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Does Sex Education Prevent Teenage Pregnancy
Does Sex Education Prevent Teenage Pregnancy?
Annotated Bibliography
Sternberg, Steve. “USA’s youth at high risk for venereal diseases.”USATODAY.com 24 Feb 2004. Web. 24 October. 2011.
This article provides a lot of information regarding the rate at, which sexually transmitted diseases are present among the American youth. Furthermore, the author has found out through research that by the time one reaches the age of 25, they will have obtained a disease, which is sexually transmitted. The article focuses mainly on research, which has been done by credible people. Also, the youth who have sexually transmitted diseases, have a 90% chance of becoming pregnant and this is on the part of the females. Steve advocates for teenagers to use condoms, in order to avoid unwanted pregnancies and STD’s. The author claims that despite the youth being informed through sex education, they are still engaging in risky behaviors of a sexual nature (pp.1).
Wagoner, James. “Teens Need Information, Not Censorship.” Advocate for Youth. 12 June 2001. Web. 28 October. 2011.
This article is extremely informative and its scope is extremely wide. According to Wagoner, the United States is now becoming a country with many unwanted teenage pregnancies. The rates of pregnancies and sexually transmitted diseases are high and the figure seems to escalate. It furthermore claims that in the industrialized and developed world, the United States is leading in the number of teenage pregnancy rates. This means that there is a problem and it needs to be urgently addressed before it becomes worse than it is. According to the author, through the created website, it will be easy to educate the American youth concerning sex matters (pp.1). The youth should be able to know about sexual health and reproduction. A lot of vital facts are provided by Wagoner and this will make any reader of the article well informed. The facts and statistics have been approved by the United States government.
Stevens-Simon, C. &Kelly, L. & Brayden, R. A health passport for adolescent parents and their children. Clinical Pediatrics, 40, 3, (2001): 169–173.
The journal article seeks to make its readers aware of the fact that there is a need for teenagers to be involved in a passport program, for health purposes. This means that the chances of the teenage adolescents becoming pregnant for the second time are not very likely. Also, it provides useful information regarding rates of immunization of children born to teenagers. The journal article is credible because a study was conducted and the results found were valid. There have been critics of this journal article as they believe that pregnancy can occur at any time and one cannot influence it, despite being educated. According to the authors, parents have a role in ensuring that their teenage children are educated on the dangers of early sexual experiences (pp. 170).
Allen, J. & Philliber, S. Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the teen outreach program. Charlottesville, VA: Author.1994.Print.
This journal article provides information regarding the benefits of prevention programs to adolescents, who are at risk of becoming pregnant. A study was conducted, in order to find out if teenage pregnancies were reduced as a result of being educated in a program that advocates against unwanted sexual behavior. According to Allen and Philliber, only a small percentage of teenagers will benefit from the sex education that has been taught to them (pp. 56). On the other hand, the media is presenting a negative image concerning sex and the teenagers are accepting it. The prevention programs have not been successful in preventing unwanted pregnancies among teenagers.
Alford S. Science and Success, Second Edition: Sex Education and Other Programs that Work to Prevent Teen Pregnancy, HIV & Sexually Transmitted Infections. Washington, DC: Advocates for Youth, 2008. Web. 24 October .2011.
This is a summary of research, which was undertaken by Alford, in order to find out if programs on sex education work or not. It provides a literature review of some programs as well as their impact in reducing teenage pregnancies. The sex education programs focused on preventions methods, such as the use of condoms and abstaining from sex for some time period. It was found out that the sex education programs were effective only to a small extent. The impact was felt on the number of STD’s and pregnancies that occurred. The behavior of the teenagers was also affected in that, condom and contraceptive use increased and sexual partners numbers reduced. Also, the teenagers were less likely to engage in sex that is unprotected and the age, at which teenagers had their sexual encounter for the first time increased. Alford believes that the programs on sex education play a vital role in reducing pregnancies. There are various findings and charts, which have been provided by the author, in making his work extremely credible and informative (pp.1).
“Sex education: Start discussions early.” CNN.com. 7 Jun 2005. 24 October 2011.
The article was in the leading news provider known as Cable News Network. It focused mainly on the need for parents to ensure that their children are well informed about matters related to sex. It is believed that when children are taught when they are young, it will be hard for them to forget. Also, insight is provided concerning what sex educator’s should teach children concerning sex and the limitations, which exist. The moral development of children is made known. Furthermore, a lot of encouragement is given to parents to make them have the courage to talk about this important matter. The author of this article is extremely well informed on matters related to sex education. Children, teenagers and parents will find the information provided useful, as it is a fun way of teaching sex education (pp.1).
Pavanel, Jane. The Sex Book: A no-Nonsense guide for teenagers. New York: Wizard Books, 2003.Print.
This book offers a diverse range of information concerning matters related to sex, and the audience readers are teenagers. It criticizes the sex education, which teenagers are taught while in school. The book provides many facts that concern sex and answers questions that teenagers seek to find answers to. Issues, which would not be raised in a classroom setting, are provided in the book. Teenagers who are shy and would not easily ask their parent, peers, or teachers are provided in the book. Pavanel makes teenagers know about the dangers of becoming pregnant when they are young. Death of the baby and mother can easily occur due to problems related to the latter’s reproduction system. According to this book’s author, teenagers who become pregnant still have an opportunity of having themselves redeemed. This is if they take the proper precautions and do not become pregnant again (pp. 45).
Work Cited
Sternberg, Steve. “USA’s youth at high risk for venereal diseases.”USATODAY.com 24 Feb 2004. 24 October 2011.
Wagoner, James. “Teens Need Information, Not Censorship.” Advocate for Youth. 12 June 2001. 24 October 2011.
Stevens-Simon, C. &Kelly, L. & Brayden, R. (2001). A health passport for adolescent parents and their children. Clinical Pediatrics, 40, 3, (2001): 169–173.
Allen, J. & Philliber, S. Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the teen outreach program. Charlottesville, VA: Author.1994.Print.
Alford S. Science and Success, Second Edition: Sex Education and Other Programs that Work to Prevent Teen Pregnancy, HIV & Sexually Transmitted Infections. Washington, DC: Advocates for Youth, 2008.Web. 24 October.2011.
“Sex education: Start discussions early.” CNN.com. 7 Jun 2005. 24 October. 2011.
Pavanel, Jane. The Sex Book: A no-Nonsense guide for teenagers. New York: Wizard Books, 2003.Print
Does teaching science in primary school in UK have a quality and successful method of teaching science
Does teaching science in primary school in UK have a quality and successful method of teaching science?
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Introduction
The success of the primary school science education can be measured on the basis of intended objectives of the primary science education. First, it is intended to stimulate the curiosity of pupils in the world that surrounds them and hence encourage or bolster their ability to think critically and creatively. Secondly, the primary science education should prepare the pupils for the science offered at the secondary school level by giving them a firm foundation for science in the first place. In the light of these aims and objective, this essay will discuss how teaching science in primary schools in the UK has produced quality that is desired and whether the method can be said to be a successful method.
Discussion
The above aims imply that the pupils at the primary level should be equipped with factual knowledge and scientific skills that enable them to solve problems systematically and carry out scientific enquiry. Actually, the ability of students to engage in experiments through a systematic process of planning and execution and evaluation and without failing to recognize the inherent limitations should be set at the primary level of education.
The Royal Society and mother bodies have pointed out that there are yet no sufficiently qualified teachers in classes even though teachers have been put in front of classes to teach. These resentments arise from the fact that even though there are 28 000 primary school teachers in England, the assessment of pupils in English and mathematics is done at the age of seven and eleven through national curriculum tests that are widely referred to as SAT tests. Actually, the name SAT is derived from the conservative perspective of 1991 when the teacher assessments were generally referred to as the standard assessment tasks thus being shortened to SAT. However, teacher assessment is exceptionally used in meting the performance of pupils in science when they are at the age of seven. It is at the age of eleven that both teacher assessment and SAT are used to determine performance. The results of the SAT assessments become the foundational basis for the DfES performance tables. Nevertheless, these tables do not provide a ranking for the schools though the media use them to come up with the league tables (Parliamentary Postnote 2003). The implication of the results of the science tests has been that they have been used especially by the DfES to support the view that the success of the primary science education has been evident.
Using the results of the science tests, the DfES was able to demonstrate that the targets that had earlier been set for 2008 could be brought to 2006. That was in 2003 when the national targets were reduced by 2 years from 2008 to 2006. This move gave schools extra control over the setting of targets at their local levels.
The following graph, which has been adopted from BBC.COM, shows the aggregate scores in English, Mathematics and Science from 2005 to 2008. In the figure, it is evident that the scores in the three subjects climbed tremendously in 2006 and have since then remained stable from 2006 to 2008.
Adopted from: http://news.bbc.co.uk/2/shared/bsp/hi/education/08/school_tables/primary_schools/html/886_2282.stm
Russell (2008), notes that even though there were worries during the post-war period which led to promotion of science in secondary schools because of a general fear of shortage of scientists, the primary science education has received significant attention in the last 30 years. The one part that brought a great step forward was special attention given to primary education in science that made it a core part of primary education.
The problem that can be seen in the current state of affairs is that the desirable position that is much hailed has not been given a sound rationale and in addition to the fact that the aims of this much needed curriculum have not been clear enough. Thus, as the debate would follow that line, it is likely that even if the primary science education is hailed as achieving steps forward, it is still subject to many criticisms, some of which are labelled against the idea of standardized testing. The critics point out that without sound rationale and well explained aims, the teachers are likely to teach the test and thus fail to achieve the aims of primary science that were identified in the first two paragraphs.
Murphy and Beggs (2005) carried out a study to determine the extent of the success of the teaching of science in primary schools in the United Kingdom. In their study, they also sought to establish the extent to which teaching science at the primary level could be described as a successful method in dissemination of knowledge and the impediments involved.
The results of the study showed that the primary science teachers had some problems which impeded the full success of the programme. The study revealed that teachers did not have sufficient background knowledge in science which is needed to provide confidence in effective teaching. Curriculum overloading was also identified as a major problem that was mixed with large class sizes with minimal classroom assistance. The amount of funding had great disparity and this impeded the success of the programme.
Conclusion
Having systematically assessed the development, progress and implementation process for the primary science teaching curriculum, it becomes evident that there is need for more research to be carried out on how to make the programme most effective and relevant to the lives of children without creating policy paradoxes. Development efforts should also be directed to ensuring effective transition between primary and secondary teacher else they should be de-linked.
Reference:
Close, H., S. & Kent, A. (2009) “Great Chart Primary School” Retrieved from URL: http://news.bbc.co.uk/2/shared/bsp/hi/education/08/school_tables/primary_schools/html/886_2282.stm
Murphy C., & Beggs J. (2005) “Primary science in the UK: a scoping study” Retrieved from URL: http://www.wellcome.ac.uk/stellent/groups/corporatesite/@msh_peda/documents/web_document/wtx026636.pdf
Post note (2003) “Primary Science” http://www.parliament.uk/documents/post/pn202.pdf
Russell H. (2008) “Perspectives on education: Primary science” http://www.wellcome.ac.uk/stellent/groups/corporatesite/@msh_peda/documents/web_document/wtd042076.pdf
Does sex education prevent teen pregnancy
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Does sex education prevent teen pregnancy?
There has been a lot of controversy regarding whether teen pregnancy can be prevented through the teaching of sex education. The American school curriculum has included sex education in order to ensure that students make choices that are responsible. The issue on teen pregnancy affects the society as a whole and thus, a solution needs to be found out as soon as possible. According to statistics provided by the American government the number of teen pregnancies is increasing at extremely high rates. This means that teens should be well educated about sex matters, in order to make informative decisions.
This paper seeks to give a critical analysis concerning whether teen pregnancies can be prevented by sex education. Also, it seeks to find out how sex education affects decisions making by teens.
Analysis of sex education and, how it affects teen pregnancy levels
According to Steve Sternberg, the youth of the United States is highly venerable to being infected with sexual transmitted diseases. This means that the youth are engaging in unprotected sex, while they are aware of the consequences of such actions. Research also shows that, by the time the youth have reached 25 years, they are likely to be infected by a venereal disease. This means that not having protected sex is extremely dangerous and the teens should avoid this issue. Teenagers who engage in risky sexual activities are almost assured of becoming pregnant. The dangers of engaging in unprotected sex are many, and some can even lead to death. Females are the ones who become pregnant, and they should be the ones to find ways of not becoming pregnant. The author believes that sex education plays an immense role in the lives of the American teenagers. Unfortunately, only a few of them are taking the matter on sex education seriously, as the rates of pregnancy are still surging (Sternberg, 2004.1).
The United States is known for its high rates of unwanted teenage pregnancies and Wagoner seems to concede to this statement. This is despite the fact that the United States is developed as well as industrialized. It should have found more informative ways of teaching sex education to its youth. Teenage pregnancy has been identified as a problem that has the power of becoming a menace than it currently is at the moment. Wagoner (2001) has been deeply affected by this issue and thus, created a website that focuses on sex education. Since teenagers are always on the internet, this will be an easy way to reach them and teach sex education. Matters on reproduction and sexual health are vital to teenagers. The website is extremely informative and has all the facts about sexual matters. The numbers of teenagers who view the site are increasing, and this shows that it has created interest among the youth. Moreover, the United States is aware of the use of the internet in promoting sex education and thus advocates for it.
A passport program is another method through, which teenagers can be informed about sex education. This is mostly for teenagers who have already had their first pregnancies also, for health reasons. By being in a passport program, the teenagers are not likely to become pregnant before they are well informed. Furthermore, they will be aware about the importance of having their children immunized (Stevens-Simon &Kelly & Brayden, 2001, 170). This means that sex education also focuses its attention upon the children born by teenage mothers. Teenagers can become pregnant any time they have sex and thus, should know how to prevent it. Parents have a role in educating their children on matters related to sex. It is their responsibility to ensure that teenagers are aware about the dangers of early sexual encounters and escapades.
Various programs in sex education are taught to teenagers, and they focus upon different methods. Some methods include abstaining from sex until one is mature, using condoms and even taking contraceptive pills. The use of contraceptive pills is popular among the youth and, unfortunately, they do not protect against acquiring sexually transmitted diseases. Furthermore, contraceptives have been known to fail and thus, leading to pregnancies that are unwanted. Teenagers are having countless sexual partners and thus increasing the risk if being infected with AIDS. Luckily, sex education has changed all the above from taking place according to Alford. The age at which teenagers are having sex for the first time has increased significantly. They are engaging in sex when they are older, and this is a desirable thing. This shows that sex education has a positive impact upon the youth, by reducing pregnancy numbers.
Criticism exists concerning the effect of sex education, upon reducing the rates of teenage pregnancies. There is research that proves that sex education programs do not reduce the number of teenage pregnancies that occur. The study conducted by Philliber and Allen (1994) prove that the latter is indeed true. After carrying out their studies and using their population, they found out that only few teenagers benefit from programs on sex education. Most teenagers ignore the advice they are given as they believe that by having sex, they will be accepted by their peers. Other issues associated with risky sexual activities include alcohol consumption and drug usage. This means more research needs to be done to find out why sex education programs are not as beneficial as they ought to be.
Other critics believe that by incorporating sex education into the school curriculum problems are bound to take place. It might lead to some children shying away from attending school. The classroom setting is not an ideal location for teaching sex education. The latter should be done at home, in religious institutions such as churches and temples among other places. Technology and the media are other sources whereby, teenagers can obtain information regarding sex education (Alford, 2004. 1). There are accredited books that offer guidance to teenagers on the right path concerning sexual matters. Teenagers are informed that by giving birth early in life is dangerous. There is a high chance that they might lose their lives and that of the baby and even damage their reproductive system. Sex education has all the vital information concerning these matters.
Conclusion
In conclusion, the problem concerning teenage pregnancies exists in America, and it is of foremost concern. Sex education is one of the solutions that exist and thus should be advocated for. As children are growing up, and attaining teenage hood, they are in need of sex education. The latter is responsible for ensuring that in the future they make responsible sexual decisions.
Work Cited
Sternberg, Steve. “USA’s youth at high risk for venereal diseases.”USATODAY.com 24 Feb 2004. 24 October 2011.
Wagoner, James. “Teens Need Information, Not Censorship.” Advocate for Youth. 12 June 2001. 2 December 2011.
Stevens-Simon, C. &Kelly, L. & Brayden, R. (2001). A health passport for adolescent parents and their children. Clinical Pediatrics, 40, 3, (2001): 169–173.
Allen, J. & Philliber, S. Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the teen outreach program. Charlottesville, VA: Author.1994.Print.
Alford S. Science and Success, Second Edition: Sex Education and Other Programs that Work to Prevent Teen Pregnancy, HIV & Sexually Transmitted Infections. Washington, DC: Advocates for Youth, 2008.Web. 2 December .2011.
“Sex education: Start discussions early.” CNN.com. 7 Jun 2005. 2 December. 2011.