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benefit of sex education for children
benefit of sex education for children
effects of sex education to students research paper introduction
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When I was five, someone informed me of the startling fact that it is the male seahorse, not the female, that gives birth. It was the first fact I can remember learning, probably because of how much it shocked me at the time. The next day I went to school, eager to share my new knowledge with everyone I met. Starting with my teacher as she helped me out of my pink, puffy jacket and moving on to conversations on the swing set and surreptitious whispers during naptime, I quickly ensured that every child and teacher in my pre-school class was well-informed about this reproductive quirk unique to the seahorse.
The website of a famous liberal-arts college cites a quote from alumnus David Foster Wallace’s Infinite Jest: “’’ I read,’ I say, ‘I study and read. I bet I’ve read everything you’ve read. Don’t think I haven’t. I consume libraries. I wear out spines and ROM-drives. I do things like get in a taxi and say, “The library, and step on it.”’” I wish I could return to my five-year-old self with this quote in hand. I agree wholeheartedly with Wallace’s attitude towards learning. I have always sought knowledge from any available source—from the time I first started reading at age four, to later years, when a teacher’s fleeting allusion to a historical mystery, such as Amelia Earhart, Easter Island, and Uri Geller, would send me rushing to the library for answers, my size six Nikes performing the task of Wallace’s taxi. My insatiable need for knowledge has led me to work in various environments—for instance, I have interned in Thailand where I engaged in comprehensive lectures and discussions examining modern international global issues, bioethics and medical bioethics, visited various sites and hospitals, including one that focused ...
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...erfect example of the true beauty inherent to the exchange of knowledge.
As a five-year-old, told an arbitrary fact about a sea creature, I became stubborn in my insistence at sharing it with everyone I saw. And to the inevitable incredulity some classmates expressed upon hearing this truth, I growled. In the intervening years, I have learned the value of different viewpoints and the ways in which fact and opinion inevitably blend. I want you to hear me, but I am also interested to hear why you disagree. I want you to change my opinion because, and even if you do not succeed, I want your attempts at persuasion to be as passionate as mine. I want you to take what you learned from me and pass it on to others; I will do the same with what I learn from you.
I hope, one day, to have a long conversation with Mr. Wallace. I believe we would have much to talk about.
18 February 2014 “NSTA Position Statement: The teaching of Evolution”. NSTA.org. -. nd. Web. The Web. The Web.
Co-author of “They Say/I Say” handbook, Gerald Graff, analyzes in his essay “Hidden Intellectualism” that “street smarts” can be used for more efficient learning and can be a valuable tool to train students to “get hooked on reading and writing” (Graff 204). Graff’s purpose is to portray to his audience that knowing more about cars, TV, fashion, and etc. than “academic work” is not the detriment to the learning process that colleges and schools can see it to be (198). This knowledge can be an important teaching assistant and can facilitate the grasping of new concepts and help to prepare students to expand their interests and write with better quality in the future. Graff clarifies his reasoning by indicating, “Give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in Source over the student who writes a life-less explication of Hamlet or Socrates’ Apology” (205). Graff adopts a jovial tone to lure in his readers and describe how this overlooked intelligence can spark a passion in students to become interested in formal and academic topics. He uses ethos, pathos, and logos to establish his credibility, appeal emotionally to his readers, and appeal to logic by makes claims, providing evidence, and backing his statements up with reasoning.
In “Hidden Intellectualism,” Gerald Graff pens an impressive argument wrought from personal experience, wisdom and heart. In his essay, Graff argues that street smarts have intellectual potential. A simple gem of wisdom, yet one that remains hidden beneath a sea of academic tradition. However, Graff navigates the reader through this ponderous sea with near perfection.
In this short essay Bill Daly begins by telling us that he will be assessing arguments to keep marine parks open and he will be point out reasons why they actually don’t carry any weight. The overall conclusion that daily made in this essay was that marine parks should no longer be kept open because they are useless and in some ways can be considered to be animal cruelty or no new animals should be captured for their uses. In the essay I found that there were four major premises that can clearly be found. The first major premises can be found in the second paragraph, where it says that ‘there are many more locations where the marine life can be found naturally compared to marine parks’ (Bill Daly, para 2). The second premise was located in the third paragraph, where the Daly tells us the ‘by moving the marine life out of its natural habitat we are affecting their behaviour and making any research that is conducted on them unreliable when it comes to their natural behaviour’ (para 3). The third major premise that I found was in the fourth paragraph, where it says that the ‘parks could be considered tourist attractions but a majority of tourists come to see wildlife in its natural habitat and not in cages’ (para 4). The fourth and final premise that I found was in the fifth paragraph, in this paragraph Daly says that ‘the parks can be cruel to the animals they hold because they put a restriction the freedom they would normally have in the wild’ (para 5). In the end I believe that Daly has created a good inductive argument against the use and creation of marine parks.
The speech is arranged into short paragraphs, providing an example in almost every one. Everyone is familiar with commencement speeches. They are usually used to congratulate a group of people and tend to be looking towards the future. Instead of congratulating the students at Kenyon College, Wallace challenges them. The essay opens with a metaphor about two young fish that do not realize what water is, setting the tone for the rest of the speech. Wallace proceeds to describe how completely oblivious society is to the world around us, just like the fish. Wallace supports this claim through examples within the speech. His use of examples rather than facts or statistics weakens his claim. If more facts or statistics were used his claim would become more convincing. His rationalization come in the form of the short stories that illustrate the choices people make in their everyday lives. He...
...to 300 individuals, the newborn seahorses are independent of parental care and the male is free to fertilize and accept more eggs(Lourie 11). The offspring bearing roles displayed by Hippocampus spp. is an extreme shift in relation to many other species of kingdom Animalia, of which the bearing of young is predominantly carried out by females. According to Foster, growth rates throughout the life cycle and the duration of the life cycle of seahorses in the wild varies between species and cannot be determined due to insufficient research data(foster 22). Once sexual maturity is reached, often determined by the presence of a brood pouch in males, adults are able to reproduce. During reproduction, the overwhelming majority of Hippocampus species display monogamous behaviors, usually mating with the same partner for the duration of the mating cycle(lourie 10-11).
...old, xenophobic white men don’t want just anyone off the street joining them for intellectual discussions over Sunday tea . This is why Wallace advocates for students in high school and college to learn SWE; if students are able to present themselves in a more erudite and intellectual manner by using SWE, it can provide them with more opportunities to ascend the “social ladder” as they will have a stronger foundation for academic and professional success. Using SWE will not guarantee that a student will become a doctor or a lawyer, however, they will have the opportunity to expand their education and achieve that ranking if they wish.
... pedagogical arguments, such as teaching a person how to critically think, to ignore the ethics of their dogma and focus on superficial emotional appeals and easily understood logical appeals. By ignoring ethics in pedagogical arguments, the argument becomes less about teaching and more about explaining a certain viewpoint, focussing less on whether this is the right viewpoint and more on the author’s personal reasons supporting it. Second, in This is Water specifically, analysing this speech causes the writer to not only become a critical thinker like Wallace wanted, but also extend Wallace’s arguments in directions that he failed to properly explore, like activism.
Essential to most commencement speeches is the topic of the value of a liberal arts education. We’re not taught what to think but how to think, and Wallace says that this cliché is true. However it is not “the capacity to think but rather a choice of what to think about” (Wallace 2005). Wallace suggests that we need to be aware of what’s going on around us and choose what we pay attention. He gives the example of the average adult work day and the tediousness that causes frustration be...
The commencement speech given by David Foster Wallace in the autumn of 2005, is a very deep speech that examines the whole idea of a Liberal Arts education at an extremely deep and intellectual level. In the 22 minute long speech Wallace talks about how higher education not only teaches you to think but “how to exercise some control over how and what you think.” (Wallace). Wallace later in his speech stresses the importance of this level of thinking by saying “if you cannot exercise this kind of choice in adult life, you will be totally hosed” (Wallace) What he means by saying this is that if you cannot think at a higher level and make sense of real world problems your life will become meaningless and you will become dead inside your head.
In today’s society everyone seems to have an opinion on everything. It seems the more uninformed one is on a subject the more strongly the feel about it. Occasionally there are those who address issues they are well informed on in a well-organized and civilized manner, weighing both the pros and cons of the side they advocate. Brandon M. Middleton does an exceptional job of this in his article on the Endangered Species Act, where he talks about the effectiveness of the Federal government’s current involvement with endangered species.
A professor of mine once posed the question: “What do you truly know?” My obvious initial response was, “What do you mean, what do I know? Isn’t that why I’m here? To expand upon the wealth of knowledge that I already know?” After tossing the question around for a few days, I finally realized what she was getting at--knowledge equals experience, and experience promotes memory. In today’s culture of hypertext and cyberspace, the opportunities for experiential learning are becoming a thing of the past. The bard has been replaced by digital and virtual technology that effectively stores the information we need to know into a confined space, thus giving the modern literate a license to forget. The elimination of experience squelches memory.
In 1859, Charles Darwin published his groundbreaking Origin of Species, which would introduce the seminal theory of evolution to the scientific community. Over 150 years later, the majority of scientists have come to a consensus in agreement with this theory, citing evidence in newer scientific research. In an average high school biology classroom, one may imagine an instructor that has devoted much of his life to science and a predominantly Christian class of about twenty-five students. On the topic of evolution, one of the students might ask, “Why would God have taken the long route by creating us through billion years of evolution?” while another student may claim “The Book of Genesis clearly says that the earth along with all living creatures was created in just six days, and Biblical dating has proven that the earth is only 6000 years old.” Finally a third student interjects with the remark “maybe the Bible really is just a book, and besides, science has basically already proven that evolution happened, and is continuing to happen as we speak.”
People with disabilities face many obstacles throughout their life. There are many things that can be done to ensure that a person with disabilities reaches their full potential. People with disabilities face many issues pertaining to lifelong learning such as; the beginning diagnosis, early intervention, assessments, educational progress and transitional programs.
‘Own attitudes towards and knowledge about the variety of people we teach. The way we speak and behave will say something about you, your perceptions and expectations of your students… As a tutor, you have a professional duty to behave in non—biased ways that are acceptable to all. This means recognising that every adult is of equal worth irrespective of ethnicity, gender, ability background or disposition, and working with each person to the best of your ability in order to further his/her achievements’ (2006:43).