December 5, 2010
Recent research shows that comprehensive sex education can reduce the possibility of teenage pregnancy, and there is no indication that it is raising the level of sexual activity or sexually transmitted diseases (STDs).
“It’s not harmful to teach teens about birth control, in addition to the rejection of sex.” said Pamela Kohler, program manager at the University of Washington in Seattle.
Parents and educators have long argued, whether the student should get a teaching birth control, or are easy to just say no to free sex.
Kohler and colleagues studied the results of a national survey of the United States in 2002 and focused on heterosexual teen ages 15 to 19 years. These findings, based on responses from 1719 adolescents, published in the Journal of Adolescent Health.
After reviewing the results, researchers found that one in four teens received sex education course denial. Nine per cent, mainly in poor and rural areas, did not receive sex education at all. Two-thirds of the remainder receives comprehensive instruction, with discussion of birth control and rejection of the relationship. Teens that received comprehensive sex education has 60 percent less likely to get pregnant, compared to that received no sex education at all. Pregnancy possibility is 30 percent lower in those who received only rejection sex education course, than those who did not receive sex, but researchers assume that these figures are statistically less significant, because some teenagers who fall into categories studied.
Although they did not reach statistical significant, other surveys also suggested that comprehensive sex education, not just rejection of sex, reducing the possibility of teenagers engaged in vaginal intercourse. Both approaches have not been reported to reduce the possibility of an STD, but the result is not statistically significant. However, these findings support comprehensive sex education given, as Kohler pointed out. Protect your children by providing them the best, get the money from mspaydayloans.
‘There is no evidence to support that rejection of sex education alone reduced the likelihood of sexual intercourse, or pregnancy,’ Kohler said again.
Don Operario, PhD., A professor at Oxford University in England said that the study provides ‘further evidence’, to the usefulness of comprehensive sex education and lack of effectiveness of the approach to sexual rejection only. However, these studies do not show how educators should implement comprehensive sex education in the classroom, said Operario, who studies sex education. ‘We need a better understanding of the most effective way to provide the type of education in order to maximize student understanding and acceptance of community’, said Operario. You can get the tuition fee for Oxford from payday loans.
November 12, 2010
Most Lebanese speaks French, English and Arabic.
The number of Lebanese young people who do not master the Arabic language is increasing, although born and raised in the countries in the Middle East region.
Teachers welcomed the government’s campaign to save the Arabic in Lebanon, called “You speak from the East and he answered from the West.”
“The campaign aims to raise awareness about the importance to maintain the national official language of Lebanon,” said Amal Mansour, spokesman for the Ministry of Culture of Lebanon.
“We are encouraged to learn foreign languages, but did not leave the mother tongue.”
Arabic speaking countries
It’s heartbreaking none of our younger generation who can speak Arabic well. Arabic is the official language of the Lebanese, but the English and French is widely spoken. Most Lebanese speak French – as a French colony and the younger generation switch to using English. (more…)
April 23, 2010
Science and technology are at a crossroads. In order to popularize scientific-technical, epistemological breakthrough is needed in order to unlock the deadlock of education.
Constructivist Learning Theory Perspective
Generally called constructivism, it emphasizes the contribution of learners in the person giving the sense, as well as learns something through individual and social activities. There is no such constructivism learning theory, but there is only some constructivist approach, such as specific approaches in mathematics and science education. Some constructivist thinkers such as Vigotsky emphasize sharing and social construction in the formation of knowledge (social constructivism), whereas others such as Piaget’s view individuals who the main construction (individual constructivism).
Vygotsky believed that knowledge is socially constructed, i.e. to what each participant contributed and create together. So the development of the knowledge generated will vary in different cultural contexts. Social interaction, cultural tools, and activities form the individual development and learning ability. Vygotsky saw that the cultural tools (including paper, printing machines, computers etc.) and symbolic tools (such as a system of numbers, maps, artwork, language, and codes and symbols) play an important role in cognitive development. Roman numeral system has limitations for the operation of such calculation; different from the usual Arabic numeral system we use that have a zero symbol, can be formed on fractions, positive and negative values, and declared an infinite amount of numbers and more. Numbering system used is a tool that supports the culture of thinking, learning and cognitive development. This symbol system is given from adults to children through formal or informal interaction and instruction. (more…)
January 15, 2010
When Randa Makhoul, an art teacher at school in Beirut, asked his students in Arabic, they would often get answers in English or French.
“It’s very frustrating to see young people who want intelligent speak their mother tongue, but can not form coherent sentences correctly,” he delivered at the School of Notre Dame de Jamhour in the capital city of Lebanon.
Makhoulhanya one of several Lebanese teachers and parents who care about the increasing number of young people who do not master the Arabic language, although born and raised in the countries in the Middle East region.
He welcomed the government’s campaign to save the Arabic in Lebanon, called “You speak from the East and he answered from the West.” “The campaign aims to raise awareness about the importance to maintain the national official language of Lebanon. We encourage learning a foreign language, but does not leave the mother tongue,” said Amal Mansour, spokesman for the Ministry of Culture of Lebanon.
Arabic is the official language of the Lebanese, but the English and French is widely spoken. Most Lebanese speak French – as a French colony – and the younger generation switch to using English.
The number of parents who enroll their children in schools that use the curriculum of France, England and America, and hopes one day will help them obtain jobs and an assured future. In fact, some of them speak French and in English in the house.
“It’s sad none of our younger generation who can speak Arabic very well,” said Lara Traad (16) Notre Dame de Jamhour student, one school with a French curriculum.
“Very sorry my parents did not help in improving my Arabic language skills. It is too late, but may do something for the younger students,” he was quoted as saying “the BBC”.
Lebanese language also has the distinction of classical Arabic, the dialect and language. Classical languages are almost never used in conversation – these are only used in the news, the official speech of its officers, and numerous television programs.
Now, many young people of Lebanon should work to improve the ability to read and write in Arabic. Similar problems occurred in several Arab countries that have more foreign schools – United Arab Emirates, Jordan, Egypt and some North African countries.
December 22, 2009
After the earthquake which hit Haiti last January 12, EI (Educational International) has launched an appeal for urgent action and a special fund to assist its member organizations Haiti – National Confederation of Haitian Teachers (NCHT) – to resume their duties in support of the teacher (s) and promotion of education, and for assist the teacher (s), people of Haiti and their families affected by the earthquake.
Since the mid-January, EI (Educational International) has regular contact with members of the Executive Office CNEH to assess the impact of disasters in schools, teachers and students to determine what the best way for EI (Educational International) and cooperating partners to help reduce the impact of a huge humanitarian crisis.
A delegation attending the conference CNEH IE to North America and the Caribbean, organized by the Caribbean Union of Teachers (CUT) and Trinidad and Tobago Unified Teachers’ Organization (TTUTA) in Port of Spain, Trinidad and Tobago, 25 and February 26, 2010. Regional conference marked an opportunity for EI and members of organizations involved in working groups for support in Haiti to meet with representatives from CNEH to discuss a project to support the unity and teacher (s) affected (e) s. They identified two main priorities include the rehabilitation of the structure of union organizations at all levels (federal and Federation) and to strengthen its contribution to the reconstruction of Haiti’s educational system. (more…)