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Lets Talk About Sex Education Essay - 1571 Words

Comprehensive sex education should be taught in public schools. The youth of today cannot make educated decisions regarding sex if they are not properly educated. Not educating America’s youth in all aspects of sex education is comparable to allowing them to drive without being taught. This choice of not allowing comprehensive sex education is schools is dangerous and can have life long consequences. These consequences will not only affect the individual but can ultimately affect America. It is vital for Americans to begin giving their youth the education that is needed. Pre-teenagers and teenagers are having sexual intercourse or participating in other sexual acts. According to the Center of Disease Control in 2009 46% of students have†¦show more content†¦Teen births and sexually transmitted infections have long-term effects and directly affect America. America’s youth needs sex education in schools. Family has always been the main educators when it comes to sex. The issue with that is that what is being taught is only for their children not to have sex. There is no discussion to cover any other aspects (Richardson, 1995). Most students are learning about sex from being in school, their friends and the media. If the youth is only hearing not to have sex from their parents and educators then the majority of what they are learning is coming from the wrong places. Media and peers of their own age cannot be accurate sources of information (Richardson, 1995). If parents are unable or unwilling to discuss sex with their children then the gap has to be filled. Comprehensive sex education allows students to cover many diverse topics involving sex. This education explains what sexually transmitted infections are, transmission and prevention. Another important factor is comprehensive sex education discusses the different types of contraceptives and the proper way to use them to increase effectiveness (Landry, 2003). Comprehensive sex education prepares the youth for peer pressure, what are inappropriateShow MoreRelatedPersuasive Essay On Abortion723 Words   |  3 PagesI’d like to discuss something that should be a totally uncontroversial topic. Unfortunately, it has become a bit controversial over time. Let’s be honest for a minute, if you think about it, over a billion couples will have sex with one another and rightfully so. My philosophy is that all these men and women should be free to decide for themselves whether they want to or not conceive a child. Whether or not they want to start a family. They have the right to make that decision for themselves. InRead MoreShould Condoms Be Given in Schools Essay745 Words   |  3 Pagesaborted in this country. Many which are born to young people with little or no education about condom use and sex. With a little education about condom use and safe sex many of these unnecessary pregnancies could be prevented. Many parents do not edu cate their children about sex; therefore the burden usually falls on the schools. Condoms should definitely be readily available in the school system, along with a Sex Education program that includes how and why to use condoms properly. Some of usRead MorePros And Cons Of Pornography731 Words   |  3 Pageshealth programs, states in the article â€Å" Let’s Talk about Sex.†, â€Å"†Sexuality is a great thing. It’s not something you should be afraid of.†Ã¢â‚¬  (Lobron, par. 21). Pornography and sexual contact is a part of daily life for many citizens over the age of sixteen and should not be punished just because people participate in watching sex acts through the internet. According to the article â€Å"Watching Porn Not a Big Deal, Study Suggests.†, â€Å"Watching porn promotes casual sex and infidelity, and curbs relationshipRead MoreDana-Hall Case Study Essay1035 Words   |  5 PagesDana-Hall, is a well known and respected all-girl boarding and day school (6-12 grade) competing in a time period in which social attitudes towards single sex education is shrinking. Measures of demographics and social trends indicate a clear shift towards a co-educational school env ironment. This new reality, where demand is decreasing faster than supply, results in declining numbers of potential female applicants over which the last four all-girl boarding and day schools are aggressively competingRead MoreSex Education in Schools657 Words   |  3 PagesSex Education in Schools Nineteen-fifty five marked the debut of sex education programs in schools in the United States. Along the years, many have argued whether or not sex education should be taught in schools. Many believe that the education of sex encourages students to engage in sexual activities which lead to a higher number of pregnancies and sexual transmitted diseases (STD’s).The U.S. is the leading country in teen pregnancies and STD’s As the number of unplanned pregnancies and sexuallyRead MoreAll Schools Should Teach Sex Education Programs962 Words   |  4 PagesAll Schools Should Teach Sex Education Programs Young children have curious minds to many things, and even though they are told â€Å"no† or to â€Å"stay away†, they tend to act on that curiosity. This also applies to sex. Kids see it on the television, hear it in music, see it on the Internet and start asking about it. Some parents believe that teaching a Sex Education program should just consist of abstinence and nothing more, due to the belief that exposing young children to sexual activity would encourageRead MoreSex Education : Encyclopedia Of Gender And Society946 Words   |  4 PagesConnell, Erin. Sex Education. Encyclopedia of Gender and Society. Ed. Jodi O Brien. Vol. 2. Thousand Oaks, CA: SAGE Publications, 2009. 745-748. Gale Virtual Reference Library. Web. 30 Sept. 2015. This article has a really good explanation and a history behind. Sex education began during the 19th and early 20th centuries. This type of education debate or reveals a range of attitudes, values and also belief about the children, adolescent, sexuality, and gender. During WWI soldiers were infectedRead MoreEssay on Teenage Pregnancy and Prevention1320 Words   |  6 PagesTherefore, implementing an in depth sex education class covering parenting in schools will allow teens to fully understand he consequences of having protected or unprotected sex. All children deserve love and care from their parents. The United States has a higher rate of teen pregnancy than other countries because one is not open to talk about sex with a child once puberty emerges. The Telegraph (2007) reads that the Dutch is more open with children about sex, however, some of the approaches thatRead MoreLet s Talk About Sex1410 Words   |  6 Pages2017 Let’s Talk About Sex Living in a world where sexual imagery is produced rapidly throughout the media makes controlling what children are exposed to difficult. Rather than trying to control what a child is exposed to, it is important to know what children learn, especially when it comes to sexual health and sexuality. Many teenagers who are sexually active are not provided with educational resources informing them of the risks and consequences that come with having sex and unprotected sex becauseRead MoreSex Education Is A Process Of Building A Strong Foundation For Sexual Health1166 Words   |  5 PagesSex Education According to Rhiannon Lucy, â€Å"Sex education is a process that begins at birth and continues until the day you die. It is a process of building a strong foundation for sexual health†. There are many misconceptions and non-factual opinions that accompany along the topic of sexual education, even though it may constantly discussed. Sex may includes sexual development, reproduction, intimacy, gender roles and relationships. At home parents may be nervous when discussing this particular topic

The Performing Arts and the Social Sciences Free Essays

Music Storytelling: When all of the slaves were freed in The Invisible Princess, there was â€Å"music and dancing and storytelling. † Visual Art: Faith Ringgold says that â€Å"art is about more than just technique and style. It’s about ideas† ( Talking to Faith Ringgold, p. We will write a custom essay sample on The Performing Arts and the Social Sciences or any similar topic only for you Order Now 23). She gets her ideas from events that are happening around her. (Refer to the painting on pp. 23-24. ) Creative Drama: Martin Luther King, Jr. is famous for his â€Å"I Have a Dream† speech. The class can spin ideas from the book and research other African Americans who made a big impact on the freedom of their race. From here, the class can stage a production play. Language Arts: The Invisible Princess is an original fairy tale. The conflict in most fairy tales is good vs. evil. Fairy tales originated from dreams. Social Studies: The location of the terminals on the Underground Railroad are all across the United States. Tar Beach is set in Harlem during the Great Depression. Science — Cotton was grown on most of the large plantations in the South. The students can learn about the production of cotton and the other industries related to it. 2. Harry Sue by Sue Stauffacher, Illustrated by Sue Stauffacher. Yearling (April 10, 2007) Harry Sue is the moving, heartfelt, and sometimes funny story of a girl desperate for her mother’s love, and how compassion, resilience, and friendship can help a person survive just about any hardship that life can dish out. The Performing Arts and the Social Sciences Language Arts: Early on in the book, Harry Sue says, â€Å"Everybody has a back story, Fish. Garnett, Mary Bell, Homer, me. Remember that when you’re eyeballing a new con. The real story starts somewhere in the past. † (p. 23) This can be a good writing exercise for students; they will think about their â€Å"back stories† and create a narrative. Drama: There are parts of the story that are especially suited to a live performance, such as the standoff between Harry Sue and Granny in the basement, or one of the meals that Baba and Harry Sue share together in the art room. Students can learn their lines and to rehearse their scenes for a performance. Social Studies: Baba shares with Harry Sue his experiences and terrible personal loss as one of the â€Å"Lost Boys of Sudan. † The students can learn about the Sudanese civil war that resulted in thousands of refugees, and the story of how many of these boys were brought to the United States to start a new life. As a child of an incarcerated parent, Harry Sue is at greater risk of dropping out of school, abusing drugs and alcohol, experiencing mental illness, and committing crimes than children whose parents are not imprisoned. Students can research children of prisoners and and report on their findings. As an extension, the students can brainstorm what they can do as a class to help children of prisoners in their own community. Science: With a T-5 spinal cord injury, Homer Price is a quadriplegic. Unable to use his four limbs, he can only use the parts of his body above the neck: his head, mouth, and tongue. J-Cat introduces Homer to a device that allows him to draw using a light pen held in the mouth. With technology, Homer is again able to work out his inventions on paper. Students can research advances in spinal cord injury technology, and how severely disabled people like Homer are using these technologies to better their lives. Harry Sue finds solace in Mrs. Mead’s garden, and at the end of the story, she gardens with Moonie Pie and the other children at Baba and J-Cat’s day care center as a way of healing her heart and her brain. Students can research gardening or horticultural therapy and how it is used. In the spring, plant a Harry Sue flower garden with native flowers and plants that are as tough and resilient as Harry Sue. Art: J-Cat compares Homer’s situation to that of the great artist Henri Matisse toward the end of his life. When Matisse was no longer able to hold a paint brush, his assistants fastened a pencil to his hand so he could continue to draw. He also used large scissors to create the body of work known as cutouts. Students can explore the late work of Henri Matisse via the public library and the Internet. Students can then create their own cut paper collage inspired by the work of Matisse. BOOKS FOR GRADES 4-8 1. The Egypt Game by Zilpha Keatley Snyder, Yearling (December 1, 1985) In The Egypt Game, April Hall, an insecure and lonely 11-year-old, comes to live with her grandmother and surprises herself when she forms an immediate friendship with her neighbor Melanie Ross. April and Melanie, who share an unusual interest in ancient Egypt, use their intellect and vivid imaginations to develop an elaborate game of â€Å"Egypt. † Gradually, the game becomes more and more real, and frightening things begin to happen in the neighborhood. The children are faced with a soul-searching question: Has the game gone too far? The Performing Arts and the Social Sciences Language Arts: Each participant in The Egypt Game chooses an Egyptian name and its hieroglyphic symbol. Students can research library about the gods and goddesses of ancient Egypt. They can select an Egyptian name for themselves and create its hieroglyphic symbol. They can also compose a paragraph telling why they selected their particular names. Mysteries are solved in The Egypt Game and The Gypsy Game. At the end of The Egypt Game, April and Marshall’s picture is in the newspaper along with a story about how Marshall helped the Professor save April. Students can write the article that appears in the newspaper. They can include quotations from each of the children of â€Å"Egypt,† various people from the neighborhood, and the Professor. Theater Arts: The characters in the book commune in a vacant lot where they play a game where they play specific roles as they try to reenact ancient Egyptian rituals. Students can learn about drama and how to study and act out a character. A play production of the book can also be staged. Social Studies: April and her friends conduct research about Egyptians and Gypsies before engaging in their games. Students can be asked to name other ancient cultures that they have studied, such as the Incas and Aztecs, and the ancient Babylonians, Chinese, and Greeks. Students should be equipped to speculate on which of the cultures would most likely interest April and Melanie and why. The Egypt Game, the children decide to perform an Egyptian â€Å"Ceremony for the Dead. † They think they will mummify the bird. Students can research the process of mummification, and how scientists determine the age of ancient mummies. 2. Adam of the Road (Puffin Modern Classics) by Elizabeth Janet Gray. Puffin (October 5, 2006) Adam of the Road is the story of eleven-year-old Adam who wishes to be a minstrel like his father, Roger. The story takes place in thirteenth-century England. Adam with his minstrel father, Roger, and his faithful cocker spaniel, Nick, are on their way to the Fair of St. Giles. Even good minstrels like Roger are not kept by their masters during the summer months and are forced to travel the countryside in search of work. While walking along the great roads of southern England, Adam’s dog, Nick, is stolen. As he tries to catch the thief, he becomes separated from Roger. So begins a time of adventure for Adam. During nearly a year, while Adam continues to look for his dog and his father, he meets many strangers — jugglers, minstrels, plowmen, and nobles — who try to convince him that their life is best. Instead, Adam chooses to be a minstrel and is completely happy when he is reunited with his beloved father and his dog. The Performing Arts and the Social Sciences Language Arts: The English used in the book is mostly the terms used in the time of its printing, and outdated words are to be encountered. The book is for seventh grade Language Arts and fits well within an interdisciplinary unit on the Middle Ages. There are also 29 other books cited in the book, as well as excerpts from poetry. Students can research such literary pieces and that could be an aid to them in learning about the literature of Medieval Europe. Performing Arts: Music is a vital aspect of this book, as the main character is a singer and also a harp player. Moreover, the minstrels in the book also are singers. There is a great deal of singing here, and many characters are described as singing famous songs of that time. Social Studies: When the students are studying Medieval Europe in social studies, they can be reading Adam of the Road and researching life in the Middle Ages in Language Arts class. In the book, the presence of minstrels and knights in specific are interesting points to tackle. History: The book is set in Medieval Times and students can also research about the significance of that era and how we can relate the events in that time to our time today. There can be sessions where students can compare and contrast the past and the present. Science: Science as we can deduce, is not yet as advanced in the book as it is today. People back then travel by horse-drawn vehicles such as carriages and horse carts. Students can research about how transportation evolved and the Medieval Times may be their starting point. REFERENCES Pat Scales, Director of Library Services of the South Carolina Governor’s School for the Arts and Humanities in Greenville, SC. http://www. randomhouse. com/catalog/display. pperl? isbn=9780517885437view=tg Colleen Carroll, Education Consultant, Curriculum Writer and Author. http://www. randomhouse. com/kids/catalog/display. pperl? isbn=9780375832741view=tg http://www. randomhouse. com/teachers/catalog/display. pperl? isbn=9780440422259view=tg Deborah Gaulin 1997. http://www. sdcoe. k12. ca. us/score/adam/adamtg. html Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold, Illustrated by Faith Ringgold. Dragonfly Books (1995) Harry Sue by Sue Stauffacher. Illustrated by Sue Stauffacher. Yearling (2007) The Egypt Game by Zilpha Keatley Snyder, Yearling (1985) Adam of the Road by Elizabeth Janet Gray. Puffin (2006) How to cite The Performing Arts and the Social Sciences, Papers

John Coltrane free essay sample

This study documents and analyzes cyclic patterns used as melodic vocabulary in John Chlorates improvisations from compositions of 1965 to 1967. The analysis is categorized in two distinct sections. The first section analyzes melodic vocabulary that Is derived from the cycle of descending major thirds progressions found In the compositions of 1 959 to 1960. The second section analyzes melodic vocabulary that is derived from Nicolas Solemnitys Thesaurus of Scales and Melodic Patterns using the theoretical terminology incorporated In the treatise. Musical examples consist of patterns from the Thesaurus and excerpts from selected Improvisations of John Coloration as transcribed by Andrew White. Important scholarly contributions relevant to the subject by Carl Hollowed, Lewis Porter, David Dempsey, and Walt Whiskies are Included. Every effort has been made to cite Interviews with musicians and commentaries by writers contemporary to that period of time with special emphasis on the Important influence of Theologies Monk, Males Davis, and Ornate Coleman. John William Chlorate was born in Hamlet, North Carolina, on September 23, 1926.Two months later, his family moved to High Point, North Carolina, where he lived in a fairly well-to-do part of town. He grew up in a typical southern black family, deeply religious, and steeped in tradition. Both of his parents were musicians, his father played the violin and ukulele, and his mother was a member of the church choir. For several years. Young Chlorate played the clarinet. However with mild Interest. It was only after he heard the great alto saxophonist Johnny Hodges playing with the Duke Longtime band on the radio, that he became passionate about music.He dropped the Loraine and took up the alto saxophone, soon becoming very accomplished. When Chlorate was thirteen, he experienced several tragedies that would leave a lasting Impression on him and would have a great Impact on the music of his later years. Within a year, his father, his uncle, and his minister all died. He lost every important male influence in his life. After graduating from high school in High Point, he moved to Philadelphia in 1943, where he lived in a small one-room apartment and worked as a laborer in a sugar-refinery.For a year, Chlorate attended Orenstein School of Music. Then in 1945, he was drafted into the Navy and sent to Hawaii where he was assigned to play clarinet In a band called the Melody Makers. Upon his return from Hawaii a year later, Chlorate launched his music career. With all those years of constant practice in High Point behind him, possessing a powerful inner strength from being raised in a deeply religious family, and with a foundation in musical theory and an innate curiosity about life, Chlorate was well prepared to seriously enter a battle. In small bars and clubs around Philadelphia. It became a tradition in many of the clubs at this time for musicians to walk the bar (I. . To walk on top of the bar while playing ones instrument). Chlorate was ashamed of having to go through this display every night. To any serious musician, it was an incredibly humiliating experience to someone like Chlorate, who was developing a type of religious fervor for his music, it was devastating. In addition to the negative self-image this experience engendered, critics criticized his music as being too bizarre.Chlorate became very depressed, and searching for a way out, he turned to heroin. Heroin was a very popular drug among black musicians in the forties. It was a uniting force that, initially, brought them together, but in the end caused lives and careers to disintegrate. In 1949, Dizzy Gillespie invited Chlorate to play in his big band. Gillespie had been a very influential and important figure in the bebop movement. Bebop was a style of jazz, popular during the late thirties and forties. It incorporated faster tempos, and more complex phrases than the Jazz of earlier years.For the first time in many years, Chlorate felt some sense of stability in his life. However, after a two-year stint with Gillespie, Chlorate was asked to leave because of his unreliability due to his heroin addiction. Again, Chlorate was reduced to walking the bar, and playing in seedy clubs. Depressed and dejected, his addiction grew. It was during this time that Chlorate became very interested in eastern philosophies. When he was not studying or playing he spent most of his time reading and attempting to satisfy his growing philosophical curiosity about life.It was an inborn curiosity to a certain extent, but one that had also developed from events from his early life such as his religious upbringing, and the early deaths of the most important men in his life. Life was getting back on track for him, as he finally felt the influence f positive forces. At this time, he met Anima, a Moslem woman, and an able musician. More than anyone, she was able to help Chlorate pick up the broken pieces of his life. They were soon married. In the mid-flies, he was invited to play with Miles Davis and his quintet.The collaboration that developed would change his life. Miles Davis had received acclaim at the Newport Jazz Festival in 1955. Davis was dubbed the rising star of the new avian-garden movement, cool Jazz. Cool Jazz was a striking contrast to the more traditional Jazz popular during the forties. It emphasized experimentation with hordes, keys, and modes, improvising on scales rather than on sequences of chords, producing music that at times was very bizarre. This new movement was the beginning of an experimental stage of Jazz that was very popular during the sixties.The partnership between Davis and Chlorate proved to be an incredible learning experience for Chlorate. He began to develop a style distinctly his own. Chlorate poured out streams of notes with velocity and passion, exploring every melodic idea, no matter how exotic. This became known as Chlorates sheets of sound period, in which he would explore the scales of the saxophone at a speed that no one had ever The Davis band did very well for a time, and made several recordings; however, in late 1956, Chlorate was fired from the band because of his debilitating heroin addiction. At this point, Chlorate almost gave up music. He actually went to the New York Post Office, and filled out an application to be a postman. He and Anima moved from New York to Philadelphia in November of that year and lived in his mothers house there. Again, his life reached a low. Drugs and alcohol controlled him. Chlorate legalized at this point that he needed to choose between drugs or music. He chose music. For two-weeks, he locked himself in his room and went through a very painful withdrawal. When he left that room, he was a cured man, and never touched heroin or alcohol again.During those two weeks, Chlorate had undergone a spiritual rebirth that would send him on his quest to find the mysterious sound . This transformation was documented on his album A Love Supreme (1964), considered by many to be the best recording of his solo career. On the album cover, Chlorate wrote- During the year 1957, I experienced, by the grace of God, a spiritual awakening which has guided me to a richer, fuller, more productive life. At that time, in gratitude, I humbly asked to be given the means and privilege to make others happy through music. I feel this has been granted through His grace. ALL PRAISE TO GOD. The album is divided into four parts: Acknowledgment, Resolution, Pursuance, and Psalm. Each part details a different element of his spiritual Journey. Chlorates God was not Christian, Muslim, or Jewish; his God was simply a force that provided unity and harmony. He believed that his humanity, his music, the material world, and God were all one, and that feeling of unity governed his life. In 1957, Chlorate embarked on the most important learning experience of his life an apprenticeship with the High Priest of Bebop, Telethons Monk.Chlorates style had been developed with Miles Davis, but it was still somewhat reserved. With Monk, he was transformed into a legend. Monk would provide Chlorate with the key to unlock all sorts of musical doors and free the dark and the beautiful visions Chlorate had seen throughout his life. With the Telethons Monk quartet, Chlorate learned many techniques that he incorporated into his distinctive style. Instead of concentrating on he melodies, the group focused on the harmonic structure of a song. At this time, Chlorate was stronger than ever.With his mature style, and new sobriety, he was ready to set out on his own. At the end of 1958, Telethons Monk disbanded the group; Chlorate was about to set out on one of the most highly regarded solo careers in the history of Jazz. In the same year, he recorded over twenty different albums with various artists, and though not famous yet, was widely respected by his fellow musicians. His most important work from this period was Blue Trance (1957), one of the first of his albums that would be ideal acclaimed. Critics began to laud him, and regularly gave him good reviews.In 1957, Doom Circle wrote in Down Beat magazine His playing is constantly tense and searching; always a thrilling experience. After the dissolution of Monks group, The Jazz world of the sixties belonged to Chlorate. He pushed the limits of music, while attracting ever-bigger audiences. It was during this time that Chlorate searched for the mysterious sound. He once said that the sound for which he was searching was like holding a seashell to his ear. However one describes the strange sound, it notation some essential truth for him, existing as an omnipresent background hum behind the fade of everyday life. With the John Chlorate quartet (pianist McCoy Toner, drummer Elvin Jones, and Reggae Workman on bass), he incorporated tribal music from Africa, India, and the Middle East with that of the new avian-garden movement, free Jazz. Free Jazz or the New Thing, like the counter-culture of the sixties, was a nonconformist movement. It purposely avoided the structured sounds of the cool Jazz and bebop movements. Instead, it was devoid of any structure, direction, or tonality, and was characterized by random improvisation.As the sixties progressed, Chlorate experimented more and more with different combinations of sounds and instruments. He became obsessed with trying to communicate his musical vision. In 1968, Alice Chlorate (his wife at the time) stated l think what he was trying to do in music was the same thing he was trying to do in his life. That was to universalism his music, his life, his religion. It was all based on a universal concept, all-sectarian or non-sectarian. In the mid-sixties, Chlorate began to take LSI fairly regularly, in an effort to help him explore in greater depth both himself and his music.For Chlorate and his quest, LSI was a remarkable tool to dig deeper into his own being so he could discover the essential and absolute truth at the center of his being. Long time fans, however, viewed his music in this period as being too radical, and too far-out. Chlorate felt he was losing control over his music; his experimentation was so far-ranging on that he did not know in what direction he wanted to go. Through it all, he never abandoned the search for the mysterious sound. In late 1966, Chlorate knew that there was something wrong with him. He didnt feel right, and by early 1967, he stopped performing in public.He knew that his death was imminent. In May of 1967, Chlorate was taken to the hospital, suffering from extreme stomach pain. He was ordered to stay at the hospital, but left anyway. On Monday, July 17, he passed away. The cause was liver cancer. John Chlorates music both led the way and reflected the enormous varieties of experimentation and development of American Jazz of the sasss and asss. Today, his influence is heard in the recordings of almost every young Jazz musician. A man of mysticism, whose life was dedicated to sharing his vision of music with others, Chlorate was clearly a creative genius.