Nagasaki at the end of World War II was a controversial decision that was made by President Truman. On August 6, 1945, President Truman decided to drop the atomic bomb on the Japanese city of Hiroshima and three days later a second atomic bomb on Nagasaki. It brought an end to the bloody war in the Pacific after 4 years. Making Japan surrender in the face of unimaginable force and significant destruction on Japan’s soil. Nevertheless, Truman’s decisionRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1515 Words   |  7 PagesResearch Question: Was it necessary for President Truman to drop the atomic bomb in Japan? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyed Hiroshima and over 90,000 people were instantly killed in the explosion and an additional 100,000 people perished from burns and radiation sickness. Japan refusedRead MoreThe Atomic Bombs On Hiroshima And Nagasaki1764 Words   |  8 Pagesmake the decision to drop the bombs on Hiroshima and Nagasaki however, President Truman was ultimately the man who made the final decision to launch ‘Little Boy’ and destroy Hiroshima, Nagasaki and their civilians, thus forcing an end to the war. Although there were many alternatives presented to President Truman, it is unknown as to whether they would have actually succeeded in ending the war or producing less casualties. Truman made the decision to drop these bombs in the heat of war but h is justificationRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1364 Words   |  6 PagesOn the 6th of August 1945 America dropped the atomic bomb by the name of ‘Little Boy’ dropped by the plane ‘Enola Gay’ on the Japanese city, Hiroshima. Three days later on the 9th of August America dropped another bombed called, ‘Fat Man’ on the Japanese city of Nagasaki. A surrender was received and accepted by America on the 15th of August and the war against Japan had ended. Harry S. Truman, the man responsible for dropping the bombs claims it ended the war more efficiently and was in fact theRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki Essay1570 Words   |  7 PagesDespite the extreme devastation, the atomic bombings of Hiroshima and Nagasaki were necessary. The atomic bomb is a weapon unmatched in warfare, rapidly releasing nuclear energy by fission of atomic nuclei. Desperate times call for desperate measures, which is why America chose to unleash its most deadly weapon, the atomic bomb, on Japan. America, who had already fought in World War II for over four years, had no desire to perpetuate the war. When Japan refused to surrender, America was leftRead MoreAtomic Bombs On Hiroshima And Nagasaki1074 Words   |  5 PagesThere are many different ways in which WWII could have ended. Rather than taking the risk of dropping atomic bombs on Japan, many people believe that one of the alternative options would have been much more sensible. The variety of possible options the U.S. could have taken to finish the war have been analyzed for years. Though Truman’s decision to drop the atomic bombs over Hiroshima and Nagasaki is one of the most controversial and debated topics in history, this researcher believes that he madeRead MoreAtomic Bomb On Hiroshima And Nagasaki Essay1902 Words   |  8 Pagesthe United States dropped the atomic bomb on Hiroshima and three days later dropped another on Nagasaki. This was a significate point in history because there has never been a bomb of this magnitude being use in an urban industrial area. Ultimately the use of the atomic bomb resulted in Japan’s surrender, which aided the allies in drawing closer to ending the war against the Axis Powers. Due to the massive destruction industrially and urbanely the use of the atomic bomb has always been questioned.

Lesson Learned From Brave New World Essay Example For Students

Lesson Learned From Brave New World Essay Today there are strong debates and questions about the extraordinary breakthroughs in science such as cloning, in communications through the Internet with its never ending pool of knowledge, and the increasing level of immersion in entertainment. People facing the 21st century are trying to determine whether these new realities of life will enhance it and bring life as they know it to a great unprecedented level, or if these new products will contribute and perhaps even cause the destruction of society and life. To many cloning, censoring, and total immersion entertainment are new, but to those who have read Brave New World by Aldous Huxley, the topics are reminiscent of the horror that is found in Huxleys fictional utopian world where the dehumanizing of man is achieved in the interests of Community, Identity, Stability, the world states motto. The novel Brave New World shows that in order for a utopian society to achieve a state of stability, a loss of individuality, and the undoin g of Mother Nature must occur. Successfully engineering these conditions produces a world where people are finally living happily ever after, but at a great cost. The time of Brave New World is in the future on the planet earth and it is, a pessimistic accounting of the shape a scientifically planned community would take, of its sterility and human emptiness. Ten controllers of the world states determine all aspects of society. Children are born in state hatcheries where according to what social class they will be, they are given or denied certain elements that are critical to proper development. The citizens are happy and content with their simple lives as it is shown in the novel when it is stated, We dont want to change. Every change is a menace to stability, therein lies the problem. The key ingredient to stability that the novel implies is that individuality must be absent. The government in Brave New World understands that fact and in the worlds of one of the ten controllers of the world states, there is no civilization without social stability. No social stability without individual stability. The need for stability creates a government which believes that stability can be achieved if people think and look the same. Stability, in effect, demands robots, not people. The main element of what makes a person human and unique are the emotions that inhabit their minds, which they can control to some degree. Emotions are the fuel that drives man to act on a belief or a dream, to become a better person, to grow and learn and to love. Emotions are such a personal, intimate feeling of such overwhelming individual influence it is to no amazement that the government in Brave New World discourages these intense human characteristics. Emotions are thus controlled in Brave New World, control and stability can best be achieved when everyone is happy. The government does its best to eliminate any painful emotion, which means every deep feeling, every passion, is gone. Huxley shows that the government recognizes the dangers of negative emotions when the controller states,Actual happiness always looks pretty squalid in comparison with the over-compensations for misery.Once individuality and emotions have been eliminated in Brave New World, the chain of dehumaniza tion next enters into the field of art and personal expression. Since no one in Brave New World can create or express emotions, individual expression is retarded. The lack of a cultural environment adds to the artistic wasteland and tragedy does not arise form mans situation; it once arose from the instability of a particular situation-one that in the new society has been erased. Without literature, people will never think and learn, of course they will live in a stable society where nothing will ever change, but people pay the price of creativity and the ability to think. The leaders in Brave New World suggest that youve got to choose between happiness and what people used to call high art. Weve sacrificed the high art. The citizens of Brave New World see the purpose of life as just maintenance of well being, not as some intensification and refining of consciousness, some enlargement of knowledge as Huxley writes. Religion, a product of an individuals thinking of creation, is gone. People in the Brave New World are never taught religion, and are conditioned so theyll never be alone and think about the possibility of God. The creation of a religion is almost akin to an act of artistic expression, as it requires an enormous amount of emotion and individual belief. With an idea of a higher being and consequently an idea of a more important aspect of life than just remaining stable would be detrimental to the utopian world. Instead of pondering an afterlife, the citizens remain true to their society which is shown when Bernard Marx states, Fine to think we can go on being socially useful even after were dead.The importance of the individual is zero in the Brave New World. The people of Brave New World are refused any opportunity to plan their own property, change their role, rank or employment in society, or even live permanently with another person of their choice. In the end, the society has erased the individual and at the same time ceased human growth, even w hile they themselves think they are expanding humanity. Loss of identity is in large part the result of genetic engineering. Tampering with Mother Nature and the miracle of life ensures that early off in life there are few, if any emotional ties. The people of Brave New World are not born to a mother or father, instead a single fertilized egg is cloned repeatedly until ninety-six separate embryos are present. From the cloning process the identical embryos are put in tubes and then grow until they are ready to be born. The implications of this engineering are tremendous. Everyone in the Brave New World is essentially parentless and the words mother and father have become the ultimate in unmentionable obscenity. With the destruction of the family, the government has single handedly prevented the largest source of human emotion: family love. There are no mothers, fathers, brothers, sisters, uncles, aunts, cousins, or grandparents. Everyone seemingly melts into a giant generic mass, all in the name of stability and progress. Breast Cancer Essay PaperPersonally, I believed that the entire notion of the Brave New World and its regime to be on of the most interesting topics Ive read about in ages. It stuck a chord in me and forced me to think of todays society, versus the enviably sheltered lives of the Brave New World populace. As entertainment becomes more and more extreme and cutting edge in our time, I wonder if virtual reality will take the audience on a soma-like trip into its deep unconscious? Can a new medium with even more bells and whistles than television waste even more of an individuals time? One can already see the wasting of the individual in our near future.

Technological Changes Essays - Labour Economics, Social Inequality

Technological Changes The early evidence on the importance of technological changes a source of the shifts in the relative demand for different types of labor during the 1980s came from case studies. The Bureau of labor Statistics conducted several case studies of the effects of changes in production processes in particular industries (Mark, 1987). In an industry that experienced a significant change in technology, the usual pattern was a dramatic reduction in the employment of production workers with an increase or no change in the number of skilled workers in that industry. More recently there have been several econometric analyses of the effects of variables like the (appropriately lagged) rate of investment in computers and/ or other forms of "information capital" and the ratio of expenditures on research and development to sales on changes in the skill composition of industries (for examples, Berman, Bound and Griliches, 1994). The results of these studies are consistent with those of the case studies and the hypotheses that the recent technological change has shifted the relative demand for skilled labor to the right. Changes in production techniques have widened across the country quickly, especially the multinational firms. Thus, if technological change is an important determinant of relative demand shifts, one would expect to observe patterns in other industrialized countries similar to those in the United States. Some of the recent studies report results for a variety of old industrialized (OECD) countries that are indeed consistent with the U.S. results (Collechia and Papaconstantinou, 1996; Machin, Ryan and Van Reenan, 1996). These countries vary a great deal with respect to changes in their situations with respect to trade, labor market institutions (like the importance of trade unions), and unemployment. Obviously, the relative demand for skilled labor in each of them is rising rapidly. In my view, it is the fairly strong evidence in favor of the wage inequality and technological change story. A factor that is often cited as the specific issue of the post-1980 is the widespread adoption of computer technology throughout the economy. As mentioned above, the rate of skilled labor has tended to be greatest in those industries with the highest rate of investment in computers. There is also evidence that workers who use computers on the job have, other things constant, higher earnings than those who do not (Krueger, 1993). In my view, it is probably too early to determine that how much of the technological change dues to computers affect wage inequality, but we will know more about the answer to this question in 20 years. wwwwwwwwwwwwwwwwwww Over time, the difference between the rate of economic growth and the rate of growth of the quantity of labor input is usually attributed to technological change. It is also roughly equal to the growth of the average real wage rate in the economy thus providing the link that changes in technology or productivity are closely linked over time to growth in real wages. Since the mid-1970s, however, the average real wage rate in the United States has grown at a very low rate. Returning to the last two columns in Table 2, column d shows the slowdown in the growth of real wages that started around the 1970s. By subtracting column e from column d, it can be seen that the average real wage rate has been essentially stagnant after adjustment for the increase in average wages expected because of the upward shift in the educational distribution. This fact is troubling for any explanation of the rise in income inequality that focuses on skill-biased technological change. After all, if there was so much technological change, why didn't it cause high average real wage increases, rather than the historically unprecedented stagnation of wages? An answer to this question is that the effect of technological change on the average real wage rate depends on which kind of change occurs. Technological change that is neutral with respect to labor skills?that increases the efficiency of both skilled and unskilled labor by the same proportion?will result (after the adjustment of the aggregate capital stock has occurred) in increases in the average real wage equal to the rate at which efficiency increases. A bout of intensive skill-biased technological change?resulting in skilled workers becoming more efficient in jobs that they previously performed?means that as skilled workers become more productive, their wages rise. This also leads to a rise in the wages of unskilled workers, since they are complementary in production. But as long as elasticity of substitution between different types of labor, o , is greater than one, then employers will not be