Relevant bibliographies by topics / Comprehensive Sex Education Programs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Comprehensive Sex Education Programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Comprehensive Sex Education Programs"

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Shin, Hyewon, Jung Lee, and Hye Min. "An Integrative Literature Review on Sex Education Programs for Korean College Students." Journal of Korean Academic Society of Nursing Education 26, no. 1 (2020): 78–96. http://dx.doi.org/10.5977/jkasne.2020.26.1.78.

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Purpose: The purpose of this study was to synthesize the literature on the sex education programs for Korean college students and to provide a basis for developing effective sex education programs for this population. Methods: Whittemore and Knafl's integrative review method guided this review of studies conducted from 2000 to 2019. Articles were identified through three electronic databases and scholarly web sites. Fifteen articles met the inclusion criteria. Results: Three studies were descriptive, and 12 described interventions. In most of the reviewed studies, sexual knowledge, sexual atti
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Cortínez-López, Aroa, Daniel Cuesta-Lozano, and Raquel Luengo-González. "Effectiveness of Sex Education in Adolescents." Sexes 2, no. 1 (2021): 144–50. http://dx.doi.org/10.3390/sexes2010012.

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Adolescence is the time during which the personal and sexual identity develops. The specific characteristics of adolescents and the lack of maturity facilitates the acquisition of sexual risk behaviors such as relaxation in the use of barrier contraceptives or the use of toxic substances, alcohol or drugs during sexual relations, increasing of sexually transmitted infections (STIs) and unwanted pregnancies. Health education in sexuality is one of the best ways to prevent risk behaviors and to promote healthy and responsible sexuality. While there have been different works in sex education in a
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Kalke, Kerstin M., Tamar Ginossar, Sayyed Fawad Ali Shah, and Andrew J. West. "Sex Ed to Go: A Content Analysis of Comprehensive Sexual Education Apps." Health Education & Behavior 45, no. 4 (2017): 581–90. http://dx.doi.org/10.1177/1090198117749259.

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Mobile applications (“apps”) designed for sexual health education have the potential to reach teens and young adults that are hard to reach through traditional platforms; however, little is known about availability of these apps and their adherence to existing guidelines. Following a search on the two major app stores, data from 2,693 apps were analyzed. Only 697 (25%) addressed sexual health, and only 15 (1%) of apps met inclusion criteria for comprehensive programs and their content was further analyzed. The content of most of these apps narrowly focused on sexually transmitted infections an
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Hubach, Randolph D., Chandra R. Story, Joseph M. Currin, Audrey Woods, Ashlee Jayne, and Christopher Jayne. "“What Should Sex Look Like?” Students’ Desires for Expanding University Sexual Assault Prevention Programs to Include Comprehensive Sex Education." Qualitative Health Research 29, no. 13 (2019): 1967–77. http://dx.doi.org/10.1177/1049732319844502.

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Rates of sexual assault and sexual violence among college-aged adults are much higher than the national rates of sexual assault and sexual violence. Therefore, reduction and prevention of sexual violence among university students is critical and is consistent with national public health priorities. Often times, messages to students focus only on sexual assault and omit larger notions of sexual health. Four focus groups with a total of 24 participants (nine men, 15 women) highlighted three main perceptions about the sexual assault programming offered at this large university: themes of resistan
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Rabbitte, Maureen, and Maithe Enriquez. "The Role of Policy on Sexual Health Education in Schools: Review." Journal of School Nursing 35, no. 1 (2018): 27–38. http://dx.doi.org/10.1177/1059840518789240.

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Teen pregnancy and sexually transmitted infections are leading public health problems in the United States. While abstaining from sexual intercourse is the best way to avoid these conditions, abstinence only education (AOE) programs in schools have been shown ineffective in delaying sexual initiation or decreasing the teen pregnancy rate. Conversely, comprehensive sex education (CSE) programs have demonstrated the ability to decrease teen pregnancy and delay initiation into sex. However, federal funding continues to primarily support AOE programs, and a majority of states favor AOE in schools,
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Leung, Hildie, Daniel Shek, Edvina Leung, and Esther Shek. "Development of Contextually-relevant Sexuality Education: Lessons from a Comprehensive Review of Adolescent Sexuality Education Across Cultures." International Journal of Environmental Research and Public Health 16, no. 4 (2019): 621. http://dx.doi.org/10.3390/ijerph16040621.

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As reported by the World Health Organization in 2017, there are 2 million+ young people living with HIV worldwide. The World Health Organization also reported that a third of all new HIV infections around the world are estimated to occur among youths (aged 15–25). and teen pregnancy rates are on the rise in many places. These worrying trends suggest that existing sexuality education programs and interventions may be inadequate and/or ineffective. Although the 1994 International Conference on Population and Development’s (ICPD) Programme of Action highlighted the roles of Governments to offer s
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Kirby, Douglas B. "The impact of abstinence and comprehensive sex and STD/HIV education programs on adolescent sexual behavior." Sexuality Research and Social Policy 5, no. 3 (2008): 18–27. http://dx.doi.org/10.1525/srsp.2008.5.3.18.

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Bourne, Sarah J. F., Charlotte M. Lee, Elizabeth Taliaferro, et al. "Impact of Teaching Sexual Health Education on Medical Students." Family Medicine 52, no. 7 (2020): 518–22. http://dx.doi.org/10.22454/fammed.2020.939791.

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Background and Objectives: Physician discomfort, embarrassment, and perceived lack of time and/or training all play a role in preventing physicians from discussing sexual health with patients. Past research shows this discomfort begins in medical school. We aimed to determine whether teaching sexual health education increases medical students’ self-efficacy in discussing sexual health topics with adolescents. Methods: We emailed a retrospective pre/postsurvey to all medical students who taught sexual health education in a local middle school through Sex Ed by Brown Med (N=61). Results: Partici
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Brice, Linda M. "Sex and the City: Developing a Comprehensive Sex Education Program for a Very Conservative, “Abstinence Only” Community." Journal of Obstetric, Gynecologic & Neonatal Nursing 40 (June 2011): S45. http://dx.doi.org/10.1111/j.1552-6909.2011.01242_61.x.

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Brice, Linda M. "Sex and the City: Developing a Comprehensive Sex Education Program for a Very Conservative “Abstinence Only” Community." Journal of Obstetric, Gynecologic & Neonatal Nursing 41 (June 2012): S2. http://dx.doi.org/10.1111/j.1552-6909.2012.01358_3.x.

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Dissertations / Theses on the topic "Comprehensive Sex Education Programs"

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Ellington, Renata Denise. "Sexual Health Education Policy: Influences on Implementation of Sexual Health Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2971.

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High school youth in Grades 9-12 who are in public schools without comprehensive sexual health education (CSHED) are more likely to engage in high-risk sexual behaviors and have higher rates of HIV and sexually transmitted diseases than are their peers in schools with CSHED. The purpose of this correlational study was to explore the statistical relationship between the consistent implementation of CSHED, before and after the enactment of the Chicago Public Schools' (CPS) sexual health education policy, and the sexual risk behaviors of Chicago high school youth in Grades 9-12. The study was bas
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Olaiya, Samuel Tunde. "Medical cost savings attributable to comprehensive sex education programs that delay coitus and increase condom use among adolescents in the United States." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1135888323.

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Olaiya, Samuel T. "Medical cost savings attributable to comprehensive sex education programs that delay coitus and increase condom use among adolescents in the United States." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1135888323.

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Myers, Sandra Campbell. "Comprehensive Sex Education in a Rural School District." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1391689957.

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Gagnon, Wayne C. "Teenage sexuality and sex education an objective analysis of school sex education programs /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002gagnonw.pdf.

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Famighetti, Karen. "The effect of comprehensive sex education on contraceptive use." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/650339133/viewonline.

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Easterday, Debora L. "Retention of beginning teachers through comprehensive induction programs." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DEasterday2007.pdf.

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Daschel, Rebecca L. "The effectiveness of sex education programs in the schools." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009daschelr.pdf.

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Lasonen, Johanna L. "Finnish comprehensive vocational institute teachers' sex-role attitudes." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162611/.

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Taylor, Cynthia Lee. "CACREP's Relevance to Effective Implementation of Comprehensive School Counseling Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2427.

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Comprehensive School Counseling Programs (CSCP) are data driven programs utilized by school counselors to ensure the students they serve receive measurable benefits in academic, career, and personal/social development. The purpose of this study was to better understand if differences existed in the perceptions of graduates from school counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and non-accredited programs regarding effective implementation of CSCP. This study is relevant to counselor educators, university administr
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Books on the topic "Comprehensive Sex Education Programs"

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Green, Lee E. Sexual harassment in schools & athletics programs: A comprehensive guide to preventing sexual harassment sexual harassment claims in schools & sports programs. Sports Law Publishing, 1999.

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Schutt, Donald A. Comprehensive career development programs. Center on Education and Work, School of Education, University of Wisconsin-Madison, 1998.

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Center for Applied Research in Education., ed. Sex education activities. Center for Applied Research in Education, 1993.

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Force, National Guidelines Task. Guidelines for comprehensive sexuality education: Kindergarten-12th grade. SIECUS, 1993.

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Brower, Meeks Linda, ed. Education for sexuality: Concepts and programs for teaching. 3rd ed. Saunders College Pub., 1985.

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Counseling in schools: Essential services and comprehensive programs. Allyn & Bacon, 1993.

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Counseling in schools: Essential services and comprehensive programs. 2nd ed. Allyn and Bacon, 1996.

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Counseling in schools: Essential services and comprehensive programs. 3rd ed. Allyn and Bacon, 1999.

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Counseling in schools: Essential services and comprehensive programs. 4th ed. Allyn and Bacon, 2003.

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Taverner, Bill. Making sense of abstinence: Lessons for comprehensive sex education. Planned Parenthood of Greater Northern New Jersey, Inc., 2005.

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Book chapters on the topic "Comprehensive Sex Education Programs"

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Coffee, Gina. "Sex-Education Programs." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2609.

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Roth, Jeffrey C., and Terri A. Erbacher. "Family – School Collaboration and Caregiver Education." In Developing Comprehensive School Safety and Mental Health Programs. Routledge, 2021. http://dx.doi.org/10.4324/9781003150510-9.

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Roth, Jeffrey C., and Terri A. Erbacher. "Culturally Responsive School Mental Health Services and Education." In Developing Comprehensive School Safety and Mental Health Programs. Routledge, 2021. http://dx.doi.org/10.4324/9781003150510-7.

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Ribadeneira, Alegría, and Alejandro Lee. "Adoption, Implementation, and Institutionalization of Spanish Heritage Language Programs at Two U.S. Regional Comprehensive Universities." In The Routledge Handbook of Heritage Language Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315727974-27.

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Winland, Daphne. "Diaspora Policies, Consular Services and Social Protection for Croatian Citizens Abroad." In IMISCOE Research Series. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_5.

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Abstract This chapter examines the Croatian Government’s policies for Croats abroad with a focus on social protection. The history of Croatian diaspora-homeland engagement over a century culminating in the establishment of the independent state of Croatia in 1991, informs the prioritization of Croats abroad in the social policy landscape. In addition to outlining the diaspora and consular infrastructures, culture and education policies, the protection of Croats abroad in the areas of health, employment, pensions and family-related benefits is reviewed. The findings of this analysis reveal that while the Croatian government continues to profess its commitment to providing a comprehensive program of social protection for Croats abroad, policies guaranteeing substantive social protection are mainly found in those (primarily post-Yugoslav) states where Croatia has negotiated bilateral agreements for Croats identified as a minority. The provision of protection for Croats abroad in general therefore falls somewhat short in so far as a robust, concrete set of measures are concerned.
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Mongkhonvanit, Pornchai, Chanita Rukspollmuang, and Yhing Sawheny. "IAU: The Power to Foster Higher Education for Sustainable Development." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_52.

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AbstractModernization theory, which believes that “development equates economic growth” and changes in social, political, and cultural structures are the pathways for societies to become modernized, has been the predominant paradigm for the development of nations for decades. However, the model was met with a lot of criticism, and there was a movement to rethink the real meaning of development and well-being. Alternatives for development were proposed, but the most widely accepted paradigm is “sustainability” or “sustainable development” which was defined by the World Commission on Environment and Development (WCED) in the 1987 Brundtland Report (also called “Our Common Future”) as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” Under this development paradigm, programs, initiatives, and actions aim not only at the preservation of a particular resource but also at other distinct areas: economic, environmental, and social - known as the three pillars of sustainability. The Brundtland Report has had a worldwide impact. “Agenda 21”, a comprehensive plan of action to build a global partnership for sustainable development to improve human lives and protect the environment, was adopted in the 1992 Earth Summit in Rio de Janeiro, followed by many other agendas, including the United Nations Millennium Development Goals (MDG) (2000–2015) and the present United Nations 2030 Agenda for Sustainable Development or the 17 SDGs.
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Slominski, Kristy L. "Abstinence-Only and the Struggle to Define Sex Education." In Teaching Moral Sex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.003.0006.

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As Chapter 5 argues, conservative Christian abstinence-only advocates learned a great deal from the liberal Protestants and comprehensive sexuality education they rejected. This phase of sex education, often defined by the struggle between competing versions of sex education, began with the emergence of abstinence-only education in the 1980s. After years of opposing sex education, conservative Christians like Tim LaHaye developed their replacements. Supported by—and supporting—the newly developed Christian Right and the evangelical pro-family movement, these programs espoused chastity before marriage and omitted information on contraceptive benefits and the diversity of sexual behaviors and identities. It was no longer a question of whether sex education belonged in schools, but rather which type would be taught. Conservatives, too, had learned how to translate religious values into secular spaces in order to gain a bigger audience for their concerns and values.
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Slominski, Kristy L. "Introduction." In Teaching Moral Sex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.003.0001.

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This chapter introduces the ways religion contributed to the major agendas that defined the five historical phases of sex education. The phases include (1) the formation of the early sex education movement out of purity and hygiene movements between 1876 and 1913; (2) the institutionalization of moral education as part of venereal disease prevention programs in schools, YMCAs (Young Men’s Christian Associations), and the military between 1913 and 1925; (3) the shift to family life education between 1925 and 1964; (4) the development of comprehensive sexuality education between 1964 and 1981; and (5) the growth of abstinence-only programs from 1981 to the present. These phases were dominated by organizations like the American Social Hygiene Association (ASHA) and the Sex Information and Education Council of the United States (SIECUS). Religion was prominent in the motivations of the organizations’ founders, the participation of religious sex educators, cooperation with churches and synagogues, and discussions within publications and conferences.
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Slominski, Kristy L. "Epilogue." In Teaching Moral Sex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.003.0007.

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The epilogue discusses the enormous power of recent presidential administrations to mold sex education through federal funding initiatives. Since 1996, the country has seen the pendulum in full swing, from the increase in abstinence-only support under President George Bush, to advancement of comprehensive sexuality education under President Barack Obama, to serious efforts to shift funds toward abstinence-only programs under current President Donald Trump. The legacies of religious sex educators established select terms of these discussions, especially in portrayals of what is at stake. Throughout this history, religious people have proven that the concept of morality could be used to expand discourses of sexuality beyond physical considerations, to limit these discussions to the restriction of sexual activity, or, in most cases, both. Contrary to narratives that pit secular sex education against religious actors, religious influence has been and continues to be both multidimensional and pervasive in the development of sex education.
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Yates, Anne. "Online Teacher Education." In Teacher Education Programs and Online Learning Tools. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch006.

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This chapter reports a study which examined experiences of nine beginning teachers who completed their initial teacher education in the online mode. The study investigated reported perceptions during their first six months teaching. Participants found the content of the online program comprehensive, prepared them well to begin teaching, and provided an opportunity for Maori (New Zealand’s indigenous people) to become high school teachers. Main advantages of studying online were: flexibility; saving time and money; developing skills and personal attributes such as independence; and for some, the only way to become teachers. The major disadvantage was the difficulty of studying alone despite an interactive delivery platform. Also, participants were concerned learning online did not allow modelling of teaching skills and this impacted on participants’ classroom practice. Recommendations include creating connections for online learners; using skilled staff; creating culturally appropriate online environments; and incorporating opportunities for face-to-face interaction in online initial teacher education.
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Conference papers on the topic "Comprehensive Sex Education Programs"

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"Evaluation of a Transdisciplinary Cancer Research Training Program for Under-Represented Minority Students." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4343.

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Aim/Purpose: This paper will describe the initial development of systems to evaluate research education activities of a U.S. academic Partnership to train minority students as cancer researchers and provide preliminary data from monitoring Partnership activities during the first six months. Background: There is increased focus on multidisciplinary/transdisciplinary research training programs. However, few training programs have included detailed evaluations to assess their outcomes and effectiveness. Methods: The Temple University/Fox Chase Cancer Center and Hunter College Regional Comprehensi
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"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.

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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-
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Lari, Noora, Noof Al-Rakeb, Noor Al Emadi, and Sundos Ashi. "Fertility Transitions: Implications for Future Demographic Trends in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0253.

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Introduction: In Qatar, while most of the country’s demographic situations have been widely studied, much less attention has been paid to the determinants of Qatari women’s sociodemographic characteristics and the prevalence of family planning methods. This raises the following question: How, and to what extent, do population dynamics that stratify national populations by age; sex; marital status; and level of education, income, and employment contribute to the declining of fertility rate and cause mortality differentials in Qatar. Materials and methods: Data from a 2018 fertility survey proje
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Csernai, Zoltán. "Az informatikai gondolkodással kapcsolatos vélekedések az Eszterházy Károly Egyetem osztatlan informatikatanár szakos hallgatói körében." In Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.14.

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The idea of Computational Thinking (CT) functions as an umbrella term impacting the STEM (Science, Technology, Engineering, Mathematics) areas. The concept entails algorithmic thinking, problem solving, programming instruction, and the application of simulation games. My three phase inquiry utilises a combined research paradigm facilitates research, development, and innovation. In an earlier stage of my research I relied on a deductive approach to explore the representations of this concept in the international arena. I analysed the manifestations of Computational Thinking in the DigComp 2.1 f
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Sánchez-Nítola, Mónica Natalí, Diana Grijalba, Manuel Embus, Andrés Suarez, and Juan Esteban Guevara Montoya. "Dropout and Engineering undergraduate programs at the Universidad Nacional de Colombia between 2012-2019." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11270.

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Dropout is a topic of significant concern to Higher Education Institutions, especially in Colombia it is considered one of the most important indicators to define higher education quality. Nevertheless, in Colombia, and particularly at the Universidad Nacional de Colombia, it has been generally assessed only academic dropout. This decision has prevented understanding other types of dropouts that also occur in the university. The research group performed Multiple Correspondence Analysis to assess the relationship between dropout types (academic, dropout on request, and expiry of time limits) an
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature
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Wang, Manzhen. "Research of Light Vehicle’s Electronic Stability Programs and Semi-Active Suspension Comprehensive Control." In 2015 International Conference on Management, Education, Information and Control. Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.61.

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Pedrotti, Leno S., Nicholas J. Massa, Eric P. Soulsby, John Enderle, and Chandrasekhar Roychoudhuri. "Comprehensive approach to photonics education for technicians, engineers, and scientists in 4+2+2 programs." In SPIE's 1995 International Symposium on Optical Science, Engineering, and Instrumentation. SPIE, 1995. http://dx.doi.org/10.1117/12.224033.

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Wall, J. Gerard, and Katrina Lacey. "Lights, camera, action: Microbiology laboratory teaching in the spotlight." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9429.

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Broadening of access to higher education, leading to increasing class sizes, presents particular challenges in teaching specialised, laboratory-based subjects such as Microbiology. The Republic of Ireland has seen a 20% increase in undergraduate student numbers in the past ten years, with this trend set to continue in the near future. To complement traditional learning approaches, we have designed, produced and trialled a comprehensive suite of teaching videos that demonstrate common techniques taught in our Microbiology degree programme. The 42 videos, each of 4-9 minutes duration, were filme
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Kosvyra, Alexandra, Dimitris Filos, Nicola Mountford, Tara Cusack, Minna Isomursu, and Ioanna Chouvarda. "PhD courses and the intersectoral experience: a comprehensive survey." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12978.

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It has been found that most PhD graduates (>85%) do not achieve a long-term academic career and thus there is a growing need to re-imagine PhD education that incentivizes doctoral students to engage with research consumers, not only within their discipline, but also, across other disciplines and sectors to have real social impact for an improved society. The aim of this work is to identify intersectoral/interdisciplinary courses that are considered to broaden student career outside and inside academia. For this purpose, a survey was designed to identify modules which lead to the improve
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Reports on the topic "Comprehensive Sex Education Programs"

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Family Planning Programs for the 21st Century: Rationale and Design. Population Council, 2012. http://dx.doi.org/10.31899/rh11.1016.

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Family planning improves health, reduces poverty, and empowers women. Yet, today, more than 200 million women in the developing world want to avoid pregnancy but are not using a modern method of contraception. They face many obstacles, including lack of access to information and health-care services, opposition from their husbands and communities, misperceptions about side effects, and cost. Family planning programs are among the most successful development interventions of the past 50 years. They are unique in their range of potential benefits, encompassing economic development, maternal and
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Community approaches and government policy reduce HIV risk in the Dominican Republic. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1003.

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Effective programs that avert new HIV infections among sex workers and their partners, and hence the general population, are critical components of national HIV-prevention strategies. Prevention efforts have frequently relied on interventions that reach members of these vulnerable groups as individuals, such as condom promotion and STI management. Now, many researchers and program implementers are increasingly turning to “environmental-structural” interventions that address the physical, social, and political contexts in which individual behavior takes place. A recent Horizons study conducted
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A multi-sectoral approach to providing reproductive health information and services to young people in Western Kenya: The Kenya adolescent reproductive health project. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1008.

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Abstract:
Informing adolescents about appropriate and acceptable behaviors, and ways to protect themselves against unwanted and unprotected sex, has proved problematic in Kenya. Education programs for in- and out-of-school adolescents are lacking, there is controversy about providing services to sexually active adolescents, and a pervasive concern that sexuality education and contraceptive services leads to promiscuity. Unbiased and accurate information and services are needed if adolescents are to delay becoming sexually active, to resist pressures to engage in nonconsensual sex, and to protect themsel
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