The document is a personal statement, resume, and reflections from Beth Strickland for her undergraduate ePortfolio. Some key points:
- Beth grew up in an abusive home and wants to become a sex therapist to help victims of sexual trauma like her sister.
- She has worked in childcare centers for many years and also did accounting work.
- Beth is earning her BA in Psychology and wants to attend graduate school to become a licensed sex therapist.
- Her reflections discuss learning from her experiences at university and her commitment to lifelong learning.
In today’s ultra local while ultra global digital world, brands have to strike a balance and be global while also resonating on a local level with consumers. In this webinar led by digital marketing pioneer, President and Founder of Cement Marketing Alaina Shearer, you'll learn how to take your local marketing to the next level.
In today’s ultra local while ultra global digital world, brands have to strike a balance and be global while also resonating on a local level with consumers. In this webinar led by digital marketing pioneer, President and Founder of Cement Marketing Alaina Shearer, you'll learn how to take your local marketing to the next level.
Social Tools: Social search, verification, crowdsourcing and curationMandy Jenkins
Handout featuring a number of social media tools for journalism as a companion to presentations given August 2013 at the Summer School for Investigative Reporting at SSE Riga, Latvia.
Tools and tactics for managing crowdsourcing projects, working with readers and incorporating social media into news coverage. Presented August 2013 at the Summer School for Investigative Reporting at SSE Riga, Latvia.
A presentation aimed at NGOs, non-profit organizations and activists in India about how social media has changed the dynamic with the audience. Delivered in September 2014.
Social Tools: Social search, verification, crowdsourcing and curationMandy Jenkins
Handout featuring a number of social media tools for journalism as a companion to presentations given August 2013 at the Summer School for Investigative Reporting at SSE Riga, Latvia.
Tools and tactics for managing crowdsourcing projects, working with readers and incorporating social media into news coverage. Presented August 2013 at the Summer School for Investigative Reporting at SSE Riga, Latvia.
A presentation aimed at NGOs, non-profit organizations and activists in India about how social media has changed the dynamic with the audience. Delivered in September 2014.
History 12 Archive Contribution Object and Infographic due .docxsimonithomas47935
History 12 Archive Contribution
Object and Infographic due: Monday, May 4th by 11:59pm
Analysis Essay Due Friday, May 8th by 1:59PM
We often discuss history as an abstract concept; however, history is often best understood
from the lived reality of everyday spaces and experiences. For this assignment, you will identify
an object with a relationship to a person you believe to be historically significant.
You have a good deal of leeway when it comes to selecting an item and defining who/what is
“historically significant” however, here are a couple things to keep in mind as you decide on an
archive item:
• Accessibility: Do you have access to the item and/or an individual with some connection
to the item? Similarly, do you have access to someone you can conduct an oral history
with?
• Relationship to course: The best research unfolds from your data; however, you should
at least have a broad idea of the potential connections you plan on making to the
course. For example, are you interested in your item as a product of a particular era or
an item whose significance has changed over time?
• Creativity: As History 12 has shown, history is created at all levels of society. In this case,
you will need to focus on something you have a connection to. As such, family history is
both completely relevant and encouraged for this assignment; however, you might also
think about documenting an object in the various communities you belong to (schools,
church, athletics, sub-cultures, etc).
History 12 Archive:
Students are required to upload their item to the History 12 Archive Google Form. To be
considered complete, your upload must include: a title, an image, and tw0 paragraphs
describing the item and analyzing its significance.
Infographic*:Students are required to create an infographic depicting the item and its
significance to History 12. Your infographic will be no more than one page and must use both
text and images to describe your item and place it in historical context.
Two Page Analysis:Students are required to write a two page essay analyzing their object’s
historical significance. Essays must connect the archive object to specific historical content
covered in History 12.
Optional Oral History: Students have the option of conducting an oral history with the person
connected to their object and completing a one-to-page “time log” documenting what was
covered in the oral history for five points of extra credit.
*Note: You will find sample infographics in the “Sample Infographics” link posted to the
Research Project Module
My name is Yazmillie Fuentes and I was born in Aibonito, Puerto Rico and raised in a small town named Cayey. I lived with my mother, maternal grandmother, brother, cousins and aunt. Although my mother divorced my dad, her accomplishment in becoming a business woman became my inspiration. Juggling between furthering my career, my wonderful four children and grands.
2. Personal Statement I was born to be a Therapist. I grew up in family whose very last word you would use is perfect. My father, who was an alcoholic, drug addict and an abuser, pushed my mother, older sister and my limits to the breaking point. We all felt we had know where to go and my mother tried her hardest to protect her two little girls from such a horrifying man. You’re probably asking yourself why I started my Personal Statement with such negativity, instead of that enthusiastic go getter? But, believe or not, my father did have a positive influence on choosing what I wanted to be when I grew up. My family always had social workers around trying to figure out our dysfunctional family and I looked at them as protectors. They always took away the bad guy from harming my family. But who’s to say what would have happened to my mother, sister and me if they were not around. As I grew older and moved through elementary, middle, and high school people were always drawn to me. I never showed my crying out for help side, for what would be the point. I was never the one to push people away, because that is what happened to me by my father. I was quite the book worm and always wanted to research just about anything that would catch my eye. I took a psychology class in high school and immediately found my true calling. Wow, what it would be like to help people in my same situation. My sister, who took the brunt of the abuse, was sexual abused by my father and grew up emotional and mentally distraught. It pained me to see her grow up with such confused feelings. And now that we are adults, we have both forgave our father and moved on. Every time I tell people I want to become a Sex Therapist they immediately think of Dr. Sue Johanson, the silly sex advisor. However, I often try to explain there is more to Sex Therapy than giving sex advice to couples. I want to become a Sex Therapist working with victims of sexual trauma. Being able to help those who are victims to any of sexual trauma will feel that I am giving back to my once innocent sister. My professional life starting my senior year of high school when I began working with children. Seeing their innocent’s everyday put a smile on my face. I worked for three different daycares within a five year period. And if it was not for me moving around so much I would have stayed longer in some of those daycares. While working full time I was also attending College. I began my education at a Junior College and moved my way up to Argosy University where I will be receiving my Bachelor of Arts Degree. People always told me my career should just be a full time student, and if I got paid to do so I would. While working at a childcare center called North Bay Children’s Center (NBCC) I started working within accounting which I stuck with for three and half years. I found a strong interest in math and wanted to educate myself a little more in. However, my goal was not to be an accountant. So I did what was best for me and I quit my job and once again became a full time student to finish my degree in Psychology. My most valued professional goal is to become a licensed Sex Therapist. I do understand that I will be starting from the ground up, which I will most likely be getting most of my valuable information. Grad school is highly important in my goal setting. I believe that psychology is not only helping a person figure out new findings about themselves, but it is a life changing experience to a new beginning. I can’t say that I have any if none experience in the field of Psychology, besides working with people. But that is the whole reason for me attending college, to receive the professional development and pursue my lifelong dream of becoming a Therapist. I look to my future as a new beginning, and although I cannot predict my future events, I can for see me moving along in life and helping those in need to find their new beginning.
3. EXPERIENCE: PINNACLE: An American Management Services Company, Monterey, CA 01/07- 06/09 Accounting Assistant-Accounts Payable Work one on one with Community Accountant Preparing Documentation for vendors and staff Preparing, coding, and entering monthly invoices Producing reports daily Making Excel spreadsheets and reports Collecting Invoices from various vendors Tracking payments using ledgers Faxing, Mailing, coping, and maintaining Files Maintain invoices for managers Tracking customer/renters PG & E bills Running Numerous Tapes Capex Reports Tracking invoices/statements In charge of incoming mail NORTH BAY CHILDREN’S CENTER, Novato, CA 05/06-11/06 Accounting Assistant Typing Letter, memos, and reports from rough draft to final draft Setting upnew accounts Produce monthly billing for unscheduled daycare Track statistical information for scholarship recipients such as monthly absence Create worksheets as needed using Excel Collections for accounts over 90 days old Using QuickBooks product various reports such as accounts receivable aging, customer statements, customer invoices Compile employee time sheets hours Tracking and compiling monthly totals of child’s attendance for various funding sources Book and invoice facility rentals Set up new child files and tracking necessary documents for file completion Writing memos to clients and staff Heavy receptionist and assistant work KINDER CARE LEARNING CENTER, Rohnert Park, CA 07-05-03/06 Pre-School Teacher Organized children’s projects Taught language, literacy, creative arts, math and science to children ages 2 - 4 years old Communicated feedback to parents regarding child’s personal development Practiced excellent classroom management Customer service Photocopying Resume Beth A. Strickland 417 Radden Road, Seaside, CA 93955 Home: (831)394-4962 • Mobil: (831) 402-7609 • Email: bastrickland18@yahoo.com EDUCATION: A.A. Degree Liberal Arts, Diablo Valley College, August 2004 B.A. Degree in Psychology, Argosy University, April 2010 SKILLS: Great Organization Skills Detail oriented Work well under pressure Excellent customer service skills Excellent communication and phone skills Flexibility in a fast-paced environment Yardi QuickBooks Pro Microsoft Excel, Word, Access, Outlook and Power point Word Perfect
4. Reflection Over the past six years I have been attending Argosy University and along the way I have hit many bumps in the road to get to where I am at today. However, my experiences at Argosy have brought me to the person I am today. I have not only learn to communicate better, listen, write scholar papers, and work with many personalities, but I found my true calling of becoming a Sex Therapist working with victims of sexual trauma. I still need to further my education and learn more in life experiences as well in professional. I never know what the future will hold for me, however with my determination and the skills that Argosy has gave me, I know my future looks bright and hopefully I will be able to changes lives of those in need.
5. Table of Contents Cognitive Abilities: Critical Thinking and Information Literacy- Research Skills Communication Skills: Oral and Written
6. Cognitive Abilities: Critical Thinking and Information Literacy Beth Strickland Critical Thinking Dr. Anthony Metivier Argosy University February 27, 2010 Abstract Should people under 18 be subjected to legal curfews or restricted driving privileges? Traditionally, the determination of a minor’s curfew has been considered to be a family issue, within the parental purview, rather than a matter to be determined by government. Nevertheless, public curfew have been enacted and enforced throughout the Nation’s history in reaction to increased juvenile delinquency, decreased parental supervision, and other social trends. (Leboeuf, Donn, 2009) Besides meaning “the sounding of the bell at evening.” The word curfew also denotes “a regulation enjoining the withdrawal of usually specified persons (as juveniles or military personal) from the streets of the closing of business establishments or places of assembly at a stands hour” (Leboeuf, Donn, 2009) The later applications has begun to appear ever increasingly in research studies and articles as a way to stem crime and victimizations. Teen curfew laws restrict the hours that juveniles may be on the streets or in public places at night. A teen curfew is justified in many cities or municipalities as a simple method to not only reduce opportunities for teens to commit crimes but also to protect them from becoming crime victims. Curfews are promoted as beneficial to law enforcement; they give police addition control over the presence and behavior of juveniles on the street during curfew hours. (Sutphen & Ford, 2001) They also endorsed as a valuable complement to parental supervision; they provide community support to parents placing limits in the hours that their children may be out at night. (Ruefle, W. and Reynolds K. M., 1999) Recent increases in juvenile crime and victimization have prompted local communities in many States to once again consider evening curfews (e.g., from 11 p.m. to 6 a.m. on school days and from midnight to 6 a.m. on nonschool days) as a viable means to enhance the safety of the community and its children. Although most curfew ordinances apply to juveniles under 16 years of age, some include 16- and 17-year-olds. ~Note: Please read below for research
7. Research Skills School Sex Education and the Influences on Young Adults Beth Strickland Writing in Psychology PSY250 UB Dr. Anissa Moody Argosy University October 19, 2009 Abstract This paper will focus on how school sex education influences young adults sexual behavior when taught at early stages of life. Past Theory suggest that some teens may be unable to deal with sexual situations it an early stage, and that their limited cognitive development is linked with risky taking behavior. (Sommers, C. L. & Eaves, M. W., 2002) Furthermore, past literatures indirectly suggest that teenagers are often educated after it is too late. Based on prior research and theory, and contrary to common belief among parents and school personal, it was suspected that earlier education on certain topics would be related to less frequent sexual behavior and to an older age on onset of sexual intercourse. (Sommers, C. L. & Eaves, M. W., 2002) Earlier education may help prepare adolescents better by providing information about the sexual decisions that they will have to face. Note: Please read below for the research
8. Communication Skills: Oral and Written Assignment 2: Develop an Action- Oriented Structure Beth A. Strickland COM105 Brian Stepp March 24, 2010 Abstract Here at Labolg we need to expand our business international and make it a success environment for not only all the employees at Labolg but the customers who are going to make our business expand. My proposal will make Labolg a very successful business, just through the development of partnerships, effective communication with the hard working employees and out important customers, and the importance of knowing cultural differences. Note: please read below for research
9.
10. My Future in Learning Learning is a never ending process and as long as I am here on Earth I will be that life long learner. Education is truly important to me and I plan on pursuing further education after my Bachelors of Arts degree specializing in the field of psychology. I am learning everyday and my experiences in life will only bring me only further. I know I have a long ways to go in my learning skills and my goal in life is to go as far as I can as a ongoing learning and pass on my knowledge for those who want my help in life.
11. Contact Me Thank you for viewing my ePortfolio. For further information, please contact me at the e-mail address below. bastrickland18@yahoo.com
Editor's Notes
In many cities, curfews have been introduced by government officials as credible and effective community-based responses to increases in serious juvenile crime. Curfews have been touted as particularly useful in high-crime neighborhoods or communities. In some areas they have been endorsed primarily as a strategy to limit the late-night activities of juvenile gangs. Curfew laws have become increasingly important instruments of the crime control or “just deserts” approach to juvenile justice, which emphasizes accountability and more severe sanctioning of juvenile offenders. This approach has largely supplanted the rehabilitative justice model that dominated juvenile justice since the early 20th century (Sutphen & Ford, 2001)So what is the issue with legal curfew for minors? It seems that it is not the law that is the issue; it is the minors who feel that the law is out to get them and that their Constitutional Rights are being violated and unfairly discriminated against. While reading through several articles a few conclusions were stated about juvenile curfew. In the journal article about Implementing Juvenile Curfew Programs (Ward, Richard J., 2000) the topic of community acceptance was a chosen topic of debate. The conclusions that were drawn were;Creating a dedicated curfew center using recreation centers and churches to house curfew violators.Staffing these centers with social services professionals and community volunteers.Offering referrals to social services provides and counseling classes for juvenile violators and their families.Establishing procedures-such as fines, counseling, or community service-for repeat offendersDeveloping recreation, employment, antidrug, and anti-gang programsProviding hot lines for follow-up services and crises interventionsLaw enforcement policies that set forth required procedures, including guidelines for confronting potential violators, enforcement options and reporting and follow up programs.While community acceptance remains paramount, a juvenile curfew can succeed only if authorities enforce it in a consistent, fair, and uniform manner. To this end, law enforcement agencies should establish curfew enforcement policies that set forth required procedures, including guidelines for confronting potential violators, enforcement options, and reporting and follow-up requirements. Agencies should advise community members of these procedures to ensure their support and compliance.Officers who deal with curfew violators also need to comprehend the various reasons that youngsters may have for committing such acts. For example, officers found that some juveniles had not realized they were out past the curfew, others had run away from home and needed social or child protective services, while still others had engaged in repeated curfew violations for criminal purposes. (Ward, Richard J., 2000) Therefore, the department established enforcement guidelines and procedures for its officers to follow that included a variety of options; such as telling the violator to proceed directly home, transporting the juvenile home, or arresting and detaining the youngster. (Ward, Richard J., 2000) Agencies should encourage their officers to use discretion when determining their courses of action and always consider the safety of the violators, as well as the community, when determining which enforcement option to choose. Accurate record keeping stands as an important element of successfully implementing curfews. A complete record should include the number of juveniles contacted as a result of the curfew and the number detained, released, and summoned. Officers should note when and where they found violators; their age, sex, and race; the reason for the violation; and whether the parents or guardians knew the where-abouts of the juveniles. Most important, officers always should document cases where domestic problems or abuse triggered the curfew violation. Police officers found this especially true in cases where they may have never learned of such problems, and the youngsters involved may have never received the resultant social services. The department also found that a follow-up visit, a letter, or even a telephone call by officers assigned to youth activities often prevented future violations. (Ward, Richard J., 2000) Whichever course officers take, they should document these actions, as well. Likewise, in cases that require the intervention of social or child protection services, officers should record this information and maintain communication with the service provider.Also, while reading the journal article on The Effectiveness and Enforcement of a Teen Curfew Law (Sutphen & Ford, 2001)a few conclusions were reviewed;That most violent crimes committed by juveniles do not occur during curfew hours.The highest rates of curfew citations occurred in areas of the city with the lowest median family=y incomes and the greatest African American populations.That there is still a concomitant decrease in violent juvenile crimes.3. Consider the kinds of evidence typically used to construct arguments related to the issue. In the conclusions that were stated in the above topic the argument that constructed the topic of community acceptance was that the community, including guardian and parents, needed to step-up and help law enforcement authorities that alone cannot effectively enforce curfews. The majority of evidence that occurred when supporting the argument of juvenile curfew was data collection. Data collection analysis different sources of violations of youth curfew which helps with constructed if legalizing juvenile curfew should be enforced. Here is an example of data collection from The effectiveness and enforcement of a teen curfew (Sutphen & Ford, 2001)Juvenile Arrest Summary Per 10,000 Juvenile Population: 1992–1998Year1992199319941995199619971998All juvenile arrests630541586599594600518Felonies137126129153133169148Misdemeanors594526549582472550492Violent crimes31353746334448Homicide1011001Assault18191928222935Robbery791313101111Rape5744141Property Crimes269218245232225246219Burglary39343224263539Larceny224176208202197198169Auto-theft674521210Arson0111011Drug related crimes28455376514239Alcohol related crimes49334240213141Firearms related crimes158141471318Traffic offenses28222531141120Total crimes committed2081180719622051180819961810 Through this data collection one can tell if the right actions are being taken for those on curfew and those who are taking part in the effort to enforcing curfew. The facts that are shown on the data collections shows that although curfew is being enforced not all crime rates went down. Through this data one can tell that there was a curve in the date from the total of different crimes reported. This type of conclusion is reached by different sources of evidence, by looking at the different crimes throughout the year within four different states.The question of curfews has raised a variety of legal issues and divided numerous communities, as the following sample of newspaper headlines illustrates: "The Trouble With Curfews," "Cities Deciding That It's Time for Teen Curfews," "Curfew Not a Good Idea," "Curfew Needs To Be Stronger," "Limiting Kids' Time on the Streets Elicits Both Relief and Resentment." Differences in opinion have led individuals and civil rights organizations in many communities to challenge the legality of juvenile curfew ordinances. Legal challenges to the constitutionality of curfew ordinances are most often based on the 1st, 4th, 5th, 9th, and 14th amendments to the U.S. Constitution. The first amendment guarantees the right to freedom of speech, religion, and peaceful assembly. The fourth amendment protects persons against unreasonable searches and seizures and has been interpreted to include protection against unreasonable stopping and detainment of individuals. The Fifth Amendment guarantees citizens the right to due process under the law. The ninth amendment has been interpreted to include a right to privacy, including the right to family autonomy. The 14th amendment protects persons against the deprivation of their liberty without due process of law and includes the right to travel, which is embodied in the privileges and immunities clause. Within the legal challenges there was a case (Bykofsky v. Borough of Middletown, Dallas) (Leboeuf, Donn, 2009) that was challenged on the grounds which violated juveniles' 1st and 1 4th amendment rights and encroached upon parents' rights to raise their children, which is embodied in the 9th amendment and in the due process and equal protection clauses of the 14th amendment. In its opinion, the court found that the regulations on juveniles' 14th amendment due process rights were "constitutionally permissible." The court further declared that the curfew ordinance did not suppress or impermissibly regulate juveniles' right to freedom of speech or parents' rights to raise their children as they saw fit. The court stated, "The parents' constitutionally protected interest... which the ordinance infringes only minimally, is outweighed by the Borough's interest in protecting immature minors. Cited above regarding the Bykofsky (Dallas) case, the court held that "the conduct of minors may be constitutionally regulated to a greater extent than those of adults." A strong and legitimate interest in the welfare of [their] young citizens, whose immaturity, inexperience, and lack of judgment may sometimes impair their ability to exercise their rights wisely. In order to pass constitutional muster, laws that impinge on fundamental constitutional rights must pass a two-pronged strict scrutiny test that requires jurisdictions to (1) demonstrate that there is a compelling State interest and (2) narrowly tailor the means to achieve the law's objective. The Dallas curfew provides an excellent example of an ordinance that has been held by a Federal court to satisfy both prongs of the strict scrutiny test.(Leboeuf, Donn, 2009) Jurisdictions that seek to enact curfew laws may want to examine how Dallas laid the groundwork needed to pass the strict scrutiny test. Data on juvenile crime and victimization helped meet the compelling State interest test. The city provided the following statistical information: (Leboeuf, Donn, 2009)• Juvenile delinquency increases proportionally with age between the ages of 10 and 16 years. • In 1989, Dallas recorded 5,160 juvenile arrests, and in 1990, there were 5,425 juvenile arrests, including 40 murders, 91 sex offenses, 233 robberies, and 230 aggravated assaults. From January through April 1991, juveniles were arrested for 21 murders, 30 sex offenses, 128 robberies, 107 aggravated assaults, and an additional 1,042 crimes against property. • The most likely time for the occurrence of murders by juveniles was between 10 p.m. and 1 a.m.; the most likely place was in apartments and apartment parking lots and on streets and highways. • Aggravated assaults by juveniles were most likely to occur between 11 p.m. and 1 a.m. • Rapes were most likely to occur between 1 a.m. and 3 a.m., and 16 percent of rapes occurred on public streets and highways. • Thirty-one percent of robberies occurred on public streets and highways. Second, the Dallas legislation was narrowly tailored to address the specific needs enumerated by the jurisdiction by the least restrictive means possible. The Dallas curfew was applied to youth under the age of 17 and in effect from 11 p.m. through 6 a.m. Sunday through Thursday and from midnight to 6 a.m. Friday and Saturday. The statute exempted juveniles who were: (Leboeuf, Donn, 2009) • Accompanied by an adult. • Engaged in activities related to interstate commerce or protected by the first amendment. • Traveling to or from work. • Responding to an emergency. • Married. • Attending a supervised school, religious, or recreational activity. Other challenges to juvenile curfews have been based on the concepts of vagueness and over breadth. A statute is void for vagueness if it is too general and its " standards result in erratic and arbitrary application based on individual impressions and personal predilections." (Leboeuf, Donn, 2009) A statute that broadly restricts fundamental liberties when less restrictive means are available may be void on the grounds of over breadth. Therefore, when constructing juvenile curfew ordinances, in addition to considering constitutional issues that involve fundamental rights, jurisdictions should ensure the legislation is both precise in its language and limited to necessary restrictions. In Conclusion Communities that develop and implement curfew ordinances in conjunction with programs and services designed to assist youth and families to solve underlying individual or family problems have an opportunity to enhance positive youth development, prevent delinquency, and reduce the victimization of children. For over a century, communities in the United States have imposed juvenile curfews to help maintain order and reduce crime committed by youths. Recently, many communities have expanded this basic method of curtailing the activities of young people to include comprehensive, community-based curfew programs, which include strategies to protect children from elements that place them at risk for becoming involved in drugs, gangs, and other dangerous or illegal activities. References Leboeuf, Donn. (2009). Curfew: An Answer to Juvenile Deliquency and Victimization? U.S Department of Justice , 1-11.Ruefle, W. and Reynolds K. M. (1999). Curfews and delinquency in major American cities. Crime and Delinquency , 41-63.Sutphen & Ford. (2001). The Effectivness and Enforcement of a Teen Curfew Law. Journal of Sociology and Social Welfare , 55-78.Ward, Richard J. (2000). Implementing Juvenile Curfew Programs. FBI Law Enforcement Bulletin , 15-18.
IntroductionThe offering of school sex education is often a topic of debate. A fair amount of research has explored, questioned, and even criticized whether the influence of sex education impacts the beliefs and sexual knowledge of adolescent’s sexual behaviors. The timing of school based sex education is important to knowing the impact of teaching sex in early education influence early sexual behavior in young adults. A variety of studies have evaluated the effectiveness of school sexual education programs in terms of their impact on adolescents’ sexual knowledge, attitudes, and behaviors. However, the results have not been consistent, some findings positive effects and other finding no influence. (Sommers, C. L. & Eaves, M. W., 2002) Despite the large majority of Americans who favored such programs since the 1940s, and the increasing implementation of such programs in the past decade or so. A number of critics argue that classroom instruction may actually promote sexual activity. Others have begun to question the efficacy of sex education on different grounds. (Furstenberg Jr., Frank F., Moore, Kristin A., and Peterson, James L., 1985) Sex education usually refers to programs offered in schools, typically from grades five through twelve, which cover sexuality and reproduction. Sexuality refers to the quality or state of being sexual and includes all thoughts and behaviors that have to do with an individual as a sexual being. For example, bodily changes at puberty, decisions to engage in kissing, petting, or having sexual intercourse, and using or not using contraceptives can be included under the broad term "sexuality." Sex education programs are also called family life education, sexuality education, and reproductive health education. Originally, sex education was started in schools to teach students about physical and sexual maturation. Over the years the goals became decreasing the incidence of teen pregnancy, delaying the onset of sexual activity among teens, and decreasing the rates of sexually transmitted diseases (STDs) and HIV cases. Studies conducted from the 1980s to the early twenty-first century indicated that few sex education programs achieved these goals. Increase in reproductive knowledge did not necessarily lead to responsible decision making about sexual choices. (Jane L. Abraham, 2009) A Brief History of School Sex Education: Sex educations in the school began prior to the 2nd world war primarily using proper hygiene as the base and slowly evolve in the 50's and 60's to using description of plant and animal reproduction organs. However, because sex education was about reproduction it quickly became covered in Biology classes instead of separate classes. By the time the 70's rolled around sex education began to change again. Many believe this is because of the widely changing behaviors of the 60's. During the 80's sex education began to grow as well as did the feminist movement, which brought about changes in teaching the women’s role having to do with intercourse, however, only really covered puberty and human reproduction. In the late 80's and early 90's sexual education began to include using condoms and teaching about using condoms. (Rebecca, 2007) Today, there are two different types of sex education classes. Depending on what your state or local school district mandates, adolescents will either be learning the Comprehensive Sexuality Education or the Abstinence-Only-Until-Marriage Program. These programs represent two completely different schools of thought. Comprehensive Sexuality Education is a program that starts in kindergarten and continues through high school. It brings up age appropriate sexuality topics and covers the broad spectrum of sex education, including safe sex, STDs, contraceptives, masturbation, body image, and more. Abstinence-Only-Until-Marriage Programs emphasize abstinence from all sexual behaviors and do not cover information on contraceptives, STDs, masturbation, etc. (Witmer, Denise, 2009)Although school sex education seems to be put in a well adjusted form, some teachers, parents, and teens have much thought about what adolescents should be receiving in school compared to what they are actually taught.Here are some brief facts on both teen students and teachers on sexual education in the United States based on the Guttmacher Institute; Sex Education: Teens’ Perspectives• By 2002, one-third of teens had not received any formal instruction about contraception. [9] • More than one in five adolescents (21% of females and 24% of males) received abstinence education without receiving instruction about birth control in 2002, compared with 8–9% in 1995. [10] • In 2002, only 62% of sexually experienced female teens had received instruction about contraception before they first had sex, compared with 72% in 1995. [11] • Only one out of three sexually experienced black males and fewer than half of sexually experienced black females had received instruction about contraception before the first time they had sex. [12] • One-quarter of sexually experienced teens had not received instruction about abstinence before first sex. [13] Shifts in Formal Sex EducationThe proportion of teens receiving any information about birth control has declined, while the proportion receiving information only about abstinence has increased.Sex Education: Teachers’ Perspectives• Sex education teachers were more likely to focus on abstinence and less likely to provide students with information on birth control, how to obtain contraceptive services, sexual orientation and abortion in 1999 than they were in 1988. [14] • In 1999, one in four sex education teachers taught abstinence as the only way to prevent pregnancy and STIs—a huge increase from 1988, when the fraction was just one in 50.[15] • The majority of teachers believe that topics such as birth control methods and how to obtain them, the correct way to use a condom, sexual orientation, and factual and ethical information about abortion should also be taught by the end of the 12th grade. These topics are currently being taught less often and later than teachers think they should be. [16] • More than nine in 10 teachers believe that students should be taught about contraception, but one in four is prohibited from doing so. [17] • One in five teachers believes that restrictions on sex education are preventing them from meeting their students’ needs. [18] • Eighty-two percent of adults support comprehensive sex education that teaches students about both abstinence and other methods of preventing pregnancy and STIs. [19] • Only one-third of adults surveyed support abstinence-only education, while half oppose the abstinence-only approach. [20] Teaching Gap There is a large gap between what teachers believe should be covered and what they actually teach on some topics in sex education. Based on the graphs above, the study indicates that student’s in their older adolescent stages are not taught the mandated curriculum that teachers would rather have their students learn. MethodIn a study done by Cheryl L. Somers of Wayne State University and Matt W. Eaves of Eastern Illinois University, (Sommers, C. L. & Eaves, M. W., 2002) Participants in this study were 158 American adolescents (sixty-three boys and ninety-five girls) in the ninth through twelfth grades. The mean age of the adolescents was 16·2 years (range 14–18 years), with approximately equal proportions from each grade level. The subjects were derived from two suburban areas of a large Midwestern city and the majority of respondents were white (87·3 per cent). As assessed by the Hollingshead index (1975), 42 per cent of families were working-class and 58 per cent were middle-class. No differences appear between the two samples on any analyses. Measures Questionnaires included a demographics section, a measure of timing of sexual education topics, and measures of frequency of sexual behaviors and age at first sexual intercourse. (Sommers, C. L. & Eaves, M. W., 2002) Sexual behavior was measured using the sexual behaviors section of the Sexual Knowledge and Attitudes Test for Adolescents. (Sommers, C. L. & Eaves, M. W., 2002) Results Means and standard deviations for all variables are presented in Table 1. The range of responses regarding first sex education about various topics is relatively wide, indicating important variability within the sample. A correlation matrix among the primary variables appears in Table 2. For all analyses, statistical significance is acknowledged only if p < 0·05. Only statistically significant results are presented here. (Sommers, C. L. & Eaves, M. W., 2002) Purpose 1. Is timing of sex education related to frequency of sexual behavior? First, a correlation was run between the average age at which the adolescents learned about a combination of all sex education topics and the average frequency of all sexual behavior. No significant correlation emerged. Table 1 Means and standard deviations of primary variables Total sampleMalesFemalesVariable Mean S.d. Mean S.d. Mean S.d.Dating relationship 6·46 1·89 6·15 2·02 6·67 1·80Petting 7·00 1·84 6·61 1·77 7·35 1·86Sexual intercourse 6·66 2·00 6·65 2·13 6·66 1·94Birth control 7·02 1·63 6·94 1·58 7·07 1·68Personal use of birth control 7·45 1·72 7·16 1·83 7·74 1·59Consequences 7·30 1·53 7·13 1·50 7·41 1·55Sexually transmitted diseases 7·51 1·63 7·19 1·65 7·70 1·60Love and/or marriage 6·65 1·92 6·68 1·44 6·63 2·18Pre-marital sex right or wrong 7·35 1·40 7·39 1·23 7·31 1·53Age of onset of sexual intercourse 14·13 3·21 14·25 1·59 14·06 3·93Total frequency of sexualBehaviors’ 39·59 10·79 40·73 11·48 38·85 10·32 Table 2 Correlations among primary variables for boys and girls separatelyVariable 1 2 3 4 5 6 7 8 9 10 11 121 Masturbation 1·00 0·35 0·77*** 0·73*** 0·63*** 0·72*** 0·66*** 0·68*** 0·13 0·50* 0·58* –0·36*2 Dating relationships ·63*** 1·00 0·79*** 0·58*** 0·87*** 0·79*** 0·44** 0·48** 0·63*** 0·58** 0·51 –0·61***3 Petting 0·82*** 0·72*** 1·00 0·49** 0·72*** 0·78*** 0·69*** 0·64*** 0·55** 0·73*** 0·52 –0·47*4 Sexual intercourse 0·59*** 0·53*** 0·74*** 1·00 0·77*** 0·76*** 0·61*** 0·57*** 0·65** 0·50* –0·26 –0·265 Birth control 0·75*** 0·36* 0·75*** 0·55*** 1·00 0·81*** 0·83*** 0·85*** 0·87*** 0·67*** 0·25 –0·336 Personal use of birth control 0·88*** 0·60* 0·86*** 0·60*** 0·82*** 1·00 0·94*** 0·92*** 0·88*** 0·44 0·00 –0·337 Consequences 0·72*** 0·39*** 0·58*** 0·42*** 0·58*** 0·89*** 1·00 0·89*** 0·68*** 0·72*** –0·12 –0·188 Sexually transmitted diseases 0·68*** 0·48*** –0·59*** 0·53*** 0·59*** 0·69*** 0·82*** 1·00 0·65*** 0·58*** –0·09 –0·259 Love and/or marriage 0·36 0·23 0·32 0·52*** 0·37* 0·29 0·42** 0·46*** 1·00 0·76*** –0·47 –0·2410 Pre-marital sex right or wrong 0·74*** 0·75*** 0·77*** 0·62*** 0·55*** 0·62** 0·50** 0·67*** 0·78*** 1·00 –0·42 –0·2911 Age of onset of sexual intercourse 0·08 –0·35 –0·16 0·73 0·92 –0·02 –0·07 0·09 –0·44 –0·36 1·00 0·0512 Sexual behavior 0·33* –0·03 –0·07 –0·01 –0·01 0·28 0·21 0·11 –0·01 –0·12 0·40* 1·00 Purpose 2. Is timing of sex education related to onset of experimentation with sexual intercourse? To examine the relation between the timing of sex education and the onset of sexual intercourse both correlation analyses and regression analyses were used. The correlation analyses revealed that there was no significant relation between the average age of all sex education topics and onset of sexual intercourse. Regression analyses were used to determine how well onset of sexual intercourse could be predicted by timing of sexual education. To do this, ages of first learning about nine sex education topics were collapsed into three groups to accommodate the sample size. The first group (‘Sexual acts’) consisted of age of learning about masturbation, petting, and sexual intercourse. The second group (‘Values’) comprised dating relationships, love and/or marriage, and whether pre-marital sex is right or wrong. The third group (‘Outcomes of sexual behaviors’) consisted of birth control, consequences of teen pregnancy, and sexually transmitted diseases. A separate regression analysis was run for each of the three groups and they did not significantly predict onset of sexual intercourse. An examination of Pearson correlations among these variables individually revealed that only for boys was earlier learning about masturbation correlated with an earlier age of first sexual intercourse (r = 0·58). (Sommers, C. L. & Eaves, M. W., 2002) Discussion The purpose of this study was to determine of teaching sex in early education influence early sexual behavior in young adults. The findings were mixed both within and between the genders. When to deliver sex education in schools remains one of the most difficult challenges. Adolescents today must be taught about sex education before they decide to make rash decisions about having sex; at such young ages they don’t even get to learn about decision making. Studies argue that a classroom discussion does not trigger a teenager's sex drive. A teen's hormones and desires already exist well before a condom demonstration. This is important because it is disputed that when a school begins to teach students about sex, this is when they get provoked to have sex. Teaching sexual education is not to increase sexual activity but to teach students about safe sex. Adolescents require the information on safe sex prior to when they begin engaging in sexual activity. If it is not taught early on one cannot un-teach habits or lies they have already learned about sex from media or peers. It is even worse if worse if a child ends up pregnant or with a STD before they were taught about sex education. (University of Michigan, 2009) Conclusion Above all, when drawing conclusions about the impact of sex education one must consider the issue of adults (teachers and parents) judgment of negative positive sexual behavior. It is normal for adolescents to have sexual experiences, regardless of their level of education. All sexual behavior is not necessarily bad or undesirable. However, there is not enough study done on if young adults are affected by early sex education that demonstrates they engage in early young adult's sexual behavior.
Recommendation Partnerships: Meaningful partnerships are the foundation for success. Partnerships is what enables many companies to make continuous improvements. By sharing with others, you can direct your resources and capabilities to projects you consider most important. Once Labolg has successfully established great partnerships with other successful international business, I would enter loose distribution agreements with local services providers in the same space. This will make Labolgs marketing arm with on the ground resource without incurring the costs associated with setting up a presence yourself. If this is done not only will Labolggain an extreme amount of various international partnerships, but Labolg will gain a huge profit and will make it easier for Labolg to expand business to even further destination. 2. Effective Communication: Effective communication is the key to Labolgssuccess. Effective communication is all about conveying your messages to other people clearly and unambiguously. It's also about receiving information that others are sending to you, with as little distortion as possible. If Labolgsmis-communicates information to other businesses or employees then some parts of the business can fail. Doing this involves effort from both the sender of the message and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity. By successfully getting your message across, you convey your thoughts and ideas effectively. When not successful, the thoughts and ideas that you actually send do not necessarily reflect what Labolg needs or wants, causing a communications breakdown and creating roadblocks that stands in the way of Labolgs goals. Before entering our successful business internationally, proper communication within the business can only make it more successful (and we all know that sounds great). If Labolg just opens their minds with effective communication we can build important business relationships and will feel better doing business with someone you know, rather than someone you don’t. Communication with the employees will also gain a more successful workplace within the company of Labolg. Upper management needs to put forth their education on the company and expand it out to the little guys, who not only work hard for Labolg but are only making Labolg and more successful business. 3. Cultural Differences: My last proposal for making Labolg a successful international business, knows the cultural differences. We all have to remember that we are expanding into other countries, and we have to respect those who are going to work for Labolg and the customers who are going to buy our products. Just by understanding cultural differences it will open your mind to new ideas that can only make Labolgs business a better place to work and be at. Being sensitive to the needs to different cultural will show and bring great business and respect to our growing company. Rationale 1. Management is constantly trying to gain trust with partners, both nationally and internationally.With past partnership relationship’s that labolg gained, it was a bit of a rocky start. To begin with management was not working together to deliver adequacy in the development of Labolgs success to future business partners. Plans to gain successful partnership was also not properly conveyed in a written structure that would help Labolgs management further understand the concept and knowledge of making a good partnership into a great partnership.2. Labolgs main role is to provide adequate effective communication with employees and partners, but current communication skills have not required interaction with all employees.With mis-guided verbal information that was conveyed to Labolgs employees, it shows that management was not properly communicating with each other about the benefits for working with Labolg. If proper communication is not being distributed with all employees, then how will we be able to communicate with our international employees and partners? 3. While some of Labolgs employees have argued that the current system working with different cultural difference in the United States works, however the managers disagree, and Labolg needs a long term action plan for internationally difference while pursuing business overseas.Although Labolgs employees work with Americanized employees of different cultural and they feel that they know how to deal with their cultural differences, it is very important that all of Labolgs employees understand that moving our company international is an important turning point. Different cultures and cultural backgrounds between a highly diverse staff base brings with it obstacles, challenges and difficulties. Cross cultural differences manifest in general areas such as in behavior, etiquette, norms, values, expressions, group mechanics and non-verbal communication. These cross cultural differences then follow on through to high level areas such as management styles, corporate culture, marketing, HR and PR. (Payne, Neil, 2009) Implementation With international business on the rise, my outline of the steps to redefine the role of all Labolgs employees will provide them with guidance and support in making Labolgsinternational business moves a great success. To approve Labolgs I will give you a schedule of how to precede, assignment of responsibilities, and a time line for success. How to Proceed: Understanding International BusinessTake the time to learn how and why business is done in the country. Don’t judge the results based upon your culture and your country’s standards. Begin by starting workshops for all employees to understand the concept of recognizing international partnerships, create communication skills and learn the cultural of our future business placement. Create on international business plan. Developing a new market, locally or overseas, needs investment in time and resources. An international business strategy plan helps to define a business’s.Create a Team Approach: A committed team should lead the international business program. Even small businesses can bring together a team of highly qualified people to represent. 2. Assignment of Responsibilities: Technology & Quality Control Division (Yasunobe, Shin , 2008): This division was established in order to strengthen monitoring functions and improve oversight of project proposals and progress, as well as to collate and manage all knowledge, technology and knowhow generated in the course of operations, promote the wider use of these intellectual resources, and enhance the quality of each project.Human Capital Management Division (Yasunobe, Shin , 2008): All personnel-related operations will be centralized in this division, including personnel issues, hiring, training, assignment and partner management.Finance & Administration Division (Yasunobe, Shin , 2008): All finance-related operations including accounting, finance, purchasing, project profitability management, stock-related and IR activities will be centralized under this division. 3. Time Line for success: 5 Months: Begin production of Labolg oversea and build Partnerships with overseas business1 Year: Profit from other business and gain more employment5 Year: Expand Labolg further within the international realm. References Payne, Neil. (2009). Cross Cultural Solutions for International Business . Business:International-Business , 1-3.Yasunobe, Shin . (2008). Organizational changes and revised assignment of key personnel. Future Architect, Inc. , 1-3.
Incest and Intimate Relationships I grew up in a family whose father was not only an alcoholic and a drug addict but inflicted pain and abuse on my mother, older sister and me. My older sister, whose name will not be disclosed, dealt with the harsh reality of a short but harmful incestuous relationship with my father. Victims of childhood sexual abuse experience long term difficulties including psychological, sexual, and relationship problems (Brand & Alexander, 2003). As my sister grew up into adulthood her intimate relationship failed as a result of my father. Since I never lived through my sisters experience, my knowledge of incest is not much. In hopes of me writing this article I can find much needed information to explore the impact that an incestuous relationship has on an adult that is an intimate relationship. “Forthebeautiful childI was, I grieve. Forthe loss and betrayal of my innocence,I grieve. ForthebutterfliesIneverchased, forthesoftballs Inever hit ... forthelittle child who didn't enjoy life ...forthe death of my spirit, forall these things, I grieve.” (Sofka, Carla J., 1998)These words, an excerpt from a eulogy written by an adult survivor of childhood sexual abuse clearly describes a type of grief that is often mourned in silence (Sofka, Carla J., 1998). In the last two decades, the problem of child sexual abuse has emerged from the cloak of social secrecy and become a leading concern of mental health professionals and a new topic of mental health research (Cole & Putnam, 1992). Incest is the most common form of child sexual abuse (Malts, Wendy, 2003) As a child grows to adult hood strong intimate relationships begin to form, including those relationships of being in a marriage, parent and child, friendships, co-workers and even with siblings. After being in an incestuous relationship with a love one, trust is factor with all who are imbedded in the lives of those who have been incest. As defined by Coutois and Watts (1982) by law, incest is generally defined as sexual intercourse between individuals who are too closely related to marry. However, a broad psychological definition developed by Benward and Densen (1982) is explained as:“Incest refers to sexual contact with a person who would be considered an ineligibale partner because of his blood and/or social ties to the subject and her family. The term encompasses, then, several categories of partners, including father, step-father, grandfather, uncles, siblings, counsins, in-laws, and what we call “quasi family” (Coutois and Watts, 1982, p. 276). With the harsh realities of incest, most victims must cope with multiple aspects of the experiences, as Cole and Putnam (1992 p.174) explain (a) physical and psychological trauma in the form of the actual sexual experiences, including violation of one’s body; (b) extended periods of apprehension, guilt, and fear between sexual contacts; and (c) the loss of a trusted relationship with an emotionally significant person. Cole and Putnam (1992) go on to describe the effects of the three harsh realities of incest: “We regard the specific effects of the pervasive, sustained stress of incest to be most pronounced in domains of self-development, specifically in terms of the development of physical and psychological self-integrity, and the development of self-regulatory processes, particularly regulation of affect and impulse control.” There are several points that affect the manifest at different points of development when being sexual abused. This is also known as age of onset, or age at which incest occurred. If trust is broken through any of these stages, then the impact on relationships within adulthood can greatly be affected and pain and anger of incest victims will only suffer. Cole and Putnam (1992) discuss self and social development and the five stages of development in children and the different impacts of how age can affect the developmental process of being in an incestuous relationship. Infancy and toddlerhood is the first development stage where a child discovers the world of people and the sense of right and wrong. However as stated by Cole and Putnam (1992) abused infants are unlikely to have an understanding of the impropriety of sexual acts perpetrated against them but are affected by the physical trauma of acts such as attempts at penetration by a person or with an object. The second stage of development is the preschool years ages 2-5. There has been controversy about whether the developmental status of preschoolers protects them against the effects of abuse or whether it creates greater risk (Cole and Putnam, 1992, p. 177). At this stage feelings of guilt and shame begin to develop. Moreover, sexual abuse at this age compromises the ongoing self-organization and self-regulation that are major tasks of the period and sabotages the earlier accomplishment of infancy and toddlerhood. Within the third dynamic of development is childhood. Childhood brings the stage of puberty and the sense of being human, as well self-criticism and awareness of feelings like shame and pride are more evident. In the childhood development stage is where the first sexualized contact between family member and child occurs (Cole and Putnam, 1992, p 178). As Cole and Putnam (1992) explain with the abuse challenges the likelihood of the victim’s increasing the scope of social experience and establishing a sense of self-competence in the social world beyond the home. Adolescents is the fourth stage of childhood development and it is considered as stated by Cole and Putnam (1992) the most salient aspect of developmental changes in adolescence is the onset of puberty and emerging sexuality. Difficulties in this developmental stage are likely, and victims often has had to rely on coping through denial and dissociation, the risk for sever psychopathology is heightened. Early and middle adulthood is the last stage of self and social development. With this stage of development it is difficult to pinpoint a specific of sequences of events that mark adult social development, and the transitions in adulthood appear more self-directed than the transition of childhood (Cole and Putnam, 1992, p. 179).As continuing research expands over the development of incest victims and their adult future in intimate relationships, there has been one prevailing argument that has been included in several research articles to expand the development of future research of incest victims. A common topic that has been brought up is that of age of onset, according to Courtois and Watts (1982) age at onset is described as age at which incest began, usually categorized as pre-or post puberty. Until recently, the literature has tended to ascribe severity of victim response according to particulars of the experience (Courtois & Watts, 1982, p. 277) However, as further research has been developing the age at onset has captured the attention of researchers. As stated by Cole and Putnam (1992) “age variables must be conceptualized as markers for psychological changes” (p.180). Cole and Putnam (1992) go on to explain that “the failure to recognize age as a marker representative of specific psychological changes may explain the unsatisfying results of efforts to use age variables as effective predictors” (p.180) Many researchers believe that the age of onset can predict the severity of aftereffects and what severerepercussions can be caused. Courtois and Watts (1982) have found that the younger age at onset was indicative of more severe aftereffects and that the older age at onset was the opposite, older age of onset caused more severe repercussions. Although some research has been conducted about the age of onset, many researches still believe that more research about age of onset needs to be explored and more studies need to be developed to further the explanation of age of onset and the side effects. Since the importance of age of onset can predict the victim’s aftereffects it can also develop how the incest victim relationships can be determined. To help further research on the effect of intimate relationships of those been incest as a child, determining the age of onset will further the development and help conceptualize the various psychological changes. Victims of incest are often young at heart when their predator violates their rights of a normal childhood life. Being incest as a child can affect how their future relationships are determined. Depending on the age of which incest occurs it can determine the way they will respond in adult relationships. Age of onset can predict the aftereffects of how the victim of incest deals with everyday occurrences of social, psychological, physical, sexual, family relations, self-esteem and relations with men and women while attempting to have a normal adulthood. While children of any age are unprepared for any sexual interaction, especially with adults, continuing research on the age of onset will focus on determining whether or not if their intimate relationships will be effected or if they are capable of maintaining a healthy adult relationship. ReferencesBrand & Alexander. (2003). Coping With Incest: The Relationship Between Recollections of Childhood Coping and Adult Functioning in Female Survivors of Incest. Journal of Traumatic Stress , 285-293.Cole & Putnam. (1992). Effect of incest on Self and Social Functioning: A Developmental Psychopathology Perspectine. Journal of Consulting and Clinical Psychology , 174-184.Courtois & Watts. (1982). Counseling Adult Women Who Experienced Incest in Childhhod or Adolescence. Personnel & Guidance Journal , 275-279.Malts, Wendy. (2003). Treating the Sexual Intimacy Concerns of Sexual Abuse Survivors. Contemporary Sexuality , VOL.37, No. 7.Sofka, Carla J. (1998). FOR THE BUTTERFLIES I NEVER CHASED, I GRIEVE: INCORPORATING GRIEF AND LOSS ISSUES IN TREATMENT WITH SURVIVORS OF CHILDHOOD SEXUAL ABUSE. Journal of Personal & Interpersonal Loss; Apr-Jun99, Vol. 4 Issue 2, p125-148, 24p, 1 chart , 125-148.
