Analysis Of Sex Is Not Our Problem By Charles Blow

In Quindlen’s essay she talks about when she was sitting in a clinic in the poorest neighborhood in New York City. She sat with a group of young teenagers who amazed her with their knowledge of sexuality. Quindlen talks about someone mentioning the thought that sex education in school would lower or prevent teen pregnancy, but students will do whatever they want to do. Even though it is good to teach young teenagers about sex and possible risk of the act, it could create confusion in students, wondering the class is teaching them about contraceptives or abstinence. The essay explains how half dozen young teenage girls show off that they are having sex, getting pregnant, and having babies.

The constant pressure that the Texas government apply on the teenage population about sex before marriage makes them think that their only solution when a teenage girl gets pregnant is abortion. Abortion is legal and accessible in Texas, and the majority of Texas metropolitan areas have abortion clinics. This kind of education would work better if the state chooses to teach about contraception methods, and the importance of abstinence. The only proven method for reducing pregnancy and sexually transmitted disease, the studies say, is to combine the abstinence message with one that teaches young people how to protect themselves against pregnancy and disease . However, the state opposes to teach about contraception because they do not want to give the impression that the state supports premarital sex. This conclusion from the Texas government is completely awful, because if the state teaches the teenage population about the importance and usage of contraception methods many teenage pregnancies could be prevented. Contraception can be extremely effective at preventing unwanted pregnancies when it is used consistently and correctly. Abstinence only is not a realistic approach for everyone, because what about those teenagers that have been sexually assaulted

The issue of the paper Misinformed and Unprotected is that Abstinence-only programs lack to inform teens about sexual contact because the system is current set up as only teaching teens to not have sexual contact till marriage, leaving out important information for teens who what to learn how to be safe with sexual contact. The writer’s position on the paper is that the education system should be changed to inform teens more than just wait till marriage to have sex. The evidence list is that Abstinence-only education advocates claim that abstinence-only programs prevent premarital sex, but that the programs need to stop being publicly funded because these programs may make those who have suffered from sexual abuse feel ashamed and unwilling

In her article “OP-ED: Warning: These States May Be Harmful To Your Health” (2014), Yamani Hernandez expresses her distress over the health laws in the states of Alabama, Missouri and Illinois that makes it tougher for teens to acquire medical assistants for abortion services. Hernandez supports her claim by providing examples of laws that are already in place and elaborating why it is making it harder for these teens. Her purpose is to warn readers about the growing issues that is creating lack of resources for teen sexual health in order to encourage better health care options that meets the need for teens rather than political. Hernandez’s tone is apprehensive for an educated audience that wants everyone to be able to have proper health

Oliver’s next line sums up why we need accurate and authentic comprehensive sex education in schools: “Kids have good questions that need good answers.” Oliver goes on to deliver startling statistics such as only 22 states have laws in place to mandate sex education and with only 13 of those states requiring the curriculum being taught to be medically accurate (LastWeekTonight, 2015; Avery, Carvell, Gondelman, Gurewitch, Haggerty, Maurer, Oliver, Sherman, Tracy, Twiss, Weiner, 2015). Oliver continues to spew forth important reasons why abstinence only sex education can be detrimental to adolescence. Some abstinence only sex education programs compares people that engage in pre-marital sex as “used toothbrushes” or “chewed up gum” (LastWeekTonight, 2015; Avery et al. 2015). A video clip of Elizabeth Smart, a well-known rape survivor, discussed how detrimental abstinence only education affected her mentally because all she could think of was being a piece of chewed up gum even though it was not her choice to have sex before marriage (LastWeekTonight, 2015; Avery et al. 2015). Before signing off with a celebrity filled sex education video, Oliver articulates another quote that is difficult to argue against; “Human sexuality, unlike calculus, is something you actually need to know about” (LastWeekTonight, 2015; Avery et al.

It is pertinent to ensure that we are able to provide the populous with the facts in regards to being responsible and safe when choosing to engage in intercourse. Due to the availability of sexual material, it is fair to say that this generation will continue to carry the torch of exploring and redefining casual sex. These points help propel Lara Riscol’s argument ahead of Rebecca Hagelin ‘s view. Despite her strong arguments, Rebecca Hagelin fails to identify how the responsibility for an individual’s actions become his or her own and are no longer the responsibility of the parent and teacher. College is often viewed as the time in which young men and women take what was taught to them by their parents and teachers as guidance on how to handle situations on their own. During this time if they were reared right, they will learn how to handle sexual situations and avoid being irresponsible if they choose to engage in these activities. One of the great benefits of becoming an adult is the ability to make your own decisions and the key element to making a wise decision is gathering all the facts in regards to that decision. I believe that by teaching young adults avoidance without providing the information needed in case they choose not to avoid is an

Sharon Olds was born in 1942 in San Francisco. After graduating from Stanford she moved east to earn a Ph.D. in English from Columbia University. Olds describes the completion of her doctorate as a transitional moment in her life: standing on the steps of the library at Columbia University, she vowed to become a poet, even if it meant giving up everything she had learned. The vow she made--to write her own poetry, no matter how bad it might be--freed her to develop her own voice. Olds has published eight volumes of poetry, includes The Dead and the Living (1984), The Wellspring (1996), The Gold Cell, (1987) etc. As in her earlier works, she has been praised for the courage and emotional power of her work which continues to witness pain,

Through these two structures, the article does more than just present a problem and a solution, but she also presents the causes and effects of that problem, making a more evolved and informative article. She identifies the problem as the media portraying teen sex or sex in general as being consequence free, one solution she mentions is to have the media and the society combine forces to campaign against teen sex. Teen-age pregnancies are somewhat indirectly caused by the media’s lack of reality when promoting sex. Goodman’s article is successfully written using both of these structures however, to make her point resolute, her rhetorical appeals need to be more prevalent and more defined.

It has been almost thirty three years since the first federal funding was put to use in “. . . sex education programs that promote abstinence-only-until-marriage to the exclusion of all other approaches . . .” according to the article “Sex education” (2010) published by “Opposing Viewpoints in Context;” a website that specializes in covering social issues. Since then a muddy controversy has arisen over whether that is the best approach. On one hand is the traditional approach of abstinence (not having sex before marriage), and on the other is the idea that what is being done is not enough, and that there needs to be a more comprehensive approach. This entails not only warning against sex, but also teaching teens about how to have

Book Report Does sex have any meaning? It seems these days anyone can have sex with anyone and after you are done, you don’t even have to see them again. In this article, “The Meaning of Sex”, Peter Wood’s, an anthropologist and the president of the National Association of Scholars, explains to us what the meaning of sex is in our current period of time. Wood introduces a woman from Dartmouth college to explain what sex means to a college woman who has lost her virginity. He explains that this woman believes virginity is a “social construction”, a sort of thing that has no real meaning, yet in reality make it a big deal to others.

Radical feminists believe that the patriarchy is the root cause of all oppression; one such radical feminist is Catherine Mackinnon. In her article, Sexuality, Mackinnon’s central argument pertains to the sexual objectification of women in society and how it is inescapable. Contemporary feminism is another form of feminism that focuses on inclusivity. In The Master’s Tools Will Never Dismantle the Master’s House, Audre Lorde, a contemporary feminist, argues that feminist theory must incorporate the diversity of all women and their variant experiences. In this essay, I examine the strengths of Mackinnon’s argument, which are her comparison of women to fish, the objectification of women in pornography, and the idea of rape as sex and not just violence. I then present how these same strengths are points of critique for Audre Lorde because of Mackinnon’s failure to address the variety of experiences people face due to their differences in class, race, and sexuality.

As the United States becomes increasingly progressive, the age in which adolescents perform sexual activity is becoming younger. Education in the United States encourages abstinence to students in middle school and high school, but the resistance against adolescent sexual intercourse is futile because adolescents are historically rebellious at nature. Abstinence courses do not trigger any emotional response in adolescents nor do they personalize the situation for students, making them essentially futile. Students are not going to care about the dangers of sexual intercourse unless it directly affects them as an individual. In order for the resistance against adolescent sexual intercourse to be effective, abstinence

Today, sex education is taught based on the states’ decision that it be necessary. Nineteen states’ laws require abstinence-only sex education in public schools. The Guttmacher Institute further reports that twenty-nine states do not require sex education at all, and thirty-seven do not require sex education curriculum to be medically accurate (Palmer 2). This means that if sex education is taught in schools, it is either about staying abstinent or the information given does not have to be correct. This is not only immoral, but it is messing with the lives of teens when they go out

John Leo, a columnist for U.S. News and World Report, reveals hidden solutions to preventing the problems caused by teenage sex. These solutions have remained hidden because they involve directly communicating with American teenagers. Leo's article specifically discusses the opinions of young women about sexual intercourse, motherhood, and self-esteem issues. The title of Leo's article, "Learning to Say No," immediately informs the reader that contrary to most of society's beliefs, teenagers often struggle with their decision to have sexual intercourse. The title implies that "saying no" to sexual intercourse is not as simple as some depict it to be; rather, the ability to refuse needs to be taught as an important component of any sexual education program.

There are many states that do not provide the kind of sex education that New Jersey strives to convey to its students. It more often than not ties in with the religious right proclaiming that students are too young to be exposed to sexual material, and thus sexualized as a result. These fundamental groups oppose any suggestion towards a comprehensive approach. Instead, they ask that their children be taught after grade school and additionally, they steer towards ‘abstinence-only’ education. Instead of teaching students how to protect themselves, they teach that the only way to protect oneself is by abstaining from sex. The problem arises, then, when these students decide to have sex. They are unaware of how to conduct themselves responsibly, how to take precautions to prevent against unwanted pregnancy and disease. What kind of ‘education’ are students receiving when they are withheld crucial information?