A Review of Abstinence Education and Transitional Medical As- Sistance
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The Complexities of Sex Education in Utah
1 The Complexities of Sex Education in Utah Grace Sponaugle Occidental College, Urban & Environmental Policy Professor Cha, Professor Matsuoka, & Professor Shamasunder April 8, 2019 Sponaugle 2 Abstract Utah has a state-wide policy of abstinence education. Abstinence education programs have been proven to be ineffective at delaying the initiation of sex and changing sexual risk behaviors (Santelli et al., 2017), correlating with high rates of teen pregnancies and STIs ((Stanger-Hall & Hall, 2011)(McCammon, 2017)). Limiting the standards by which sex education programs are deemed “effective” to disease and pregnancy prevention, neglects the holistic view of sexual health as defined by the CDC. Therefore, in an attempt to understand the broader implications that sex education has had on youth in Utah, this study examined, through a survey and interviews, the social, cultural, and educational influences that youth in Utah attributed to their sex education. Additionally, this study analyzed how these influences have played a role in the youth’s self perception of their sexual knowledge and sexual health. This research revealed that abstinence education is inherently limited, calling for Utah to expand its sex education framework beyond abstinence education and embrace a comprehensive model for sex education. Sponaugle 3 Acknowledgements First, I would like to thank Professor Cha, Professor Matsuoka, and Professor Shamasunder for their help and guidance not only on the completion of my thesis, but also throughout my journey at Occidental College. Additionally, I would like to thank everyone that participated in the survey and interviews. None of this would have be possible without your support and interest in my project. -
Dangerous Inhib Template
Dangerous Inhibitions: How America Is Letting AIDS Become An Epidemic Of The Young By Chris Collins monograph series occasional paper #3 February 1997 M A R K E T I N G HIV P R E V E N T I O N • Harvard AIDS Institute • CAPS Center for AIDS Prevention Studies University of California San Francisco Chris Collins is an AIDS policy analyst at the Center for AIDS Prevention Studies (CAPS), University of California, San Francisco 74 New Montgomery Street, Suite 600 San Francisco, CA 94105 Phone: 415/597-9100 This monograph was produced as part of the Marketing HIV Prevention project, a collaborative project between the Center for AIDS Prevention Studies at the University of California, San Francisco (Thomas J. Coates, PhD, Director) and the Harvard AIDS Institute (Richard Marlink, MD, Executive Director). We would like to thank SmithKline Beecham Consumer Health Care, makers of OraSure, for its unrestricted grant in support of the Marketing HIV Prevention project. We would also like to acknowledge the support of the Office of AIDS, National Institute of Mental Health, National Institutes of Health, for its ongoing support of the Center for AIDS Prevention Studies under grant number MH42459. The author would like to thank Thomas Coates and Mario Cooper for their significant contributions to this report. I am also indebted to several colleagues who reviewed earlier drafts of the paper, including: Paula Brewer, James Colgrove, Peggy Dolcini, Kevin Filocamo, Katherine Haynes-Sanstad, Lisa Heft, Susan Kegeles, Clark Moore, Ric Marlink, Maureen Michaels, James Riggs, Mark Steitz, Jeff Stryker, and Steve Wakefield. -
The Conceptions of Literacy of New Graduate Instructors Teaching Composition
THE CONCEPTIONS OF LITERACY OF NEW GRADUATE INSTRUCTORS TEACHING COMPOSITION A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Meaghan H. Brewer May 2013 Examining Committee Members: Dr. Eli Goldblatt, Advisory Chair, Department of English Dr. Michael Smith, Department of Teaching and Learning Dr. Steve Newman, Department of English Dr. Jessica Restaino, External Member, Montclair State University ii © Copyright 2013 by Meaghan H. Brewer All Rights Reserved iii ABSTRACT This study explores the variety of understandings of literacy, or conceptions of literacy, that exist among graduate instructors in the fields of English literature, rhetoric and composition, and creative writing in their first semester of teaching and what the implications are for having these conceptions, particularly with regard to their teaching. I collected two kinds of data from seven participants who were enrolled in a fall 2010 composition practicum at a large, public university in the Northeast. The data I elicited included interviews of participants in which they examine their own writing, an assignment ranking activity, observations of participants as they teach composition, and field notes I collected from the Practicum course meetings. I also collected artifacts from their work in the Practicum course and their teaching, including two drafts of a literacy autobiography that they wrote for the practicum and marked-up student paper drafts from the composition course they were teaching. Following the work of Michael W. Smith and Dorothy Strickland, I parsed the data by content units. Using Peter Goggin’s categories for defining literacy from Professing Literacy in Composition Studies, I coded data using the qualitative data management system Atlas.ti according to seven conceptions: literacy for personal growth, literacy for personal growth, social/critical literacy, critical activist literacy, cultural literacy, functionalist literacy, and instrumental literacy. -
From Promise to Proof Promise From
POWER TO DECIDE HIGHLIGHTS OF POP PARTNERSHIPS CULTURE From Promise to Proof HOW THE MEDIA HAS HELPED REDUCE TEEN AND UNPLANNED PREGNANCY TABLE OF CONTENTS ABOUT US ...................................................................................................4 WHY IT MATTERS .......................................................................................5 SPOTLIGHT ON KEY PARTNERSHIPS ...........................................................7 FREEFORM ..................................................................................................8 COSMOPOLITAN ......................................................................................12 TLC ..............................................................................................................16 SNAPSHOTS OF KEY MEDIA PARTNERSHIPS ...........................................21 SEX EDUCATION ..................................................................................... 22 BLACK-ISH ............................................................................................... 23 ANDI MACK .............................................................................................. 24 MTV ........................................................................................................... 26 AP BIO ....................................................................................................... 28 BUZZFEED—BC ....................................................................................... 29 HULU ........................................................................................................ -
By Sandra Anne Daly
POP YOUR PARADIGM! Neutralize your “programming” and start LIVING your life! By Sandra Anne Daly Scottsdale Arizona www.inkwellproductions.com Copyright © 2009 By Sandra Anne Daly First printing 2009 All rights reserved No part of this book may be reproduced in any form or by any means without the permission in writing from the publisher. ISBN: 978-0-9814648-7-9 Library of Congress Control Number: 2009931294 Published by Inkwell Productions 10869 N. Scottsdale Road # 103-128 Scottsdale, AZ 85254-5280 Tel. 480-315-3781 E-mail [email protected] Website www.inkwellproductions.com Printed in the United States of America Cover illustration by Timothy Wood This book is dedicated to Carol Elaine Bachelor, my mom. She lived her entire life at the mercy of her “programming,” and she died without ever discovering that her life did not have to be the way it was. I know that she’s looking happily on from her place on a higher plane—both proud of me, and excited for me, because I did make that discovery, and then I changed my whole life. iii iv Table of Contents Introduction . vii Chapter 1: Surviving My Life . 3 Chapter 2: The Life and Times of a Paradigm . 13 Chapter 3: The Adventure Begins. 27 Chapter 4: Peace Begins With Me . 53 Chapter 5: Goodbye, Old Life . 67 Chapter 6: The (Bus) Ride of My Life! . 81 Chapter 7: A Brand New Me . 117 Chapter 8: Hello, New Life!. 139 Chapter 9: One Step (in Faith) at a Time . 155 Chapter 10: Freedom, Fear, and Letting Go . -
Approved Continuing Education Courses
Approved Continuing Education Courses # of Date Activity Name Organizer Credit Type Credits Oncology Association of October 1, Mind Body Approaches Naturopathic 1 Category A 2018 in Oncology Physicians (OncANP) Integrative Fibromyalgia Series: Integrative Canadian Approaches to October 4 – College of Fibromyalgia and November Naturopathic 9 Category A Myalgic 29, 2018 Medicine Encephalomyelitis (CCNM) (Chronic Fatigue Syndrome) Canadian October 9, College of 2018 – Integrative Pediatrics Naturopathic 9 Category A January 29, Series Medicine 2019 (CCNM) Integrative Acupuncture Health October Certificate Program – Leadership and 12-15, 26 Category A Advanced Practice Learning 2018 Module 2 Network Canadian October 12, Advanced Naturopathic College of 2018 – Oncology – Supporting Category A – 3 Naturopathic 27 January 25, the Patient with Cancer Pharmacology Medicine 2019 (3-Part Series) (CCNM) Treating Pain Ontario Intelligently: Patient Association of October 17, Perspective, Clinical Category A – 0.5 Naturopathic 1.5 2018 Experiences, and a Pharmacology Doctors Review of the (OAND) Literature 1 | P a g e Approved Continuing Education Courses Functional and October 20, Category A – 12 Personalized Hormone LP3 Network 3.5 2018 Pharmacology Restoration Therapy Nutritional October 20, Advances in Women’s Fundamentals Category A – 0.5 5.5 2018 Health for Health Pharmacology (NFH) Inc. Ontario Palliative Care: A Association of Category A – 0.5 October 24, Naturopathic Approach Naturopathic 1.25 IVIT, 0.25 2018 to Improving Quality of Doctors -
History of Sex Education Table of Contents
History of Sex Education Table of contents Introduction 5 The social hygiene movement 9 Schools and character-building organizations 13 The influence of WWI 17 Moving beyond disease prevention 19 Family life education 21 The sexual revolution and culture wars 25 Controversies erupt 29 The culture wars 33 AIDS changes the debate 37 The fight between abstinence-only and comprehensive sexuality education 39 The rise of the abstinence-only movement 43 Abstinence-only programs face criticism 49 Evidence-based programs and beyond 51 The fight continues 55 Looking forward: Sex ed as a vehicle for social change 59 2 3 Introduction Sex education in the United States has great potential to educate both individuals and society. It can give us knowledge about our bodies; debunk harmful stereotypes about sex, race, and gender; provide opportunities for us to think critically about our own values and relationships; and empower us to stand up for our rights and the rights of others to pleasure, bodily autonomy, and consent. This was not, however, what sex education was initially designed to do. Too often, over the past 100 years of American history, it has been used to do just the opposite. 4 5 Those who originally pushed the importance of SIECUS believes, however, that sex education— educating the public about sexuality did so out if done properly—has the power to serve as a of a fear that their comfortable, white, middle vehicle for social change. Understanding the class way of living was being threatened by the history of sex education in this country, the loosening of sexual morals. -
ABQ Free Press, June 1, 2016
VOL III, Issue 11, June 1 – June 14, 2016 Albuquerque’s Award-winning Alternative Newspaper The Cost Of APD’s Drug Stings P AGE 10 An Interview What Our Readers with Think of the Grant-Lee Candidates P AGE 15 Phillips P AGE 27 Monahan: Trump Slimes Susana P AGE 7 Iggy Pop Talks Rehab and Politics PAGE 20 2 • June 1 – June 14, 2016 • ABQ FREE PRESS ABQ FREE PRESS • June 1 – June 14, 2016 • 3 nEwS www.freeabq.com EditoR’S A&E Pick Editor: [email protected] Arts: [email protected] ABQ Free Press Pulp News News: [email protected] On Twitter: @FreeABQ COMPILED BY ABQ FREE PRESS STAFF On Facebook: facebook.com/abqfreepress A&E: Three to See will no longer count against the reporter, Jonathan Lowe, told police Deadly landscape Editor 140-character limit in tweets, he just had to go. An onlooker wit- [Page 21] Forty years after the end of the Dan Vukelich according to The New York Times. nessed the event. Goodyear, Ariz., Vietnam war, unexploded bombs (505) 345-4080. Ext. 800 #film #BloodOrange #IggyPop police said Lowe was arrested on remain a threat — so much so Space junk “suspicion of public defecation.” Associate Editor, News Samantha Anne Carrillo reviews that grade-schoolers are taught The man Lowe was covering was Dennis Domrzalski how to identify them and how to Approximately 23,000 man-made ob- British thriller ‘Blood Orange’ InstructIon & FacIlItatIon traInIng charged with killing his 6-year-old (505) 306-3260 ce avoid being blown up. Among jects are orbiting the Earth, but only 1,300 of them are satellites. -
Community Action Toolkit
COMMUNITY ACTION TOOLKIT a guide to advancing sex education in your community About SIECUS SIECUS believes sexuality—due to its intrinsic value as well as its importance to individual and collective health—is worthy of our utmost attention, public discourse, thoughtful instruction, and societal respect. For the past 54 years, SIECUS has made strides in ensuring young people’s positive and healthy sexual development through several different strategies thereby promoting and increasing lifelong health and well-being. To continue to gain ground on fulfilling this mission, we stand for: ● a nationwide commitment to comprehensive sexuality education in schools; ● more and better trained teachers delivering this education; ● stronger policies that support both comprehensive sexuality education and sexual and reproductive health, rights, and justice; and ● a public that is better informed about sexual and reproductive health and rights issues. Fulfilling the above objectives, in context and over time, will enable us to realize our vision of a sexually healthy world where individuals: ● Appreciate their own bodies. ● Interact with all genders in respectful and appropriate ways. ● Affirm their own sexual orientation and respect the sexual orientations of others. ● Develop and maintain meaningful relationships. ● Make informed and autonomous choices about family planning options. ● Develop and practice effective critical-thinking and decision-making skills. ● Express their sexuality in ways that are congruent with their values. ● Practice health-promoting behaviors, such as scheduling regular physical exams, using contraception effectively, avoiding contracting or transmitting STIs, and communicating effectively with partners about their needs, wants, and desires. ● Enjoy and express their sexuality throughout the duration of their lifetime. -
F&=:~R&..Ec-Or-D~Er
AFFIDAVIT OF POSTING ORDINANCE CB·O·195·93 STATE OF OREGON ) ) COUNTIES OF CLACKAMAS ) AND WASHINGTON ) ) CITY OF WILSONVILLE ) I, the undersigned, City Recorder of the City of Wilsonville, State of Oregon, being first duly sworn on oath depose and say: On the 2nd day of June, 1993, I caused to be posted copies ofthe attached Ordinance CB 0-195-93, an Ordinance adopting the fmdings and conditions of approval approving a Zone Map amendment that establishes the Public Facility (PF) Zone and approving a Comprehensive Plan Map amendment that applies the Public Lands designation on the Dammasch State Hospital Campus, in the following four public and conspicuous places ofthe City, to wit: WILSONVILLE ClTYHAlL WILSONVILLE POST OFFICE LOWRIE'S FOOD MARKET KOPPER KITCHEN The ordinance remained posted for more than five (5) consecutive days prior to the time for said public hearing on the 21st day ofJune, 1993. ~OJ~. ckk~-;t~i:.:"'-[f&=:~R&..ec-or-d~er-- Subscribed and sworn to before me this 1£ day of ,J=u\ V ' 1993. ~h\,f~ OFFICIAL SEAL .1 DIAN! M. _ PANtCONlH NOTARYPUBLIC, STATE OF OREGON ,! NOTARV PUBLIC· OREGON. ..... COMMiSSION NO.0112G1 MV COMMISSION EXPIRES NOV. 29. 19l15 My Commission expires: 1\ -J,j - 9 ~- e· ORDINANCE NO. 417 AN ORDINANCE OF THE WILSONVILLE CITY COUNCIL ADOPTING FINDINGS AND CONDITIONS OF APPROVAL AND AMENDING THE OFFICIAL ZONING MAP TO APPLY PUBLIC FACILITY (PF) ZONING AND AMENDING THE COMPREHENSIVE PLAN MAP TO APPLY THE PUBLIC LANDS USE DESIGNATION TO THE DAMMASCH STATE HOSPITAL CAMPUS -A PORTION OF TAX LOT 29500, SECTION 15, T3S-R1W, CLACKAMAS COUNTY, OREGON, CONTAINING ABOUT 141 ACRES. -
Learned in Sex Ed
Western Oregon University Digital Commons@WOU Honors Senior Theses/Projects Student Scholarship Summer 2020 Devising A Show From the Ground Up: Things We (never) Learned in Sex Ed Lindsay R. Spear Follow this and additional works at: https://digitalcommons.wou.edu/honors_theses Devising A Show From the Ground Up: Things We (never) Learned in Sex Ed By Lindsay R Spear An Honors Thesis Submitted in Partial Fulfillment of the Requirements for Graduation from the Western Oregon University Honors Program Dr. Kent Neely, Thesis Advisor Dr. Gavin Keulks, Honors Program Director September 2020 Acknowledgements To Gavin Keulks, thank you for not giving up on me. A lot of people would have. But thank you for always reaching out and kicking me in the butt when I needed it. You are the reason I was able to finish my thesis. Thank you from the bottom of my heart. To Michael Phillips, thank you. You taught me not only how to devise a show, but you made it a point to teach me how to support myself as I write and tour shows in the future. You showed me the best spots to hang posters, the tedium of applying, and the importance of reaching out to fellow artists, among so much more. I am happy to call you not just my director or professor, but my friend as well. To Phoebe Thomspson, thank you for being my creative partner, and for hearing all my songs and ideas before rehearsals when I was too scared to show it to Michael. You were so patient and taught me so much during our process. -
Dangerous Discourse: Language and Sex Between
DANGEROUS DISCOURSE: LANGUAGE AND SEX BETWEEN MEN IN EIGHTEENTH-CENTURY LONDON by KENNETH W. MCGRAW Submitted in partial fulfillment of the requirements For the degree of Doctor of Philosophy Dissertation Adviser: Christopher Flint Department of English CASE WESTERN RESERVE UNIVERSITY August, 2009 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of ______________________________________________________ candidate for the ________________________________degree *. (signed)_______________________________________________ (chair of the committee) ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ (date) _______________________ *We also certify that written approval has been obtained for any proprietary material contained therein. DEDICATION For my wife, Joyce, and for everyone on the fourth floor, I could not have done it without you. TABLE OF CONTENTS Acknowledgements……………………………………………………………. 2 Abstract………………………………………………………………………… 3 Introduction…………………………………………………………………….. 5 Chapter I: “An Indecent Posture”: Legal Discourse and the Sodomitical 30 Assault on Eighteenth-Century England……………………………….. Chapter II: Botanical Bodies, Unnatural Predilections: Nature and Sex 61 Between Men in the Eighteenth Century……………………………….. Chapter III: Mapping the Molly: (Re)Defining Homosexual Space at the 100 Metropolitan