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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. -
Drug Education and Its Publics in 1980S Britain
International Journal of Drug Policy 88 (2021) 103029 Contents lists available at ScienceDirect International Journal of Drug Policy journal homepage: www.elsevier.com/locate/drugpo Policy Analysis Just say know: Drug education and its publics in 1980s Britain Alex Mold Centre for History in Public Health, London School of Hygiene & Tropical Medicine, 15-17 Tavistock Place, London, WC1H 9SH, United Kingdom ARTICLE INFO ABSTRACT Keywords: Until the 1980s, anti-drug education campaigns in the UK were rare. This article examines the reasons behind a Heroin policy shift that led to the introduction of mass media drug education in the mid 1980s. It focuses on two Drug education campaigns. ‘Heroin Screws You Up’ ran in England, and ‘Choose Life Not Drugs’ ran in Scotland. The campaigns Health education were different in tone, with ‘Heroin Screws You Up’ making use of fear and ‘shock horror’ tactics, whereas History of drug use ‘Choose Life Not Drugs’ attempted to deliver a more positive health message. ‘Heroin Screws You Up’ was criticised by many experts for its stigmatising approach. ‘Choose Life Not Drugs’ was more favourably received, but both campaigns ran into difficulties with the wider public. The messages of these campaigns were appro priated and deliberately subverted by some audiences. This historical policy analysis points towards a complex and nuanced relationship between drug education campaigns and their audiences, which raises wider questions about health education and its ‘publics’. In April 1986, the cast of teen TV soap, Grange Hill, released a song wanted to be seen to take action on drugs, leading to the introduction of titled ‘Just say no’. -
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. -
Buses from Grange Hill
Buses from Grange Hill 462 FR Limes Farm Estate O Copperfield GH D A LL L Hail & Ride MANOR ROA section AN E Manor Road C St. Winifred’s Church D Grange Hill M AN W A AR MANOR ROAD FO REN Grange Hill C RD T. LONG B WAY G R Manford Way G E Manford Primary School CRE RANGE E N SCEN Brocket Way T Manford Way Hainault Health Centre Destination finder Destination Bus routes Bus stops Destination Bus routes Bus stops B L Barkingside High Street 462 ,a ,c Limes Farm Estate Copperfield 462 ,b ,d Hainault Waverley Gardens Longwood Gardens 462 ,a ,c The Lowe Beehive Lane 462 ,a ,c M Brocket Way 362 ,c Manford Way 462 ,a ,c C Hainault Health Centre Chadwell Heath o High Road 362 ,c Manford Way 462 ,a ,c Manford Primary School Chadwell Heath Lane 362 ,c Manor Road St. Winifred's Church 462 ,b ,d Elmbridge Road New North Road Cranbrook Road for Valentines Park 462 ,a ,c Harbourer Road Marks Gate Billet Road 362 ,c E Eastern Avenue 462 ,a ,c N New North Road Harbourer Road 362 ,c Elmbridge Road 462 ,a ,c New North Road Yellow Pine Way 362 ,c F Buses from Grange Hill Fairlop 462 ,a ,c BusesR from Grange Hill Romford Road 362 ,c Forest Road New North Road Fremantle Road 462 ,a ,c Hainault Forest Golf Club for Fairlop Waters Yellow Pine Way Barkingside High Street Boulder Park Rose Lane Estate 362 ,c Forest Road 462 ,a ,c 462 for Fairlop Waters Boulder Park FR Limes Farm Estate W Copperfield O D Fullwell Cross for Leisure Centre 462 ,a ,c WhaleboneGH Lane North 362 ,c A Romford RoadLL L Hail & Ride G MANOR ROA section WhaleboneAN Lane North 362 ,c Gants Hill 462 ,a ,c Fairlop Romford Road Whalebone GroveE Manor Road Hainault Forest Golf Club H Woodford Avenue C 462 ,a ,c St. -
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 ........................................................................................................ -
Directed by Nancy Carlin by George Bernard Shaw
CENTER REPERTORY COMPANY OF WALNUT CREEK Michael Butler, Artistic Director Scott Denison, Managing Director presents By George Bernard Shaw Scenic Designer Costume Designer Lighting Designer Kelly James Tighe Victoria Livingston-Hall Kurt Landisman Sound Designer Stage Manager Prop Master Lyle Barrere Gregg Rehrig* Christopher Kesel Wig Designer Judy Disbrow Cast Andy Gardner Maggie Mason Kendra Lee Oberhauser Gabriel Marin* Aaron Murphy Lisa Anne Porter* Craig Marker* Michael Ray Wisely* Directed by Nancy Carlin Margaret Lesher Theatre January 27 - February 25, 2012 Lesher Center for the Arts Season Season Partner Season Media Sponsor Foundation Sponsor Sponsor *Member of Actors’ Equity Association, the Union of Professional Actors and Stage Managers in the United States The Lighting Designer is a member of United Scenic Artists Union The Director is a member of the Stage Directors and Choreographers Society Center REP is a member of Theatre Bay Area and Theatre Communications Group (TCG), The National Organization for the American Theatre CAST (in order of appearance) Craig Marker* (Captain Kendra Lee Oberhauser Bluntschli) has appeared at (Louka) is delighted to Catherine Petkoff ........................... Lisa Anne Porter* Center REP in The Mousetrap return to the Center REP Raina Petkoff .........................................Maggie Mason and The Marriage of Figaro. stage where she was last Louka .....................................Kendra Lee Oberhauser His Bay Area theater credits seen in Dracula (Mina Captain Bluntschli .................................Craig Marker* include The Glass Menagerie, Murray), Noises Off (Poppy) Russian Officer ............................ Andy Ryan Gardner Seagull, 9 Circles, Equivocation and The Women (various). Nicola ....................................................... Aaron Murphy and Bus Stop at Marin Theatre Company; The Circle Recent credits include: Reduction in Force and Major Petkoff ............................. -
Project 3 Unit 3 Mock Test3
Put the verbs in the brackets into the correct tense. Use the past simple or past continuous tense. My friends saw me when I was waiting for my girlfriend. (see, wait) ________________________________________ 1. The teacher ____________ into the classroom when we _____________ football. (come, play) ________________________________________ 2. I ___________ my girlfriend while I ________________________________________ ___________ at university. (meet, study) 3. Mark ______________ home when it ___________ to rain. (walk, start) /6 . A detective is asking questions. Write the questions. What were you doing at 6 o´clock? ________________________________________ I was walking my dog at 6 o´clock. ________________________________________ 1. _____________________________________? ________________________________________ We were sitting on a bench. /6 2. ______________________________________? . Complete the sentences with the words from the box. I saw a beautiful girl. 3._____________________________________? wind water snow volcano A short skirt and a yellow Tshirt. lightning earthquake 4. ____________________________________? 1. It rained a lot but there was no ___________. She went into the restaurant. 2. The ____________________ destroyed a lot of 5. ____________________________________? houses. She was short and slim. 3. The _______________ exploded and there /5 came out a lot of stones and lava from the . These are pictures from yesterday. Write what mountain. happened. 4. Tornado is a kind of a strong ________________ which goes very quickly. 5. A flood is a lot of _________________. 6. During an avalanche a lot of _____________ goes down a mountain and destroys everything. /6 When the boy was playing football, he fell and he broke his leg. Correct the sentences. Change only 1 word in 1. When did Grange Hill start? ___________________________________ each sentence. -
No 57 October 1988 AD ASTRA PER ASPERA
THE rCOLFOAlSf f I folk «r 1 No 57 October 1988 AD ASTRA PER ASPERA October 1988 COLFEIAN the Chronicles of Colfe's School and of the Old Colfeians' Association The Master, Richard Scriven, planting a tree on the occasion of the Leathersellers' cricket match, 26th June, 1988 following the opening of the new Preparatory School on 23rd June. Mr Scriven's father laid the Foundation Stone for the Main School Building in 1964. ISSN 0010-0670 COVER DESIGN With a change in the format of the Colfeian, it was felt appropriate to change also the design of the cover.'The design chosen for this year at least, emphasises continuity. It is the design used on every issue from vol.1 no.l in December 1900 until vol.17 no. 67 in December 1939. In those days the Colfeian was the magazine of the Old Colfeians, while from 1902 the school had its own magazine, Colfensia. In 1951 the two magazines combined, thus beginning the present sequence of the Colfeian. The original cover, now being re-used, was designed by Charles J. Folkard whose signature it bears. More on this eminent Old Colfeian appears on another page. For his design, Folkard drew the heraldic stone which hung over the entrance to Colfe's Almshouses in Lewisham, depicting the arms of Abraham Colfe and the Leathersellers' Company. As a result of the school's celebration of Folkard this year, which accompanied the acquisition of some of his original drawings, the stone itself has been re-discovered. Since the demolition of the almshouses, it has lain, albeit somewhat damaged and begrimed in the vaults of Manor House, Lee. -
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. -
The Irish Crokers Nick Reddan
© Nick Reddan Last updated 2 May 2021 The Irish CROKERs Nick Reddan 1 © Nick Reddan Last updated 2 May 2021 Table of Contents Table of Contents ....................................................................................................................... 2 Background ................................................................................................................................ 4 Origin and very early records ................................................................................................ 4 Acknowledgments.................................................................................................................. 5 Note ........................................................................................................................................ 5 Origin ......................................................................................................................................... 6 The Settlers ................................................................................................................................ 9 The first wave ........................................................................................................................ 9 The main group .................................................................................................................... 10 Lisnabrin and Nadrid ............................................................................................................... 15 Dublin I ...................................................................................................................................