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1
Attwood, Feona, Meg John Barker, Petra Boynton, and Justin Hancock. "Sense about sex: media, sex advice, education and learning." Sex Education 15, no. 5 (July 28, 2015): 528–39. http://dx.doi.org/10.1080/14681811.2015.1057635.
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Macdowall, Wendy, Kaye Wellings, Catherine H. Mercer, Kiran Nanchahal, Andrew J. Copas, Sally McManus, Kevin A. Fenton, Bob Erens, and Anne M. Johnson. "Learning About Sex: Results From Natsal 2000." Health Education & Behavior 33, no. 6 (May 31, 2006): 802–11. http://dx.doi.org/10.1177/1090198106289003.
Повний текст джерелаАнотація:
To date, the focus of sex education research has tended to be on the effect of education on behavioral outcomes. There is little data on the felt needs of young people, how well they are met, and how provision might be improved. Here we report on main source of information about sexual matters, adequacy of knowledge, further needs, and preferred source of additional information, using data from a probability sample survey of people aged 16 to 44 years in Britain (Natsal 2000). A total of 11,161 participants (4,762 men and 6,399 women) were interviewed. The response rate was 65.4%. The results show that despite the assumed worldliness and sophistication of young people about sexual matters, there is a great deal of self-perceived ignorance among them. Parents and schools are the preferred source of further information. We need to enable parents to provide information to their children, especially their sons.
3
Kincaid, James R. "What the Victorians Knew About Sex." Browning Institute Studies 16 (1988): 91–99. http://dx.doi.org/10.1017/s009247250000211x.
Повний текст джерелаАнотація:
“Victorian Learning on Sex”: nearly every term in this sequence baffles me. I am friendly with “on,” but the others, especially in company with one another, are alien. It is a pitiful thing for a grown-up to admit that he is befuddled by the term “sex,” but I also do not know what “Victorian learning” is or why we are interested in it.
4
Ochs, Eric P., Marta Meana, Louise Paré, Kenneth Mah, and Yitzchak M. Binik. "Learning about sex outside the gutter: Attitudes toward a computer sex-expert system." Journal of Sex & Marital Therapy 20, no. 2 (June 1994): 86–102. http://dx.doi.org/10.1080/00926239408403420.
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5
Hutchinson, Sara. "Let’s write about sex – YA fiction as a means of learning about sexuality." New Writing 13, no. 2 (May 3, 2016): 315–25. http://dx.doi.org/10.1080/14790726.2016.1168849.
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Unis, Brian David, and Christina Sällström. "Adolescents’ conceptions of learning and education about sex and relationships." American Journal of Sexuality Education 15, no. 1 (June 4, 2019): 25–52. http://dx.doi.org/10.1080/15546128.2019.1617816.
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7
White, Isabel. "'Lets Talk About Sex'- An Innovative Learning and Teaching Resource." Journal of Advanced Nursing 49, no. 4 (February 2005): 445. http://dx.doi.org/10.1111/j.1365-2648.2005.03358_1.x.
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Hirst, Julia. "Researching young people's sexuality and learning about sex: experience, need, and sex and relationship education." Culture, Health & Sexuality 6, no. 2 (March 2004): 115–29. http://dx.doi.org/10.1080/13691050310001600969.
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9
Jackson, Rachel, and Hannah Fairbairn. "Let’s talk about sex!: Reflections on running a sex education group in female learning disability secure services." Clinical Psychology Forum 1, no. 327 (March 2020): 33–37. http://dx.doi.org/10.53841/bpscpf.2020.1.327.33.
Повний текст джерелаАнотація:
This article serves to reflect on the challenges of facilitating a Sex and Relationship Education Group in a female secure learning disability (LD) service. Topics covered included relationship types, boundaries, sexual intercourse, sexual health, consent, sexual orientation and gender identity.
10
Elton, Lotte, Wendy Macdowall, and Melissa Palmer. "UG2 The association between birth order and sexual health outcomes:how is birth order associated with learning about sex, early sexual experience, and sexual risk behaviour?" Sexually Transmitted Infections 93, Suppl 1 (June 2017): A15.2—A15. http://dx.doi.org/10.1136/sextrans-2017-053232.42.
Повний текст джерелаАнотація:
IntroductionWhile the effect of birth order on psychosocial outcomes has been widely discussed in the literature, little research examining birth order effects on sexual health has been undertaken. This analysis identifies the associations between birth order and learning about sex, first sexual experiences and sexual risk behaviours.MethodsThis analysis uses data from Natsal-3, a stratified probability sample survey of 15,162 men and women aged 16–74 in the UK. Bivariate logistic regression was conducted to identify crude odds ratios for the association between birth order and sexual health outcomes. Multivariate logistic regression was performed adjusting for socio-demographic factors and sibling number.ResultsMiddle-born and last-born men were less likely to have found it easy to speak to their parents about sex around age 14 (OR 0.59, p=0.003; OR 0.69, p=0.009) and to have learned about sex from their mothers (OR 0.64, p=0.014; OR 0.76, p=0.045). Last-born women were less likely to report a parental main source of sex education (OR 0.64, p=0.003). Being a last-born male was associated with decreased odds of having had 5+ lifetime heterosexual partners (OR 0.75) and reporting ever had heterosexual anal sex (OR 0.77).DiscussionThese results provide the basis for further research on the association between birth order and learning about sex, and highlight later-born males in particular as being less likely to report parental involvement in sex education. Qualitative research is recommended in order to gain a broader understanding of the ways in which birth order effects manifest in learning about sex.
11
Doughty, Matthew, Leanne Race, Phillip Emery, and Kath Salt. "Talking about sex: a relationship awareness group for adults with a learning disability." Learning Disability Practice 20, no. 5 (September 26, 2017): 17–22. http://dx.doi.org/10.7748/ldp.2017.e1836.
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Fileborn, Bianca, Anthony Lyons, Sharron Hinchliff, Graham Brown, Wendy Heywood, and Victor Minichiello. "Learning about sex in later life: sources of education and older Australian adults." Sex Education 17, no. 2 (December 28, 2016): 165–79. http://dx.doi.org/10.1080/14681811.2016.1273829.
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Giniotaitė, Akvilė. "Sex Ed Experiences of Pupils. Toward Literacy in Sex Education." Acta Paedagogica Vilnensia 45 (December 28, 2020): 77–96. http://dx.doi.org/10.15388/actpaed.45.5.
Повний текст джерелаАнотація:
Learning about sexuality relates to each individual learner’s identity, as everyone’s experience of sex is authentic. It is naive to attempt to force sex education on pupils and see them as tabulae rasae. Unsatisfied sexual (informational) curiosity creates circumstances wherein it is easy to fall into traditional gender roles with no ability to assess them critically, furthermore not having a set of skills to see oneself and others in a non-stereotyped manner. Young people who do not have strong, positive relationships either at home or at school face the highest possibility of participating in sexually risky behavior. Improving sexual literacy through sex education has an element of interdisciplinarity, as it includes media literacy, critical thinking, ethics, human rights, culture studies, history etc. Educational sciences become a hub that connects these different disciplines so as to ensure that the process of sex education is present and it is able to develop sexual literacy.
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Gültzow, Thomas, Ellis Driehuizen, Hanne Zimmermann, and Eline Smit. "Adolescents’ Self-Determined Motivation to Learn About Safer Sex Online." European Journal of Health Communication 4, no. 3 (December 15, 2023): 138–61. http://dx.doi.org/10.47368/ejhc.2023.308.
Повний текст джерелаАнотація:
Self-determined motivation fosters better learning and sustained health behaviour adoption than controlled motivation. Self-determined motivation can be strengthened by satisfying the need for autonomy. Therefore, this study investigated if adolescents’ (1) intrinsic motivation to learn about safer sex and (2) self-determined motivation to perform safer sex would be higher when an online message is presented in autonomy-supportive language compared to controlling language. Furthermore, this study also investigated if adolescents’ (1) intrinsic motivation to learn about safer sex and (2) self-determined motivation to perform safer sex changes depending on whether the online message is written by someone that is similar to them. To this end, a 2 (autonomy-supportive language vs. controlling language) x 2 (identification vs. no identification) experimental study (N = 214) was conducted using a website page about safe sex from the Dutch sexual health website sense.info. Even though we found some indications of the expected effects, a two-way analysis of covariance (ANCOVA) showed no significant difference for either autonomy-supportive language, identification, or an interaction of both strategies. However, we found some preliminary evidence that this could be due to a ceiling effect. We therefore recommend further exploring these strategies, considering some lessons learned.
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Nguyen, Phuc Hong Ngoc, Quoc Tuan Nguyen, Tho Ngoc Chuyen Ba, Dai Khanh Duy Le, Thi Cam Tien Nguyen, and Thuy Duong Nguyen. "KNOWLEDGE OF CONTRACEPTION AND SAFE SEX AMONG STUDENTS AT CANTHO UNIVERSITY OF MEDICINE AND PHARMACY, VIET NAM." Tạp chí Y Dược học Cần Thơ, no. 5 (March 30, 2023): 49–56. http://dx.doi.org/10.58490/ctump.2023i5.640.
Повний текст джерелаАнотація:
Background: Viet Nam was one of the countries with the highest abortion rate in the world, of which about 70% were of the adolescents. Nowadays, students at Can Tho University of Medicine and Pharmacy are facing many problems related to reproductive health such as unwanted pregnancy, abortion, sexually transmitted diseases, homosexuality... Objectives: To determine the proportion of medical students at Can Tho University of Medicine and Pharmacy have correct knowledge about contraceptive methods and safe sex and its related factors. Materials and methods: A cross-sectional descriptive study with analysis was carried out on 370 first-year, second-year and third-year general medicine students who were studying at Can Tho University of Medicine and Pharmacy at the age of 18-24. Results: The results showed that the rates of students had a high knowlege of contraception and practicing safe sex were 8.38% and 28.65% respectively. The statistically significant factors include: For students with high knowledge about contraception: having already taken a Reproductive Health module, learning from internet by themselves and joining Union/Association activities; For students with high knowledge about safe sex: having a hometown in an urban area; learning from newspaper and books, home schooling, friends and general knowledges. Conclusion: Students’ knowledge about contraceptive methods was not good. Students' knowledge about safe sex was quite good. Related factors to high knowledge about contraception and safe sex of students: having already taken a Reproductive Health module, having a hometown in an urban area, joining Union/Association activities, learning from internet, newspaper and books, home schooling, friends and general knowledges.
16
Rogers, Chrissie. "But it’s not all about the sex: mothering, normalisation and young learning disabled people." Disability & Society 25, no. 1 (January 2010): 63–74. http://dx.doi.org/10.1080/09687590903363365.
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Qodir, Haris Abdul. "Pendidikan Seksual dalam Pembelajaran Pendidikan Agama Islam (Studi Multi-Kasus di SMA Negeri 2 Jember dan SMA Al-Furqan Jember)." IJIT: Indonesian Journal of Islamic Teaching 6, no. 1 (November 22, 2023): 31–49. https://doi.org/10.35719/ijit.v6i1.1792.
Повний текст джерелаАнотація:
Risky sexual behaviours in Indonesia is gradually increasing. In a country where society is based on the values of belief in God, this phenomenon represents an imbalance between morality and reality. Therefore, education is very important to internalise values so that students maintain their sexuality and only express it in ways permitted by religion. State High School (SMAN) 2 of Jember and Al-Furqan High School (SMA) of Jember are chosen as research locations to present educational institutions, especially in Jember Regency, which implement sexual education in Islamic Religious Education (PAI) learning. This research focuses on: 1) PAI learning about manners of associating with the opposite sex at SMAN 2 Jember and SMA Al-Furqan Jember, 2) PAI learning about sexual deviances at SMAN 2 Jember and SMA Al-Furqan Jember. Thus, this research is aimed at: 1) Analysing PAI learning about manners of associating with the opposite sex at SMAN 2 Jember and SMA Al-Furqan Jember, 2) Analysing PAI learning about sexual deviances at SMAN 2 Jember and SMA Al-Furqan Jember. This research uses a qualitative approach with the type of collective case study. Research subjects are determined purposively while data collection is carried out through interviews, observations, and document studies. The data is analysed using the interactive data analysis model by Miles, et al and the explanation building model by Robert K. Yin. The validity of the data is checked through persistent observation, triangulation, use of reference materials, and peer debriefing. The findings of this research show: 1) PAI learning about manners of associating with the opposite sex at SMAN 2 Jember and SMA Al-Furqan Jember is integrated into the learning chapter on avoiding adultery and promiscuity. The success of this learning cannot be determined because there is no comprehensive evaluation to measure the achievement of learning objectives. SMAN 2 Jember compromises the concept of Islamic Religious Education with the cultural reality of public school which results in a synthesis, namely the partial implementations of the Islamic Religious Education concept on manners of associating with the opposite sex, while SMA Al-Furqan Jember strictly enforces the Islamic Religious Education concept on manners of associating with the opposite sex as an absolute value through repressive measures. 2) PAI learning about sexual deviance at SMAN 2 Jember and SMA Al-Furqan Jember focuses on discussing adultery which is also integrated into the learning chapter on avoiding adultery and promiscuity. This learning is supported by the rule prohibiting students from committing immoral acts at SMAN 2 Jember, while at SMA Al-Furqan Jember the rule is anticipated earlier for actions that are considered "near to adultery".
18
Qodir, Haris Abdul. "Pendidikan Seksual Dalam Pembelajaran Pendidikan Agama Islam." IJIT: Indonesian Journal of Islamic Teaching 7, no. 2 (December 20, 2024): 322–37. https://doi.org/10.35719/ijit.v7i2.1791.
Повний текст джерелаАнотація:
Risky sexual behaviours in Indonesia is gradually increasing. In a country where society is based on the values of belief in God, this phenomenon represents an imbalance between morality and reality. Therefore, education is very important to internalise values so that students maintain their sexuality and only express it in ways permitted by religion. State High School (SMAN) 2 of Jember and Al-Furqan High School (SMA) of Jember are chosen as research locations to present educational institutions, especially in Jember Regency, which implement sexual education in Islamic Religious Education (PAI) learning. This research focuses on: 1) PAI learning about manners of associating with the opposite sex at SMAN 2 Jember and SMA Al-Furqan Jember, 2) PAI learning about sexual deviances at SMAN 2 Jember and SMA Al-Furqan Jember. Thus, this research is aimed at: 1) Analysing PAI learning about manners of associating with the opposite sex at SMAN 2 Jember and SMA Al-Furqan Jember, 2) Analysing PAI learning about sexual deviances at SMAN 2 Jember and SMA Al-Furqan Jember. This research uses a qualitative approach with the type of collective case study. Research subjects are determined purposively while data collection is carried out through interviews, observations, and document studies. The data is analysed using the interactive data analysis model by Miles, et al and the explanation building model by Robert K. Yin. The validity of the data is checked through persistent observation, triangulation, use of reference materials, and peer debriefing. The findings of this research show: 1) PAI learning about manners of associating with the opposite sex at SMAN 2 Jember and SMA Al-Furqan Jember is integrated into the learning chapter on avoiding adultery and promiscuity. The success of this learning cannot be determined because there is no comprehensive evaluation to measure the achievement of learning objectives. SMAN 2 Jember compromises the concept of Islamic Religious Education with the cultural reality of public school which results in a synthesis, namely the partial implementations of the Islamic Religious Education concept on manners of associating with the opposite sex, while SMA Al-Furqan Jember strictly enforces the Islamic Religious Education concept on manners of associating with the opposite sex as an absolute value through repressive measures. 2) PAI learning about sexual deviance at SMAN 2 Jember and SMA Al-Furqan Jember focuses on discussing adultery which is also integrated into the learning chapter on avoiding adultery and promiscuity. This learning is supported by the rule prohibiting students from committing immoral acts at SMAN 2 Jember, while at SMA Al-Furqan Jember the rule is anticipated earlier for actions that are considered "near to adultery".
19
Murrone, Jeanne, and Malcolm D. Gynther. "Implicit Theories or Halo Effect? Conceptions about Children's Intelligence." Psychological Reports 65, no. 3_suppl2 (December 1989): 1187–93. http://dx.doi.org/10.2466/pr0.1989.65.3f.1187.
Повний текст джерелаАнотація:
Information about implicit conceptions of children's intelligence was obtained by having undergraduates, aged 20 yr. or older, rate behavioral descriptions for hypothetical children classified as having “Above Average,” “Average,” and “Below Average” intelligence. While sex of subject and sex of child rated did not significantly influence the ratings, a main effect for level of intelligence was obtained, that is, ratings of behaviors rationally classified as Verbal Abilities, Problem-solving Abilities, Social Competence, Character/Personality Traits, Interest in Learning and/or Culture, Other Intellectual (Nonverbal) Skills or Abilities were significantly influenced only by the broad level of intelligence by which the child was classified. Factor analysis gave a social competence and a problem-solving factor comparable to those in people's conceptions of adult intelligence but did not substantiate a verbal abilities factor.
20
Wilder, Rachel. "‘Knowledge’ in English primary schools’ decision-making about sex and relationships education." Health Education Journal 77, no. 1 (November 9, 2017): 30–42. http://dx.doi.org/10.1177/0017896917737343.
Повний текст джерелаАнотація:
Objective: To assess what kinds of knowledge policymakers in a sample of English primary schools utilised to make decisions about their school’s sex and relationships education policy. Method: Semi-structured interviews were conducted with policymakers at three primary schools in the southwest of England, and documentary analysis of the schools’ sex and relationships education policies was done. Policymakers included head teachers, subject leads and other teachers. A social constructivist approach informed the research design and data analysis. Results: In all three schools, the principal sources of knowledge in the policy-making processes for sex and relationships education were a commercially available curriculum package and staff knowledge (including staff opinions). All three schools drew on policies from other schools, but at times this process appeared procedural rather than critical. Local authority expertise was a source of knowledge for two schools. Conclusion: Findings emphasise the importance of having trained and experienced educators for sex and relationships education in schools and the need for schools to have ongoing support to share learning and identify new knowledge on the topic.
21
Coleman, I. P., D. G. Dewhurst, A. S. Meehan, and A. D. Williams. "A computer simulation for learning about the physiological response to exercise." Advances in Physiology Education 266, no. 6 (June 1994): S2. http://dx.doi.org/10.1152/advances.1994.266.6.s2.
Повний текст джерелаАнотація:
An interactive computer program written for IBM-compatible microcomputers, which simulates the physiological response to graded exercise in healthy individuals, is described. The program presents high-resolution graphic data (heart rate, pulmonary ventilation, oxygen consumption, and blood lactate concentration) in a form comparable to that of a chart recorder display. Data are derived from an empirical model that allows users to select certain parameters of the subject they wish to investigate, including sex, age, height, weight, and level of training. Measurements may be taken directly from the monitor screen by use of the cross-hair cursor facility provided. The program has been positively evaluated in use by undergraduate students and shown to be an effective teaching aid. The potential use of the software in light of these findings is discussed.
22
Petschauer, Peter. "Eighteenth–Century German Opinions about Education for Women." Central European History 19, no. 3 (September 1986): 262–92. http://dx.doi.org/10.1017/s0008938900019889.
Повний текст джерелаАнотація:
Fully five decades before Olympe de Gouges, Mary Woll–stonecraft, and Theodor Gottlieb von Hippel spoke out for the equality of men and women, Dorothea Christiane Leporin, Germany's first female medical doctor, challenged the readers of her Thorough Investigation of the Causes which Prevent the Female Sex from Studying to free themselves from the idea that all women are destined to serve husband, house, and children. As she put it: “If one admits that the female sex is capable of learning, then one must also admit that it has received a calling to go with it.” She reached this conclusion by accepting the assumption that men and women are equally suited for intellectual endeavors and then questioning all real and fictitious obstacles that were placed in the way of female study. Like all her known contemporaries, Leporin did not want to press all women into advanced study, which according to her would cause disorder, but she pleaded eloquently for the removal of prejudices and obstacles to talent.
23
Hole, Rachelle, Leyton Schnellert, and Gloria Cantle. "Sex: What Is the Big Deal? Exploring Individuals’ with Intellectual Disabilities Experiences with Sex Education." Qualitative Health Research 32, no. 3 (December 20, 2021): 453–64. http://dx.doi.org/10.1177/10497323211057090.
Повний текст джерелаАнотація:
This article offers perspectives shared by self-advocates in the first phase of a community-based participatory research project untaken to address barriers that individuals with intellectual disabilities face with respect to sexual health knowledge. Using descriptive qualitative methods, we interviewed 19 individuals with intellectual disability about their experiences and knowledge related to sexual health. The research question guiding this project was: What are self-advocates’ with intellectual disabilities experiences learning about sexual health and sexuality? The findings highlight that participants faced barriers and lack of access to sexual health education, and while they learned about sexual health through formal sexual health education, frequently this knowledge came through lived experience. Finally, the findings underscore that participants knew what they wanted with respect to sexual health education and offered recommendations. The importance of accessible sexual health education for self-advocates that supports their rights and desires to express their sexuality and sexual agency is highlighted.
24
Teunissen, Theodora, Joni Scholte, Fransica Van der Meulen, Antoinette Lagro-Janssen, and Cornelia Fluit. "Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study." Journal of Educational Issues 7, no. 1 (April 23, 2021): 216. http://dx.doi.org/10.5296/jei.v7i1.18201.
Повний текст джерелаАнотація:
Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes. Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.
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Sinurat, Evani April Rama. "Sex Education in Christian Religious Education Using an Instructional Approach and Desire Theology." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 1, no. 2 (December 22, 2022): 305–13. http://dx.doi.org/10.57235/aurelia.v1i2.168.
Повний текст джерелаАнотація:
Sex education is still considered taboo for adolescence to discuss for some groups. Sex education is also one way to reduce or prevent sexual behavior problems. The purpose of this study is to gain an understanding that sex education can be provided holistically through the learning of Christian Religious Education, to find an increase in the understanding of students of Mentari Intercultural School Bintaro about sex education, and to show that the learning of Christian Religious Education can touch various aspects such as, biological, sociological, psychological, and theological. The research method that can be used this time is the Classroom Action Research method or commonly known as Classroom Action Research. The results showed that Christian Religious Education Learning using an Instructional Approach and Theology of Desire for Students of SMP Mentari Intercultural School Bintaro has succeeded in providing benefits in sex education.
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Muth, Felicity, Amber D. Tripodi, Rene Bonilla, James P. Strange, and Anne S. Leonard. "No sex differences in learning in wild bumblebees." Behavioral Ecology 32, no. 4 (March 29, 2021): 638–45. http://dx.doi.org/10.1093/beheco/arab013.
Повний текст джерелаАнотація:
Abstract Females and males often face different sources of selection, resulting in dimorphism in morphological, physiological, and even cognitive traits. Sex differences are often studied in respect to spatial cognition, yet the different ecological roles of males and females might shape cognition in multiple ways. For example, in dietary generalist bumblebees (Bombus), the ability to learn associations is critical to female workers, who face informationally rich foraging scenarios as they collect nectar and pollen from thousands of flowers over a period of weeks to months to feed the colony. While male bumblebees likely need to learn associations as well, they only forage for themselves while searching for potential mates. It is thus less clear whether foraging males would benefit from the same associative learning performance as foraging females. In this system, as in others, cognitive performance is typically studied in lab-reared animals under captive conditions, which may not be representative of patterns in the wild. In the first test of sex and species differences in cognition using wild bumblebees, we compared the performance of Bombus vancouverensis nearcticus (formerly bifarius) and Bombus vosnesenskii of both sexes on an associative learning task at Sierra Nevada (CA) field sites. Across both species, we found that males and females did not differ in their ability to learn, although males were slower to respond to the sucrose reward. These results offer the first evidence from natural populations that male bumblebees may be equally as able to learn associations as females, supporting findings from captive colonies of commercial bees. The observed interspecific variation in learning ability opens the door to using the Bombus system to test hypotheses about comparative cognition.
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Dawson, Kate, Saoirse Nic Gabhainn, Malachi Willis, and Pádraig MacNeela. "Development of a Measure to Assess What Young Heterosexual Adults Say They Learn About Sex from Pornography." Archives of Sexual Behavior 51, no. 2 (November 10, 2021): 1257–69. http://dx.doi.org/10.1007/s10508-021-02059-9.
Повний текст джерелаАнотація:
AbstractThis study involved the development of two new measures to assess what some young heterosexual-identifying adults report learning about sex from pornography. Inventory items were generated from an extensive literature review and six qualitative focus group sessions with young adults (N = 54) aged 18–29 which explored how pornography could be used as a source of sexual information. A total of 135 items pertaining to sexual learning from pornography were produced, reviewed and categorized by a sample of young adults (n = 9), and finally reviewed for item and construct relevance by a panel of pornography, sex education and scale development experts (n = 6). Inventory items were administered to a sample of young adult university students (n = 1306). Two separate exploratory factor analyses were conducted for the female and male datasets. The final factors were reviewed by a panel of young adults = 8) to identify the theme of each factor. Both the SIPI-F and SIPI-M yielded three factors: (1) How to be a good sexual partner, (2) Body aesthetic, and (3) Sexual exploration. Results show that pornography provides information about a range of sex-related topics. Findings also show that more frequent female pornography users reported learning more about how to be a good sexual partner and body aesthetic than less frequent pornography users. The SIPI-F and SIPI-M can be useful for examining a variety of questions regarding the use of pornography as an informal source of sexual information and its correlates.
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Embliss, Liam, Zoe Melrose, and Laura Dunn. "Let's Talk About Sex: Breaking Down Barriers to Care in a Community Learning Disability Team." BJPsych Open 10, S1 (June 2024): S152—S153. http://dx.doi.org/10.1192/bjo.2024.397.
Повний текст джерелаАнотація:
AimsWe aimed to improve the care for people with intellectual disabilities (PWID) presenting to a community learning disability service (CLDT) with health needs relating to sexual wellbeing, sexuality, and/or gender identity (SSGI). A QI framework was used, focussing on staff education and service development.We hypothesised that there would be a lack of confidence and staff knowledge around SSGI issues in PWID. We suggested that challenges exist because discussing sex in PWID still feels taboo.PWID have the same sexual needs as those without any disability. Historically, this population have been discouraged from expressing their sexuality due to certain attitudes, fears, and prejudices. Stigmatising views have included PWID being viewed as asexual or conversely posing a risk of sexual violence, despite evidence showing that they are more vulnerable to sexual abuse. Important issues around capacity and understanding consent highlight the importance of psychosexual education for patients and carers.Carers and health care professionals are key in educating and supporting PWID, however, our disinclination towards discussing SSGI openly can have unintended negative effects on the wellbeing of our patients. These issues are therefore paramount to understand and address.MethodsPatient-facing staff in a London CLDT were surveyed, and staff focus groups held, to understand attitudes towards SSGI in PWID. Staff knowledge of local services was also explored. Using thematic analysis, we identified both staff and service development needs and devised a set of interventions to address these.Four educational interventions for staff were developed and evaluated using QI methodology. Interventions included bitesize teaching, externally commissioned training, and resource packs.ResultsThematic analysis identified a number of barriers to delivering SSGI care, particularly staff's low confidence and a lack of training. Following the four educational interventions, average staff confidence to discuss SSGI increased from 55% to 77%.Staff responses indicated a lack of SSGI services for PWID locally. In response to this, the QI team, service leads and management agreed upon various service development ideas. These include upskilling specific staff to become SSGI leads; auditing the CLDT caseload to understand the SSGI issues in our population; and trialling a clinical sexology service for a small subset of patients.ConclusionA QI approach to staff education demonstrated clear benefit, with staff more confident to address the SSGI needs of PWID. Combined with sustainable service improvement ideas, this can improve patient care.
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Erskine, Mary S. "Learning about sex: Conditioning of partner preference: Theoretical comment on Coria-Avila et al. (2005)." Behavioral Neuroscience 119, no. 4 (2005): 1136–39. http://dx.doi.org/10.1037/0735-7044.119.4.1136.
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Thi Vui, Nguyen. "The reality of sex education for 5-6 years old children through learning games in some preschools in the district Lam Binh, Tuyen Quang province." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 2 (2023): 464–68. http://dx.doi.org/10.54660/.ijmrge.2023.4.2.464-468.
Повний текст джерелаАнотація:
This study surveys the reality of sex education for 5-6-year-old children through learning games in some preschools in Lam Binh district, Tuyen Quang province. Survey results show that children's level of understanding about gender is mainly at medium and weak levels. The main reason is that preschool teachers have not used many methods of organizing learning games to educate this content in children. Moreover, the content of sex education implemented is only at the level of integration and integration into life skills education activities and is implemented mainly on the topic of self. From there, the author proposes some measures of sex education for 5-6 years old children through learning games in the survey area.
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Shors, Tracey J. "A trip down memory lane about sex differences in the brain." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1688 (February 19, 2016): 20150124. http://dx.doi.org/10.1098/rstb.2015.0124.
Повний текст джерелаАнотація:
Scientific studies funded by the United States government must now include both males and females as experimental subjects. This is a welcomed change for those of us who have been reporting on sex differences for decades. That said, there are some issues to consider; I focus on one in this review: females used in animal models of mental illness and health are almost always virgins and yet most adult females around the world, irrespective of species, are not virgins. I am not advocating that all scientists include non-virgin females in laboratory studies, but rather to consider the dynamic nature of the female brain when drawing conclusions through discovery. Stressful life experiences, including those related to sexual aggression and trauma, can have a lasting impact on processes of learning related to mental health and plasticity in the female brain. Her response to stress can change rather dramatically as she emerges from puberty to become pregnant and produce offspring, as she must learn to care for those offspring. The inclusion of females in scientific research has been a long time coming but it comes with a history. Going forward, we should take advantage of that history to generate hypotheses that are both reasonable and meaningful.
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Mji, Andile. "Differences in University Students' Attitudes and Anxiety about Statistics." Psychological Reports 104, no. 3 (June 2009): 737–44. http://dx.doi.org/10.2466/pr0.104.3.737-744.
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The Statistics Anxiety Rating Scale and the Attitudes Toward Statistics questionnaire were administered to 226 university of technology students. The former scale measures anxiety about learning statistics in terms of Worth of Statistics, Interpretation Anxiety, Test and Class Anxiety, Computational Self-concept, Fear of Asking for Help, and Fear of Statistics Teachers. The latter measures attitudes toward use of statistics and statistics course for which a student was registered. These African students were enrolled in Taxation, Marketing, or Accounting. Participants took a required course in statistics intended to improve statistical skills. There were 150 women and 57 men, chosen because they had no previous mathematics learning. Students' ages ranged between 16 and 26 years ( M = 20.1, SD = 2.0). There were no statistically significant sex differences on attitudes and anxiety toward statistics, but there were significant differences among areas of study programs.
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Smolla, Marco, Charlotte Rosher, R. Tucker Gilman, and Susanne Shultz. "Reproductive skew affects social information use." Royal Society Open Science 6, no. 7 (July 2019): 182084. http://dx.doi.org/10.1098/rsos.182084.
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Individuals vary in their propensity to use social learning, the engine of cultural evolution, to acquire information about their environment. The causes of those differences, however, remain largely unclear. Using an agent-based model, we tested the hypothesis that as a result of reproductive skew differences in energetic requirements for reproduction affect the value of social information. We found that social learning is associated with lower variance in yield and is more likely to evolve in risk-averse low-skew populations than in high-skew populations. Reproductive skew may also result in sex differences in social information use, as empirical data suggest that females are often more risk-averse than males. To explore how risk may affect sex differences in learning strategies, we simulated learning in sexually reproducing populations where one sex experiences more reproductive skew than the other. When both sexes compete for the same resources, they tend to adopt extreme strategies: the sex with greater reproductive skew approaches pure individual learning and the other approaches pure social learning. These results provide insight into the conditions that promote individual and species level variation in social learning and so may affect cultural evolution.
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Delgado-Lobete, Laura, Rebeca Montes-Montes, Sonia Pértega-Díaz, Sergio Santos-del-Riego, José-Manuel Cruz-Valiño, and Marina M. Schoemaker. "Interrelation of Individual, Country and Activity Constraints in Motor Activities of Daily Living among Typically Developing Children: A Cross-sectional Comparison of Spanish and Dutch Populations." International Journal of Environmental Research and Public Health 17, no. 5 (March 5, 2020): 1705. http://dx.doi.org/10.3390/ijerph17051705.
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Motor performance is influenced by individual, environmental, and task constraints. Children perform differently according to individual (i.e., sex), environmental (i.e., country), and task (i.e., type of activity) factors. However, little is known about the effect of the interaction between sex and country factors across different activities of daily living (ADL) learning, participation, and performance. The main aim of this study was to examine the relationship between sex, country, and type of activity in motor-based ADL learning, participation, and performance in five-to-eight-year-old, typically developing children. Additionally, we aimed to compare the prevalence of probable Developmental Coordination Disorder (DCD) across sex and country. The DCDDaily-Q was used to assess ADL learning, participation, and performance in 300 age and sex-matched children from Spain and The Netherlands. The prevalence of probable DCD was determined based on the total ADL performance score. Results showed that differences in ADL learning, participation and performance differed across sex and country (p < 0.05). Prevalence of probable DCD was statistically similar in both countries. These findings show that daily participation and performance in typically developing children may be influenced by individual, country, and task constraints, and that country and sex may have different influences on particular tasks.
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Idayanti, Esther, Jimmy Boaz Oentoro, and Frans Silalahi. "Biblical Perspective and Educational Domains in Sex Education: Addressing Gaps in Indonesian Sex Education." DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani 9, no. 1 (October 18, 2024): 494–509. http://dx.doi.org/10.30648/dun.v9i1.1422.
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In Indonesia, sex education is delivered in public high schools as part of the biology curriculum and under the topic of reproductive health. According to the government’s view, when schools teach students properly about reproductive health, they will have a good understanding of their sexuality. Therefore, there is no need to have any further sexual education outside of the school curriculum. However, about half of the teenagers living in major cities are involved in premarital sex, and the rate of teen abortion and HIV infections is high. This article examined the implementation of sexual education in public high schools in Indonesia using a combination of qualitative and quantitative research. The survey was done on a sample of 416 students from 30 provinces and 66 cities in Indonesia. The finding support a particular approach to sex education that incorporates cognitive, affective, and psychomotor learning aspects of educational taxonomy. We find that it is essential to develop a separate sex education module in addition to the current reproductive health topic taught in biology to encourage students to practice abstinence, rather than just teaching reproductive health.
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Abdullah, Zakaria, and Salleh Amat. "Understanding About LGBT Among Student in a Public Higher Learning Institution." Bisma The Journal of Counseling 3, no. 2 (December 30, 2019): 46–57. http://dx.doi.org/10.23887/bisma.v3i2.22659.
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LGBT culture has permeated into Malaysian society. It permeates society regardless of educational background, religion and even to students and Professionals. The purpose of this study is generally to explore the understanding of LGBT among students in an IPTA. Specifically, to research IPTA students’ understanding about LGBT issues and inquire into IPTA students’ perception among LGBT groups in Malaysia. The participants included a total of fifteen (15) IPTA students pursuing undergraduate studies were selected using the qualitative methodology was based on a semi-structured interview of LGBT issues. The participants consisting of Malays, Chinese and Indians age range 20 to 23. The study was conducted at an IPTA in Malaysia. The results of this study were analysed using the content analysis method of the respondents' actual sentences. The results of the LGBT understanding study have found themes and codes of understanding of LGBT acronyms, same-sex relationships, bisexual relationships, and gender exchange. Themes and codes relating to perceptions of religion are contrary to human nature, contrary to eastern culture and open-minded. The findings of this study can provide an in-depth understanding of LGBT in public institutions and help stakeholders formulate principles and policies to address LGBT issues.
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Wagner, Paul A. "Socio-Sexual Education Is Best Addressed as a Field of Study." Journal of Educational and Developmental Psychology 11, no. 1 (April 23, 2021): 48. http://dx.doi.org/10.5539/jedp.v11n1p48.
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Sex education typically claims to be value free. The focus of attention in this article is that sex education represents an extraordinary “teachable moment” for helping students consider the qualia of human engagements at a multiplicity of levels. Qualia is a term for the feel and hence the value of experience. Learning about the process of copulating machinery reveals little about the “feel” of sexual experience.
Sex education should address issues students will continue to confront for the rest of their lives. Typically, students seem to waffle their way through sexually relevant encounters. Allure and fear are relevant emotions students should be mindful of when considering socio-sexual engagements of any kind. Consequently, rather than focus exclusively on sexual behavior and its consequences, educators should focus on what I have previously introduced as socio-sexual education. Socio-sexual education involves game-theoretic considerations but goes further than mere cost/benefit analysis. Socio-sexual education should focus student attention on understanding of sex and social engagements generally. People live in and through their experiences and not as mere spectators of some narrative in which experience is written about. Learning to understand socio-sexual experiences allows subsequent social and sexual adjustments for improving lived experience over a lifetime. Sex education then should broaden to socio-sexual instruction and reflection.
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Rahayu, Dwi Sri, Chaterina Yeni Susilaningsih, and Chatarina Dian Indrawati. "PENERAPAN E-LEARNING UNTUK MENINGKATKAN KETERAMPILAN GURU BK DALAM MEMBERIKAN LAYANAN PENDIDIKAN SEKS TERHADAP SISWA." Jurnal Terapan Abdimas 4, no. 2 (July 30, 2019): 130. http://dx.doi.org/10.25273/jta.v4i2.4800.
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<p><strong><em>Abstract.</em></strong><strong><em> </em></strong><em>A gadget product that seems to be a mandatory equipment for students is a smartphone. Such conditions present positive and negative impacts. The freedom of students to access everything from their smartphone triggers free sex. Students feel awkward and embarrassed to ask questions or just share about their sex lives. So they tend to look for answers by accessing information needed on the internet through their smartphone. This is the driving factor for promiscuity. The aim of this PKM-S is that BK teachers have the skills to provide sex education to their students by utilizing technological sophistication. PKM-S is held at St. Vocational School. Bonaventura 1 Madiun. The method used in the implementation of the PKM-S is socialization, training, and mentoring. The results achieved are 1) students begin to dare to talk about their sex life with counselors, 2) students know the adverse effects of free sex behavior, 3) students are able to filter information about sex, 4) BK teachers provide e-learning based sex education services, 5) enhancing BK service innovation. Partners feel very helpful to provide prevention to St. Vocational School students. Bonaventure 1 Madiun in order to keep away from free sex. Because in the implementation of the PKM-S it produces products in the form of e-material which contains information about sex education, including one of them is the impact caused by free sex.</em><strong><em></em></strong></p><p> </p><p><strong><em>Abstrak.</em></strong>Produk gadget yang seolah menjadi peralatan wajib bagi siswa adalah <em>smartphone</em>. Kondisi demikian menghadirkan dampak positif dan negatif. Kebebasan siswa mengakses semua hal dari <em>smartphone</em>nya memicu terjadinya perilaku seks bebas. Siswa merasa canggung dan malu untuk bertanya atau sekedar <em>sharing</em> tentang kehidupan seks mereka. Sehingga mereka cenderung mencari jawaban dengan mengakses informasi yang dibutuhkan di internet melalui <em>smartphone</em>nya. Hal ini yang menjadi faktor pendorong terjadinya pergaulan bebas. Tujuan PKM-S ini adalah agar Guru BK memiliki keterampilan untuk memberikan pendidikan seks kepada siswanya dengan memanfaatkan kecanggihan teknologi. PKM-S dilaksanakan di SMK St. Bonaventura 1 Madiun. Metode yang digunakan dalam pelaksanaan PKM-S ini adalah sosialisasi, pelatihan, dan pendampingan. Hasil yang dicapai adalah 1) siswa mulai berani untuk membicarakan kehidupan seksnya dengan guru BK, 2) siswa mengetahui dampak buruk dari perilaku seks bebas, 3) siswa mampu memfilter informasi tentang seks, 4) Guru BK memberikan layanan pendidikan seks berbasis <em>e-learning</em>, 5) peningkatan inovasi layanan BK. Mitra merasa sangat terbantu untuk memberikan pencegahan kepada siswa SMK St. Bonaventura 1 Madiun agar bisa menjauhkan diri dari perilaku seks bebas. Karena di dalam pelaksanaan PKM-S ini menghasilkan produk berupa e-material yang memuat informasi seputar pendidikan seks, termasuk salah satunya adalah dampak yang diakibatkan oleh perilaku seks bebas.</p>
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Wheeler, Noah J., Nanlesta Pilgrim, Jacky M. Jennings, Renata Sanders, Kathleen R. Page, Penny S. Loosier, Patricia J. Dittus, and Arik V. Marcell. "Missed Opportunities to Address Pregnancy Prevention With Young Men in Primary Care." Clinical Pediatrics 57, no. 13 (August 10, 2018): 1558–66. http://dx.doi.org/10.1177/0009922818793351.
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Young men (aged 15-24 years) have pregnancy prevention needs, yet little is known about whether they perceive they learn about pregnancy prevention in primary care. A sample of 190 young men seen in primary care in one city from April 2014 to September 2016 were assessed on perceived learning about pregnancy prevention, background and visit characteristics, pregnancy prevention care receipt, and contraception needs at last sex. The majority of participants were non-Hispanic black (92%), aged 15 to 19 years (54%), seen for a physical examination (52%), and established patients (87%). Few participants perceived they learned about pregnancy prevention (32%), regardless of sexual activity (33% among sexually active participants, 26% among never sexually active). Poisson regression models determined that perceived learning about pregnancy prevention was independently associated with young men’s pregnancy prevention care receipt and contraception needs at last sex. Findings highlight the need to improve providers’ delivery of pregnancy prevention services to young men.
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Bacon, Susan M. C., and Michael D. Finnemann. "Sex Differences in Self-Reported Beliefs About Foreign-Language Learning and Authentic Oral and Written Input." Language Learning 42, no. 4 (December 1992): 471–95. http://dx.doi.org/10.1111/j.1467-1770.1992.tb01041.x.
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Nofiana, Nia, and Neneng Tasuah. "Knowledge of Children Sex Education Ages 5-6 Years Reviewed from The Implementation of Protect Our Selves Media." BELIA: Early Childhood Education Papers 9, no. 1 (June 2, 2020): 27–33. http://dx.doi.org/10.15294/belia.v9i1.28760.
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Cases of adult sex abuse against children are rampant, indicating that sex education from an early age is very important. Adults consider children as innocent beings, so they are often targeted by sex. Child innocence is also used by individuals to carry out immoral acts against children. The problem statement from this study is whether there is a difference in knowledge about early childhood sex education before and after the application of the Protect Our Selves media in learning, and whether the mean score after being given the application of the Protect Our Selves media in learning is knowledgeable about sex education is higher than the child before applying the Protect Our Selves media. The aim is to obtain facts and explain the differences in knowledge of child sex education before and after using the Protect Our Selves media and to explain that children who learn to use the Protect Our Selves media have higher knowledge about early childhood sex education than children before using the Protect Our Selves media. This research is a kind of quantitative research with the research subjects being children aged 5-6 years at Pertiwi Gambuhan Kindergarten Pulosari District, Pemalang Regency, with 31 children. Methods of data collection in the form of observation, Likert scale, documentation. Technical data analysis using descriptive analysis. The results of the study based on statistical calculations, obtained t_count = 10.36212 from the distribution list t with t_table = 2.042. So that it can be concluded that 〖t〗 count> t_table then H_0 is rejected and H_1 is accepted. So there is a significant difference between the knowledge of sex education in children before and after the application of learning through the media Protect Our Selves. Based on the descriptive analysis on the results of the calculations that have been done, the mean is 157.74 at the pretest value, and the mean is 201.65 at the posttest value. This means that the second hypothesis is accepted, that is, the child after being applied to the Protect Our Selves media has a higher knowledge of sex education than the child before applying the Protect Our Selves media.
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Haryono, Sarah Emmanuel, Henni Anggareni, Siti Muntomimah, and Didik Iswahyudi. "Impelementasi pendididkan sex pada anak usia dini di sekolah." JAPI (Jurnal Akses Pengabdian Indonesia) 3, no. 1 (June 1, 2018): 24. http://dx.doi.org/10.33366/japi.v3i1.839.
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Sex education in Indonesia is still a controversy, there are still many community members who have not agreed on sex education at home or at school. In general, the public view of sex education is considered "taboo" to talk about children, especially children of early age. the community often holds that it is not yet time for children of early age to understand about things related to sexuality. People assume that there is a time they will understand it naturally. that sex education from an early age is an effort to provide understanding to children from an early age adapted to their developmental stages (cognitive, attitude, and behavioral aspects) about the functioning of sexual devices and instinctive problems that arise, guidance on the importance of maintaining and maintaining their sex organs, and understanding of healthy intercourse and the risks that can occur around sexual problems. It takes concrete understanding in kindergarten teachers about how to implement sex education in early childhood at school. Understanding the importance of sex education in early childhood is provided in the workshop area, where teachers will have understanding and skills in implementing sex education in early childhood in accordance with the development within the child. Teachers are able to create a daily learning plan that contains sex education in it. It is hoped that the implementation of sex education in early childhood at school can help prevent children from sexual violence.
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Mortazavizadeh, Seyyed Heshmatollah, Mohammad Reza Nili, Ahmad Reza Nasr Isfahani, and Mohammad Hassani. "Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes." Journal of Education and Learning 6, no. 4 (September 19, 2017): 354. http://dx.doi.org/10.5539/jel.v6n4p354.
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This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.
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Naar, Jill Juris, Raven H. Weaver, and Libbie Sonnier-Netto. "TEACHING SEX AND AGING TO PRE-PROFESSIONALS: EXPERIENTIAL LEARNING OF A TABOO TOPIC." Innovation in Aging 3, Supplement_1 (November 2019): S538. http://dx.doi.org/10.1093/geroni/igz038.1977.
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Abstract Myths and stereotypes of sex in late life prevail (e.g., sex becomes unimportant or irrelevant; sex gets worse as individuals age; older adults are asexual). Unless the workforce is adequately prepared and knowledgeable to address the sexual health needs of older adults, it is difficult to disrupt ageism that contribute to discrimination against older adults. Methods: We evaluated a two-day experiential workshop designed for students to develop factual community resources and educational materials related to sex and aging. Results: Using content analysis, we examined open-ended responses from 41 students. We identified three themes that depicted the value of experiential learning, specifically for this taboo topic. Students (1) increased awareness of late life sexual health and behaviors, (2) demonstrated comfort and creative strategies to discuss sex, and (3) appreciated the opportunity for transferable pre-professional skill development. Discussion: Providing pre-professional training helped close the knowledge gap about basic gerontological issues and issues specific to sexual health and sexual behaviors in late life. Students perceived the flipped classroom and collaborative structure of this experiential workshop as beneficial and practical for their learning and professional preparation. They developed skills for translating knowledge into practical resources that likely will transcend professions. Emphasizing the potentially uncomfortable topic of sex and aging provided students an opportunity to increase their comfort when addressing issues they will experience in their various professions. It is critical for gerontology educators to identify strategies to deliver sex and aging education among professionals to enhance interactions with older adults.
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Mahmud, Murni. "LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 172. http://dx.doi.org/10.15639/teflinjournal.v21i2/172-185.
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his paper highlights the impact ofgender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These differentstyles of female and male students in learning English were affected by the notions of women’s language.
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Pollard, Nick, and Dikaios Sakellariou. "Sex and Occupational Therapy: Contradictions or Contraindications?" British Journal of Occupational Therapy 70, no. 8 (August 2007): 362–65. http://dx.doi.org/10.1177/030802260707000807.
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The issue of sex is often avoided in or excluded from occupational therapy. This opinion piece argues that the exclusion of sex contradicts the holistic and client-centred arguments of occupational therapy and can lead clients to the adoption of precarious occupations in order to pursue their sexual needs. It offers an overview of some of the reasons for the exclusion of sex discourses from occupational therapy and calls for an appreciation of clients' sexual needs. By learning more about clients' experiences, occupational therapists can establish priorities towards shared outcomes and facilitate the maintenance, development and re-establishment of meaningful occupational lives.
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Higgins-Opitz, Susan B., and Mark Tufts. "Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance." Advances in Physiology Education 36, no. 2 (June 2012): 116–24. http://dx.doi.org/10.1152/advan.00132.2010.
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The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.
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Card, Claudia. "Addendum to “Rape as a Weapon of War”." Hypatia 12, no. 2 (1997): 216–18. http://dx.doi.org/10.1111/j.1527-2001.1997.tb00027.x.
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Learning about martial sex crimes against men has made me rethink some of my ideas about rape as a weapon of war and how to respond to it. Such crimes can be as racist as they are sexist and, in the case of male victims, may be quite simply racist.
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Castro-Vázquez, Genaro, and Izumi Kishi. "`Nemureru Ko Wo Okosu Mono Dearu': Learning About Sex at a Top Ranking Japanese Senior High School." Sexualities 5, no. 4 (November 2002): 465–86. http://dx.doi.org/10.1177/1363460702005004005.
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Muhimmah, Syiddatul, and Nilamsari Damayanti Fajrin. "Urgensi Pendidikan Seks melalui Pendidikan Karakter bagi Anak Usia SD." Antroposen: Journal of Social Studies and Humaniora 1, no. 2 (December 3, 2022): 105–12. http://dx.doi.org/10.33830/antroposen.v1i2.4076.
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Sex education is very important for elementary school age students if it is implemented properly, but there are still many teachers and parents who are still unable to implement it. Characteristics of students who tend to be stubborn and difficult to advise will find it difficult to absorb important knowledge given by teachers and parents. If students lack knowledge about sex education, it is possible that sexual violence can occur. Sexual violence against children can occur if the child does not know at all about sex education. This study aims to describe the problems found regarding the urgency of sex education through character education at the age of elementary school children. This article uses a qualitative method with a case study approach model. Research that uses the case study method, carried out an in-depth examination of a case by using systematic methods of observing, collecting data, analyzing information, and reporting the results. The results of the study can be concluded that sex education can be applied in learning at school by providing knowledge about the function of the reproductive organs by instilling moral, ethical, and religious commitments, so as to avoid abuse of reproductive organs. If the child already understands about sex education, then it can be ascertained that the child can be protected from sexual violence.