Birth Control in Schools Essay Example for Free

Birth Control in Schools Essay Schools are the one institution in our society regularly attended by most young people-nearly 95% of all youth aged 5 to 17 years are enrolled in elementary or secondary schools (National Center for Education Statistics, 1993). Large percentage of youth attend schools for years before they encounter sexual risk-taking behaviors and a majority is enrolled at the time they initiate intercourse. Just as youth in communities with high rates of poverty and social unawareness are more likely to become pregnant so youth in schools with high rates of poverty and social inadequacy are also more likely to become pregnant. In particular, when female teens attend schools with high percentages of dropout rates and with higher rates of school vandalism they are more likely to become pregnant. The lack of opportunity and greater disorganization in some minority communities in this country, teens in schools with higher percentages of minority students are also more likely to have higher pregnancy rates than teens in schools with lower percentages of minority(Manlove, 1998).. Students in these studies, it is often difficult to distinguish the impact of school character from the impact of the community characteristics in which they reside. Social scientists and educators have suggested a wide variety of explanations for how schools reduce sexual risk-taking behavior. Some of their explanations have observed research supporting them, while others are credible, but lack supporting research. For example, educators concerned with adolescent sexual behavior have suggested that: 1. Schools structure students time and limit the amount of time that students can be alone and engage in sex. 2. Schools increase interaction with and attachment to adults who discourage risk-taking behavior of any kind (e.g., substance use, sexual risk-taking, or accident-producing behavior). More generally, they create an environment which discourages risk-taking. 3. Schools affect selection of friends and larger peer groups that are important to them. Because peer norms about sex and contraception significantly influence teens behavior, this impact on schools may be substantial. However, just how schools affect selection of friends and peers is not clearly understood. 4. Schools can increase belief in the future and help youth plan for higher education and careers. Such planning may increase the motivation to avoid early childbearing. As noted above, multiple studies demonstrate that educational and career aspiration are related to use of contraception, pregnancy, and childbearing. 5. Schools can increase students self-esteem, sense of competence, and communication and refusal skills. These skills may help students avoid unprotected sex. Despite the growing strength of the abstinence movement across the country, large majorities of adults favor SEX and AIDS education that includes discussions of condoms and contraceptives. For example, a 1998 poll of American adults found that 87% thought birth control should be covered (Rose Gallup, 41-53), a 1998 poll found that 90% of adults thought condoms should be covered (Haffner Wagoner, 22-23)and another 1999 poll found that 82% of adults believed all aspects of sex education including birth control and safer sex should be taught . (Hoff, Greene, McIntosh, Rawlings, DAmico, 2000). Given both the need for effective educational programs and public support for such programs, schools have responded. According to a 1999 national survey of school teachers in grades 7 to 12, about 93% of their schools offered sexuality or HIV education (Darroch, Landry, Singh, 204-211, 265). Of those schools teaching any topics in sexuality education, between 85% and 100% included instruction on consequences of teenage parenthood, STD, HIV/AIDS, abstinence, and ways to resist peer pressure to have sex. Between 75% and 85% of the schools provided instruction about puberty, dating, sexual abuse, and birth control methods. Teachers reported that the most important messages they wanted to convey were about abstinence and responsibility. During the same year, survey results from a second survey of teachers and students in grades 7 to 12 were completed (Hoff et al., 2000). Their results were similar to the study above. They revealed that at least 75% of the students and similar percentages of the teachers indicated the following topics were covered in their instruction: basics of reproduction, STD and HIV/AIDS, abstinence, dealing with pressures to have sex, and birth control. Despite the fact that most adolescents receive at least a minimum amount of sexuality or HIV education, it is widely believed by professionals in the field that most programs are short, are not comprehensive, fail to cover some important topics, and are less effective than they could be (Britton, deMauro, Gambrell, 1-8; Darroch, Landry, Singh, 2000; Gambrell Haffner, 1993; Hoff, et al., 2000). For example, both surveys of teachers discussed above found that only half to two thirds of the teachers covered how to use condoms or how to get and use birth control. there is very little information about the extent to which sex- and HIV-education curriculum have been found to be effective and are implemented with fidelity in additional schools. However, considerable unreliable information indicates few schools implemented the lessons. There is a widely held belief that schools have established a foundation for programs, but that effective programs need to be implementing more broadly and with greater dedication throughout the country. I want to take you back to when I was a teenager and how I personally can relate to the same choices and decisions our teenagers is face with today, in my personal experience; My boyfriend and I had our sex talk we decide I should go to my mother and talk to her about some form of birth control, her response was no. there was no explanation, no reasoning, and no questions ask about why I want to go on it. It was simply no! The end result I have 21yrs old. Im not saying that we made the best choice because I still had an option to use a condom and contraceptives. Todays teenagers resources are plentiful, they can go to cook county hospital, they have Planned Parenthood and there local clinic in there neighborhood and now they have program that are being implemented in their high schools. Children, who do not have supported parents, can not talk to their parents. I want to bring in another aspect as to what can happen when you do not enforce communication about birth control, sex and consequences with your teenager, as you know Im a grandmother I wouldnt trade my granddaughter in for anything in the world. Not enforcing the use of contraceptive, I feel one of the reasons that I became a grandmother in my thirty. because I did not get as involved with my son as I should have after he inform me that he was sexually active. The high Schools offer them open lines of communication and provide a safe atmosphere in which allows them to express their thought as to why they are there in the first place. It’s possible it can lead to single parenthood and a high drop out rate. Pregnancy among teenagers is continuing to rise despite a 40 million Government campaign to reduce the problem, while sexually transmitted diseases are reaching epidemic levels. The Royal College of Nursing revealed that increasing numbers of teenagers are indulging in sex and even taking part in orgies called daisy chaining. The Department for Education and Skills has admitted that 66 out of 150 local education authorities have at least one school based health service in their area providing advice, access to or direct provision of contraception. You have statistics on birth control and personal experience wouldnt you rather your teenager be knowledgeable than not? Biliography Britton, P. O., DeMauro, D., Gambrell, A. E. HIV/AIDS education: SIECUS study on HIV/AIDS education for schools finds states make progress, but work remains. SIECUS Report, 21(1), 1-8 (1992) Chandy, J. M., Harris, L., Blum, R. W., Resnick, M. D. Female adolescents of alcohol misusers: Sexual behaviors. Journal of Youth and Adolescence, 23, 695-709 (1994) Darroch, J. E., Landry, D. J., Singh, S. Changing emphases in sexuality education in U.S. pubic secondary schools, 1988-1999. Family Planning Perspectives, 32, 204-211, 265 (2000) Gambrell, A. E., Haffner, D. Unfinished business: A SIECUS assessment of state sexuality education programs. New York: SIECUS (1993) Haffner, D., Wagoner, J. Vast majority of Americans support sexuality education. SIECUS Report, 27(6), 22-23 (1999) Hoff, T., Greene, L., McIntosh, M., Rawlings, N., DAmico, J. Sex education in America: A series of national surveys of students, parents, teachers, and Jones 8 principals. Menlo Park, CA: The Kaiser Family Foundation. (2000) Manlove, J. The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of Research on Adolescence, 8, 187-220 (1998) National Center for Education Statistics. Digest of Education Statistics, 1993. Washington, DC: US Department of Education, Office of Educational Research and Improvement. (1993) Rose, L. C., Gallup, A. M. The 30th annual Phi Delta Kappa/Gallup Poll of the publics attitudes toward the public schools. Phi Delta Kappan, Sept., 41-53 (1998, September) Singh S. Adolescent pregnancy in the United States: An interstate analysis. Family Planning Perspectives, 18, 210-220 (1986)

Essay --

The main focus of this paper will be on Italy’s population. Facts included will be the total population of Italy, along with population distribution, and population density. Topics such as the country’s linguistic, religion, and ethnic diversity will be touched upon as well. Lastly, the countries government, and their military will be explained. Let us begin with Italy’s overall population. In July 2013, Italy’s population came in at 61,482,297. This makes Italy the fourth most populated European country, and twenty third overall in the world. The population of Italy is mostly influenced by a birth rate of 9.78 live births per 1,000 people, which is relatively high, along with high life expectancy, and a death rate of 9.82 deaths per 1,000 people, which is low. A few of the most populous cities found in Italy include Genoa, Rome, Milan, Palermo, Turin, and Naples. Other major cities found in Italy that have a large population of more than 250,000 include Verona, Florence, Bologna, Bari, Catania, and Venice. The population distribution of Italy is as follows. Citizens aged 0-14 years make up 13.8% of the population, those 15-24 years make up 9.9% of the population, and those 25-54 years make up 43.2% of the population. Citizens aged 55-64 years make up 12.3% of the population, and those 65 and older make up 20.8% of the population. Therefore, the largest group th at composes Italy is those aged 65 or older. On top of this, Italy’s total median age is 44.2 years. The number of people per sq. km of land area in Italy in 2011 was 206.44. Over a fifty year span, Italy reached a maximum value of 206.44 in 2011, and a minimum of 171.83 in 1961. There are about 200 people living in every square kilometer of land area. However, due to th... ...zens of Italy live. The Vatican City can be found inside of Italy. The Vatican City is recognized as a sovereign state, meaning that it rules itself, and answers to no one. However, the Vatican is technically a country, which makes it the world’s smallest independent country by far. The languages spoken in Italy include the official language, Italian. On top of this, parts of the country such as Trentino- Alto Adige region speak mainly German. French speakers can also be found in parts, such as in the Valle d’Aosta region, and lastly Slovene is spoken in minority, in the Trieste-Gorizia part. A large majority of the population practices the Christian religion, at 80%. The legal system found in Italy is the civil law system. Military branches found throughout Italy include the Italian Armed Forces, the Army, the Navy, the Italian Air Force, and the Carabinieri Corps.

I Died for Beauty Essay

In this poem the spirits of beauty and truth communicates until they are forgotten. The dialogue initiated between the two representatives demonstrates their recognition of each other, but that they are also subject to the constraints of time, when their ‘lips’ are stopped by ‘moss’ Enjambment- first verse uses enjambment giving the lines a flow, gives a subtle effect Allegory- death and truth are personified Personification- truth and death are given charactristics, beauty Similie- ‘and so, as kinsmen met a night’ Metaphor- ‘we brethren are’ he said’ Imagery- description of moss covering lips and names Summary- The poem â€Å"I died for Beauty—but was scarce†, is about two dead people having a conversation about their previous lives. One of them died for truth, one of them died for beauty. They talk and at the end of the poem, moss comes and covers up the names on the tombs. â€Å"I died for Beauty—but was scarce†, by Emily Dickinson is a poem about death and man’s insignificance over the course of time. Set in a tomb, the first stanza opens up the poem introducing two different characters, both of whom are dead. The first person introduced is the narrator who has died a recluse, and did not conform to society when she was alive. This is seen in the first line, the word â€Å"scarce† which means to be absent or elusive. Clearly the narrator was scarce in her life and when she died, all her non-conformity was ignored, and in line two, she was â€Å"Adjusted in the Tomb†. Adjusted can mean: to adapt or conform. Simply being buried in a tomb is an epitome of societal conformation. This is just part of the death theme, and man’s insignificance because after a lifetime of recluse, it only takes her death for her to conform; or, perhaps, made to be conformed. The second half of the first stanza introduces and quickly describes a new character, immediately naming him â€Å"One who died for Truth†. The narrator introduces the new character with a more honorable tone, using less harsh and more eloquent vocabulary. The tone seems slightly softer as if the narrator feels that this person died for a good cause, unlike themselves. Yet, the insignificance shows through when the two dead characters, seemingly unequal in the narrator’s view, are placed in adjoining rooms, separated, and yet still on the same level. Clearly the theme of death is still apparent in this second half of the stanza, and the insignificance of man is more apparent as well. In the second stanza, the two characters speak together and tell their story of how they died. The first line shows a bit of good tone to the One who died for Truth, as he softly asks the narrator a curious question. The question, â€Å"Why I failed? is very important because of the word choice. The fact that both of them did not succeed in their lives at the goals that they were trying to finish. Towards the end of the conversation, the One who died for Truth tells the narrator that both their causes are the same after death, and that they have that in common. This is an interesting point that the One who died for Truth makes, and it once again furthers the id ea that after death, what was done on Earth was insignificant and that all causes one dies for in the end are the same. The third stanza is really overall, the most clear and apparent to the theme of man’s insignificance. Starting from the top, the two characters have established that they are equals; brethren and kinsmen. The word choice in the first line is also very important in the final stanza. In the quote, â€Å"†¦met at Night† night is used as a metaphor and represents death, furthering the theme. The second line also houses a metaphor; the Rooms. Discussed in the beginning of the poem, the rooms are a metaphor for social classes and acceptance. The narrator is placed in one room, and the One who died for Truth is placed in another. From the slight change in tone to the very character name, the new person seems to almost have died a hero. The new character is extremely socially acceptable, yet the narrator, who died an outcast, is not. The talking between rooms shows that after death, societal boundaries are no longer as eminent as in life. Finally, the third and fourth lines are probably the most vivid and easily-imagined pictures in the poem, and really set in stone the theme. The moss comes, and with its growth, the passing of large amounts of time is inferred. On the final line, the insignificance of man really hits a high note, and clearly the narrator is saying that over time, memories of people lost are slowly overgrown and forgotten. It doesn’t matter whether or not you are a great person or just a recluse; in death everyone is equal and equally forgotten. Overall, this is a good poem. I thought that it really hit home some valid points, about death and how people can be forgotten after they are gone. Aside from that Dickinson may also be trying to say that she didn’t like how people are forgotten, and though she may like the equality of it all, she doesn’t want people to be forgotten.

The Effects Of Domestic Violence On Children - Free Essay Example

Sample details Pages: 6 Words: 1867 Downloads: 7 Date added: 2019/04/16 Category Society Essay Level High school Tags: Domestic Violence Essay Did you like this example? Over the years there has been an increase in the rate of domestic violence cases reported. Domestic violence occurs in all regions of the world, religions, financial statuses, ages, genders, cultures, and ethnicities. As children, teens, and young adults grow up in an atmosphere where domestic violence is present, there is a change in their mental, emotional, and physical traits. Don’t waste time! Our writers will create an original "The Effects Of Domestic Violence On Children" essay for you Create order Children from violent homes have more emotional, behavioral, and psychological problems than those who grow up in nonviolent homes. Some of the psychologic effects can put children at a greater risk of developing anxiety and depression or showing other behaviors such as fighting, bullying, cheating, or lying. They are also disobedient at home and at school, more likely to perform poorly in school, and have problems in society such as fewer relationships with people. Domestic violence affects children in many ways: behavioral, emotional, mental, and physical. Being physically beaten until a bruise or blood appears is a result of going too far. Domestic violence is not only becoming more prevalent in todays society and is not looked at because it is not spoken out about. Domestic violence must be identified by a certified official, that could be a police officer, judge, or a primary care physician. Not only will confidentiality be maintained, but the certified official will take all legal action to make sure everyone involved will remain safe and have a place to stay while action and legal justice is being taken care of. With not only experiencing pain, hurt, and distrust in a lot of people around the victim, people and society need to be aware and to look out for warning signs on suicide, depression, and anxiety. People who are abused from domestic violence do not have the mental capacity to think for themselves and how to take care of the situat ion at hand. People who struggle with depression and anxiety are likely to have sleep effects, eating too little or too much, and will likely feel as if they have no outlet for what is going on. In todays society people can see others struggling with mental disorders and as society is evolving everyday there are less resources for people to reach out. It is also looked at as weak and made fun of or mocked due to others not being informed on what certain disorders effect peoples bodies. Being informed on mental disorders, especially depression and anxiety, will inform those around loved ones experiencing domestic violence on how to help their loved ones around them. With domestic violence being so traumatic for an individual to experience, there is a more likely chance of them experiencing suicide. Suicide is more commonly successful in males than females. This is because females turn to taking pills, cutting, and other forms of violence that are less harsh than males who turn to guns, hanging the mselves, and jumping in front of vehicles. This is why death of males from suicide are higher than females. According to the article that was looked at by Fuller-Thomson, the reader can make a conclusion that suicide is a major deal, not only across the world, but is seen as an outlet for those who experience the regret and mental disturbances that come from domestic violence. Children, young adults, and teenagers who have either experienced domestic violence or who have seen it are more likely to hide in fear of what has happened to them or a loved one. This results in them feeling as if they can no longer trust anyone and if they tell the violence will continue and possibly be worse. The child is then left with a lot of what if questions and they will eventually break down and left to become depressed and possibly suicidal if left unattended. Not only is suicide more common in teenagers and young adults, but males are more prevalent to complete it then females who focus more on cutting and attempting, but not succeeding. Not only does domestic violence affect the mind, but the teenagers and young adults are looking for outlets and people they can trust. With societies mindset being take care of yourself and let others worry about their problems, it is beginning to crumble right in front of us how to solve the problem. Society needs to be there for one another and to carry others through their battles, because some people cannot walk through life without guidance and trust. Children who are exposed or involved in abusive relationships show signs of behavioral problems that affect their social and emotional interactions. They can often see physical injuries inflicted on the abused by the abuser, furniture being broken out of rage and anger, or overhear arguments which often result in anger, sadness, and frustration. Children who experience any or all of that are more likely to be aggressive and could possibly have psychological problems such as, depression, anxiety, or low self-esteem. Children are often neglected not only by the abusive parent, but also the one who is being abused. They often turn to physical aggression, drugs, alcohol, delinquency, verbal assault, and smoking to fight their problems they are facing at home. Some of the children at school who are the bully will often have hidden secrets of their own which sometimes can be domestic violence. Children who are younger and often think it is funny to mimic their parents can have problems if they experience hurt, distrust, neglect, abuse, and aggression. They can often imitate the abuse, rudeness, and fighting as a sign of behavioral problems. A story from Ain tells about her son and the parent teacher conference she had attended: A teacher came and complained to me that my child had been talking rudely to his friends. The problem is, his father does the same thing at home whenever we get into a fight. All sorts of harsh words came out of his mouth. I often advise my children to mind their words while talking and not to curse at each other. But I dont know how they behave when Im not around (Ghani 114). This proves that children will often mimic their parents not knowing right from wrong which will get them not only in trouble, but will often concern the other parent as they have felt they have left their child down. Children can sometimes look to other sources to stop the emotions they are feeling from the abuse. They often look to experiment with alcohol or drugs, will either overeat or not eat enough, and either sleep too much or too little. Self-harm may play a role to numb their feelings as they feel they have no other way to get out of what they are feeling. Behavioral problems are often from neglect, any type of abuse, or from viewing aggressive acts that impacted their social skills. Physic al concerns that can erupt due to domestic violence can be bed-wetting, malnourishment, sleep problems, and many other rising concerns can be present. As childrens brains are still developing there is a rise in concern for their cognitive and sensory growth. Cognitive learning are the skills the brains uses to read, analyze, learn, think, remember, and pay attention to what is happening around them. When a childs cognitive learning is interrupted, they can often experience problems such as language development, bathroom habits, sleeping, and immatureness. Problems with bed-wetting can occur in children who are around school age which rises concerns because those children have already learned how to use the toilet, but those who experience or are around domestic violence can become detrimental to cognitive skills they have already learned. Children who are immature experience a social block meaning they do not behave the same way as other children. They are perceived as childish and irresponsible to their peers and families. Children who are not getting enough sleep-in fear of what could happen to them or their parent can become tired throughout the day, during school, and are likely to not have the mental capacity to think or control themselves. They can also experience a language block which means they will begin to fall behind on learning new words and will result to more childish talking. Childish talking includes words such as mama and dada instead of mom and dad. Physical concerns are not only monitored in schools, but are always to keep an eye out for around the world today. Children who act irrationally or uncontrollably often times think they are not doing anything out of the ordinary and are just mimicking one of their parents. Domestic violence does not only raise many concerns around the world today, but is now becoming a social norm that people refuse to acknowledge or report because they think it is normal or feel as if it will not get better if they speak up. Many people do not report domestic violence out of concern for themselves and their loved ones in case they do not get justice. Many people are frightened by the thought if the abuser does not go to jail then violence will become worse and could possibly result in death. As our justice and legal systems have changed over the years, more people are speaking out for themselves and their loved ones because they know they will be safe in the court process. Not only does domestic violence effect the one being abused, but it has many long-term effects and short-term effects that can follow in children. Not only are some of the effects frightening, but concerns are rising around the world questioning on how to help children. People are speaking out about their stories and helping adults understand how to not only help themselves, but how to be there for their children in this awful predicament. With all the effects children could go though from domestic violence, physical, psychological, emotional, social, behavioral, and developmental consequences, people begin to see the importance of how to help children. This ca n be taking them to see a psychiatrist or just guiding them through their emotions if the person helping them is stable. Domestic violence impacts children either short-term or long-term and the outcome of who they are depends on if the help they receive benefits them. Struggling with psychological effects such as anxiety or depression causes eating problems, excessive crying, sleeping problems, and many other consequences that require professional help. Children will need to go through different exercises to help them distress and how to handle with coping through the emotions they are going through. Learning different exercises will help them in different sections, but people do not want them to lose all emotion and pretend that everything is fine when they are not. Those who become numb to what is happening around them will begin to think that their problems are not something to be concerned about and that others around them do not want to take care of their problems because they have problems of their own. Not only do people need to be on the lookout for signs of domestic violence in adults, but be aware of the signs in children as they are the next generation and cannot handle short-term and long-term effects on their own.