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.

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.

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 English at their home.

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.

Mustapha Safwaan philosopher once wrote that in classical Arabic theoretically no longer in use, such as Latin or ancient Greek.

The campaign is the first language of Lebanon was launched by Arab governments. Ministry of Culture set up a meeting at school to raise awareness among students about the importance of maintaining native languages and encourage them to use it proudly. Mansour, the culture ministry spokesman, said the government hoped to protect the Arabic language in Lebanon will keep the identity and heritage of the country.

Are these initiatives enough to change the habit of communicating with foreign language among the younger generation?

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.

Vygotsky stressed that all high-level mental processes, such as thinking and problem solving are mediated by psychological tools like language, symbols and symbols. Adults teach these tools to children in everyday activities and the child internalize it. So that this psychological tool can help students improve their thinking and mental development. By the time children interact with parents or friends that are more capable, they exchanged ideas and ways of thinking about representation and concept. So that knowledge, ideas, attitudes and value systems owned subsidiaries as well as developing ways he learned from his environment.

How knowledge is constructed?
To be able to explain how knowledge is formed, the three explanations that summarize the various stages of this constructivist approach:

1. Reality and truth from the outside world to direct the formation of knowledge. Individual reconstruct reality by forming a mental representation that accurately reflects “what the circumstances.” The first stage is none other than the information processing model of cognitive learning theory.

2. Internal processes of the organization Piaget, assimilation and accommodation to direct the formation of knowledge. Celebration of knowledge is not only a mirror of reality, but an abstraction that grows and develops with cognitive activity. Knowledge is not simply right or wrong, but it continues to grow internally consistent and organized along with its development.
3. External and internal factors direct the formation of knowledge. Knowledge grows through the interaction of internal factors (cognitive) and external (environmental and social).

Over time, the existing practice is questionable and could be replaced, but before that happens there are practices that continue to be done because the votes remain profitable.

Also studied was also conditioned by the venue for events, usually called enculturation or process to adopt the norms, attitudes, skills, beliefs, language, attitude of one particular community. Knowledge would not only be seen as a cognitive structure but as an artificial individual from the community all the time. What does the community, how they interact and solve a case, like tool made by the community, forming knowledge of the community. Learning means to be better able to participate in activities and use of tools and get the identity as members of the community.

“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.

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.

After the summit and meetings of national associations and the Executive NECH Company, the union has prepared a short term project will be funded by contributions received from many members of the organization by the Special Funds for Haiti and IE CUT. This project includes support for the organizational structure, allow the professional to the level of trade union federation in the pre-convention, campaign, organization of work, the investigation status and needs of the school teacher (s), participation in UN CNEH groups for education and policy development for public education unions.

Visits to the representation (s) EI, and the CUT in Port-au-Prince is scheduled for mid-June to complete CNEH needs assessment and the general situation in this country, and to guide the planning of short-term employment with the Confederacy. This mission is the beginning of a more important political task of IE, CNEH to coincide with the Congress in September.