Sexual Education for Children Essay -- Sex Ed Education Essays

Sexual Education for Children Sex education materials for children more often serve to confuse than to inform. These materials generally present females as passive and males as active. The books describe heterosexual norms while ignoring the existence of homosexuality and bisexuality. Many books describe sexual intercourse as existing for the purpose of procreation only. Pictures and descriptions of this sex act more often mystify than inform. Finally, these materials target young children and assume that these children are incapable of understanding most elements of sex. Children can often understand far more than they are given credit for. Most materials offer descriptions of sexual intercourse as an act devoid of passion involving an active male partner and a passive female partner. Across publication dates, sexual education materials portray women as passive and men as active. Dr. Block’s Do-It-Yourself Human Sexuality Book portrays the girl as passive when she says â€Å"He’ll never leave me now† after she and the boy have sex (18). She has no active control over her life—rather, she waits to see whether or not the boy will stay or leave (Block, 18). In So That’s How I Was Born, the father explains that the â€Å"daddy puts his penis inside the†¦ vagina† (Brooks, 28). Thus, the man is the active partner while the woman is passive. Brooks further emphasizes that the woman’s passive role exists in all areas of life when, at the end of Brooks’ story, the boy’s mother satisfies stereotypes of docile women by speaking â€Å"softly† (28). Many of these authors further perpetuate stereotypical gender roles in their stories. In his book, Brooks shows the mother wearing an apron (25). In her book Mommy, Where Do Babies Come F... ..., far more conservative than those of some of the other, earlier works. The earliest works appear to be the most progressive. Is society adopting an increasingly restrictive and negative view of pre-marital sex, or is this merely a coincidence? Aside from these observations, it is difficult to make generalizations about the works according to dates of publication because there do not seem to be any other strong chronological trends. Sex education does not appear to be growing more comprehensive with time. Sex education books continue to omit crucial information. They confuse children, (and sometimes even teens,) with cryptic descriptions and diagrams. Feminine and masculine stereotypes, while not acknowledged in any constructive way, are strongly perpetuated. Sex education materials, such as those cited above, fail to provide comprehensive sex education.

The Categories of Value

It’s easy to assign Importance factors or risk categories to inanimate objects such as buildings, bridges, airplanes, dams, cars, and buses. It is agreeable to say that the structural integrity of a hospital is more important than that of a single family residence; especially, in the case of an emergency. When assigning importance or value to individual lives, we are confronted by an overwhelming social dilemma: How does society assign value to someone’s life?The essence of life or simply living and given the opportunity to become a contributing member of society is priceless and has an unsurmountable monetary value; however, within the constraints of the society we live in, we are forced to assign a monetary value to an individual life. If we strip away what makes us human – our souls— we can assign value and categorize human life by the sum of their contributions to society and the impact their absence would make. Those that commit horrible crimes and co ntribute negatively to society belong to the first category.Those who contribute very little or haven’t had the chance to contribute to society belong to the second category. Those contributors whose sudden absences affect a small amount of people belong to the third category. Those whose sudden absence affects many people belong to the fourth. Finally, those whose sudden absence can affect an entire society for generations to come belong to the fifth category. Murderers and individuals who wish harm on innocent people belong in the first category. They are in the first category due to their lack of contribution and harm to our society.Truly without them there would be less damage and fear in today’s world. You can easily distinguish the difference between the first and second category in the perspective of comparing them to someone in the second category, such as children and individuals whose lives were cut short, and sadly unable to even begin to contribute to socie ty; the ones in the first category are the ones who usually end up in prisons for violent crimes or serious violations, while the ones in the second category generally contains young people who haven’t had a chance to make a difference in society.Individuals in the third category would be the ones whose deaths would affect a small amount of people such as a blue collar worker who supports their family with their salary. The sudden loss of this person would be saddening but only the immediate family will typically need monetary compensation to cover any expenses left behind. In comparison, the ones in the fourth category whose deaths would affect a much larger amount of people such as, owners of important businesses whose death may result in the layoff of many employees.The individuals in the fifth category are the ones who have a huge contribution to our society, such as individuals who find cures to devastating diseases, physicist on the verge of making a great breakthrough, world leaders, and important policy makers. Without them our society let alone the whole world, would not be the same, they are the ones who make a difference in people’s lives. In the article, â€Å"What Is the Value of a Human Life? † by Kenneth Feinberg, he explores the moral problem with assigning different values to different members of society.The author finds it troubling that the compensation for someone’s death be related to that person’s financial situation. For example, someone in the fourth category mentioned above will most likely be a wealthy business owner while the person in the third category may be a modest middle class individual and would receive compensation accordingly. At the end of the article he states that in the future, he will provide equal compensation regardless of the person’s financial circumstances or status in society.I believe that monetary compensation should only cover funeral expenses and enough income to allo w their immediate families time to adjust to the loss and become self-sustaining. It is okay for a society that is based on capitalism to compensate and assign a monetary value to individuals. It is our souls and humanity that will always be in conflict with manmade laws and forged societies. That is why this debate will never end. The day that currency becomes obsolete will be the day that society will truly discover that the only thing worth valuing is life itself, not money.

In James Loewen’S Book, Lies My Teacher Told Me, He Talks

In James Loewen’s book, Lies My Teacher Told Me, he talks about misconceptions in America school textbooks. Are these actually misconceptions though? What is the author saying about American history when details or whole event are untold? Lowen delves into these deep topics head on and gives examples as he goes. This book is not only intended for those who have read an American history book, but for those who have never heard the truth. Lowen wrote this book in order to uncover and educate; furthermore, this is important because events never told are now brought to light. Using detailed information concerning racism, governmental over watch, and the Vietnam War the author argues that the American history textbook has covered up things in†¦show more content†¦The American school systems has always made it seem as if slavery was widely frowned upon, but that was not the case. Northerners felt that, â€Å"†¦ black people were so hopelessly inferior that slavery was a proper form of education for them†¦Ã¢â‚¬  (Lowen 144). Huge shocker here, like we understood that the north was jealous of the southern economy, but never thought they would agree with slavery. Lowen uncovers what the textbooks missed, which makes the American society look as if we are just terrible people. Growing up, the American population has always heard the phrase â€Å"big brother is watching† but did we know to what extent they involved themselves and their attempts to hide things? The government is always trying to make America seem as if we are just this great place that cares about everyone; furthermore, this has been called the â€Å"good guy interpretation†. In recent textbooks, it is claimed that the United States is the most generous nation and that we provide aid to anyone who needs it, unfortunately this is false. There are other eastern countries that donate much larger amounts to foreign aid. Why would these textbooks make a false claim? Thi s is the U.S. trying to be something it’s not in order to draw appeal to the United States. The textbooks have given light to some sensitive subjects such as plots to assassinate other world leaders, but these textbooks still find every motive affable and fine. HasShow MoreRelatedEssay on Lies My Teacher Told Me910 Words   |  4 Pagesin our past. This is where we get the misinterpretation of history. In chapter five of the book Lies My Teacher Told Me, these contradictions are brought into light and force us to look at them again. As I have learned in my history courses we can always question the accuracy of a story but we may never fully understand the truth. There have been three important times I have been through that have shaped my understanding of history today, specifically the part of history dealing with slavery and racismRead MoreSummary Of Lies My Teacher Told Me2933 Words   |  12 Pages The book, Lies My Teacher Told Me, begins with an introduction in which author James W. Loewen empathizes with the students. He discusses how History, specifically American History, is taught incorrectly. Loewen is able to share his understanding of why high school students think history is boring. He begins his argument with facts and numbers by saying that out of all the subjects in school, history is almost every students least favorite subject. He goes on to say that teachers also misrepresentRead More Lies My Teacher Told Me by James W. Loewen Essay1948 Words   |  8 PagesLies My Teacher Told Me by James W. Loewen High school history textbooks are seen, by students, as presenting the last word on American History. Rarely, if ever, do they question what their text tells them about our collective past. According to James W. Loewens Lies My Teacher Told Me, they should be. Loewen has spent considerable time and effort reviewing history texts that were written for high school students. In Lies, he has reviewed twenty texts and has compared them to the actualRead More Ed Zwick’s Glory - An Exemplary Model for Historical Films Essay example2155 Words   |  9 Pageshappens to have a brave young Boston Brahmin as the supposed leader of a colored battalion? Surely he does not have the license to create a film based on a heritage with which he has no affinity. Director Ed Zwick was apprehensive with the task and struggled with his entitlement to create such a film. I was afraid initially that a young, white, liberal, Jewish director would be presuming a lot to talk to them [African-American actors] about their slave antecedents. In fact, what I discovered in