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My experience with self evaluation
Importance of self-assessment
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Self Evaluation
I recently gave a speech on the inefficiency of abstinence-only sexual education in America. Though I was proud of my overall performance, there were definitely some things I could improve on. Thankfully, there are steps that I can take in order to improve. I believe that I did well speaking clearly, relating to the audience, and citing good information. While giving my speech, I was conciously reminding myself to speak with good diction, and to go at a pace slow enough for the audience to understand, yet fast enough so they are not bored. I also related to the audience. I showed them how my topic affects their every day lives and what our school would look like if our policies were different. I also pride myself on citing
The speaker organized the presentation very well and made it easy to follow for the audience. She chose words that got the message across clearly and were not difficult to understand. Since this was targeted at a younger audience, she simplified the concepts and was very specific. The sentences of the speech were structured appropriately, and had no grammatical errors. She also included some transitions in between, especially when moving from one idea to the next which made the flow
Upon reviewing my speech, I can understand where I need to improve my speaking skills, as well as places where I just need to fine-tune them. I chose to talk about skiing because it is an activity that I look forward to every winter, and knowing I had a trip out west over break I knew I would be able to talk about this topic easily. Although I do think that I gave an effective speech, I think there were many things to learn from the overall content, organization, and delivery of the speech. The content of my speech was an area that I think was adequate for an informative speech.
It may surprise people how much of the information in abstinence-only curricula is inaccurate. More than 80% of the abstinence-only curricula used by over two-thirds of Special Programs of Regional and National Significance Community-Based Abstinence Education (SPRANS) grantees contain false, misleading, or distorted information about reproductive health ("What the Research Shows”). According to a 2004 study by the Government Reform Committee Staff, out of the thirteen most commonly used abstinence-only education curricula, only two are completely accurate. The other eleven, used by sixty-nine organizations in twenty-five states, contain medical inaccuracies, treat gender stereotypes as facts, blur religion and science, and contain outright
Students should be informed about more than just “don’t have sex” because eventually it is going to happen and they need to be educated on the proper way to handle the situations. Because students are mostly taught abstinence it has created the situation to where researchers find” Abstinence-only education, instead of reducing the spread of sexually transmitted diseases, has made teenagers and young adults more vulnerable to ST...
Rector, Robert. "Facts about Abstinence Education." The Heritage Foundation. The Heritage Foundation, 30 Mar. 2010. Web. 17 Nov. 2013.
This is a website page edited by Sue Alford, the Editor and Director of Public Information Services for Advocates of Youth, a nonprofit organization in Washington D.C. This advocacy group promotes efficient sexual education and is dedicated towards STI and HIV/AIDS prevention. Alford contrasts comprehensive and abstinence-only education through a descriptive table that lists how they differ in curriculum, methods of teaching, and attitudes towards sexual activity in adolescents. This source will help me see the distinctions between the two methods of education, allowing me to interpret the pros and cons of each.
Not unlike most debates, there are two major schools of thought when it comes to sex education in schools in the United States of America. One side believes that teaching abstinence to students helps them wait till marriage in a society that constantly pushes sexual imagery and language at them. Such people are supporters of what is known as abstinence based and abstinence-only education. The other side believes that students should receive comprehensive sexual education, where they are provided detailed information about intercourse, contraception, including abstinence, and STI transmission/treatment (Masland 2004). Sex education in the United States has consistently been a debate since the 1960 's. The controversy lies mainly in what schools should and should not be allowed to teach. The most common contention points are: birth control and contraception, Homosexuality (LGBTQ), abstinence-only, HIV awareness and education, and abortion. Objectively this
Rose states that sex educations in many schools are fueled by an evangelist viewpoint, which promotes information that may oftentimes not even be medically accurate. The main conflict with the promotion of a sex education that is intertwined with evangelist viewpoints, is that the education provided is not accurate, nor realistic, and therefore can be more harmful to students than helpful. The sex education programs provided revolve around programs that advocate abstinence-only relations. The issue with promoting abstinence-only sexual education programs, as noted by Rose, is that the programs do not halt many social problems that can be solved by promoting factually based sex information to young adults. An important factor to consider when evaluating the damage created by abstinence-only programs, is the fact that they do not prepare teenagers and young adults with the information to decide on safer choices when it revolves around their own autonomy. Rose supports her claim with information that proves that abstinence programs do not work in the manner in which its advocates wish it will; she reveals information that locations with only religious based abstinence only programs have higher rates of teenage pregnancy, which contrasts to areas having
"Sex Education Is More Effective Than Abstinence-Only Education." Do Abstinence Programs Work? Ed. Christina Fisanick. Detroit: Greenhaven Press, 2010. At Issue.
In this video, the supervisor talks to a student, Jo, about problems arising during clinical placement. The supervisor appears to have used the Subjective Objective Assessment Plan1 format to plan her intervention. She has collected subjective data from ward staff indicating a lack of empathy with patients. She has gathered objective information on specific instances of behaviours2 to assess the problem, develop an action plan, and then implement it.
For this project, I was assigned the role as the researcher and I covered Section 1: Overview/ Analysis and Section 2: Research. I responded to all text messages in a timely manner. I completed my assigned tasks in a timely manner. I contributed ideas to the project whenever I could. I assisted Gladys with the editing of the Final paper.
Sexuality has so much more to do with not having sex than it does actually having sex. Those who have had a comprehensive sex education would understand this. Those who are unfortunate to not have had comprehensive sex education would not understand this. Comprehensive sex education is not limited to not only sexual behaviors but encompasses a whole ray of topics. Furthermore, the comprehensive method supports young people by giving them the knowledge and skills they need in order to have healthy sexual lives. Research has revealed that comprehensive sex education has positive results in reducing unprotected sex, teen pregnancies, and STI’s (Starkman and Rajani 2002). So why not comprehensive sex education? This paper will evaluate both comprehensive sex education and abstinence-only sex education.
I believe it is important for any student who wants to do their best in a class to take a moment to evaluate their own work to determine the rate their writing is progressing and how they can continue to advance their writing. When I looked through my own work I asked myself “what have I learned this semester?” and “what do I still need to learn in order to improve my writing?”. Answering both these questions will help me with my last step of my self-evaluation, developing a plan to learn new skills.
In America, a multitude of studies has concluded that abstinence-only sex education is ineffective in comparison to comprehensive sex education. Moreover, proponents of comprehensive sex education claim, “abstinence-only curricula . . . contain false or misleading public health information” (Beh, Diamond, 2006, p.13). However, the main premise of this paper is to explain that abstinence-only sex education is an appropriate approach to minimizing the rate of teen pregnancies and sexual diseases not if abstinence-only sex education “contain false or misleading public health information” (2006). Educational institutions and their focus are
Making a successful public presentation or speech to an audience was a very big task for me before I joined the public speaking class. I was always frightened and very nervous. Since then I now understand the process of making a speech or a presentation including coming up with a topic and from this topic develop the main points of the speech, research, organize my points, revise them, edit and make a magnificent presentation to any audience. People in the audience might sometimes agree or disagree with my opinion or points, it was therefore necessary to communicate my information clearly to the audience without making any judgments since every person was entitled to a different opinion and views about things.