Pengertian Sex Education Menggunakan Bahasa Inggris Dan Artinya
Kosakata Bahasa Inggris Berawalan Huruf N
Federal Funding for Sexual Education
Although there is no federal mandate that requires states to teach sexual education, there is federal funding available to assist with sexual education programs.[42]
Kosakata Bahasa Inggris Berawalan Huruf U
Kosakata Bahasa Inggris Berawalan Huruf J
Kosakata Bahasa Inggris Berawalan Huruf Z
The Healthy Youth Act Massachusetts
An Act Relative to Healthy Youth, or the Healthy Youth Act, is a bill (HD.3454/SD.2178) that would require any public school in Massachusetts with a sex education curriculum to be fully comprehensive. This would include materials that are age-appropriate, medically-accurate, LGBTQ-inclusive, and consent-focused. Content would address how to build healthy relationships and how to prevent pregnancy and STIs when a person does have sex. The Healthy Youth Act was initially filed in January 2011 and has been revised multiple times since. This bill is a framework that does not mandate a particular curriculum, but does require that schools where sex education is already being taught fit this framework. Parents will be given 30 days-notice to review the material and opt-out.
In 2021, the Healthy Youth Act was cosponsored by Senator Sal N. DiDomenico and Representatives Christina A. Minicucci, Vanna Howard, and Jack Patrick Lewis of the 192nd General Court of the Commonwealth of Massachusetts. Bill SD.2178 has been advocated for over 10 years and has successfully passed the Massachusetts Senate, however it has yet to be passed by the Massachusetts House of Representatives[needs update].
Reactions to the Healthy Youth Act have been mixed, but it has gained increased support over the years. Some of its most dedicated supporters include Fenway Health, the Healthy Youth Coalition, The Massachusetts Healthy Youth Consortium, and Getting to Zero. The Planned Parenthood League of Massachusetts states that "comprehensive sex education is about more than just sex – it helps creates a culture of consent, recognizes and prioritizes LGBTQ youth health needs, and gives young people the tools to build healthy relationships... We can combat sexual assault at its roots by teaching young people how to build healthy, respectful relationships". In 2018, a poll of Massachusetts residents showed that 92% of people agree that students should receive comprehensive sex education in high school. In a testimony in support of the bill, supporters claim that "sex education is a perfect opportunity for youth to develop skills like communication, healthy relationships, decision-making, planning, and critical thinking. Such life skills can contribute to their positive development throughout adolescence and into adulthood".
The Massachusetts Family Institute (MFI), a conservative organization that promotes traditional Judeo-Christian values and the bill's main opponent, highlights the article "Pornographic 'Comprehensive Sexuality Education' in Massachusetts Public Schools" on the front page of their website. This article refutes Planned Parenthood's claims, stating that "it’s no wonder that Planned Parenthood is pushing it in our schools. Planned Parenthood administrators know that if they sexualize young people, they will create new customers who seek out their abortion services, sexually transmitted infection treatments, and transgender hormone therapies". Instead, MFI argues that the Healthy Youth Act would inappropriately expose underaged youth to "pornographic" content that would encourage youth to engage in sexual behaviors, concluding that "state education officials and local school administrators ought to reject Comprehensive Sexuality Education as the poisoner of children that it is".
Sexual Risk Avoidance (SRA) curricula has been promoted in direct opposition to the Healthy Youth Act. Advanced by Ascend, this curricula promotes an abstinence-only approach to sex education. Within SRA education programs "Ascend works with SRA educators, community organizations and more as they educate youth using a primary prevention health model".
E. Use prepositions of direction/Gunakan preposisi arah:
(source: https://www.english-at-home.com/phrases-for-giving-directions/#)
Conversation on asking for directions
William: Excuse me, I am sorry to trouble you, but could you tell me how I can get to the train station?
Kate: Yes, no problem, it’s that way. Keep walking straight ahead then after you pass the library you have to turn left. Then take your first right and it’s across from the bus station. You cannot miss it!
William: Thank you so much! I have only been in Manchester for 2 days, so I don’t know how to get anywhere yet.
Kate: Oh, I know that feeling. I and my husband moved here 6 months ago, and I still don’t know how to find certain places! Manchester is so big.
William: So just to double check, keep walking straight ahead till I pass the library, then I have to turn left and take the first right. Then it’s across the bus station. Is that correct?
Kate: Yes, that is correct.
William: Well thanks for helping me. I must go and catch my train, hopefully I haven’t missed it!
(Source: https://www.easypacelearning.com/all-lessons/english-level-2/1288-asking-and-giving-directions-conversation-english-lesson)
California Comprehensive Sexual Health and HIV/AIDS Prevention Education Act
In January 2016, the California Healthy Youth Act amended the California Comprehensive Sexual Health and HIV/AIDS Prevention Education Act to include minority groups and expand health education. Before, it authorized schools to provide comprehensive sex education and required all materials to be made accessible to students with a variety of needs; it also focused solely on marital relationships. It now mandates that schools provide comprehensive sex education and states that "materials cannot be biased and must be appropriate for students of all races, genders, sexual orientations, and ethnic and cultural backgrounds, as well as those with disabilities and English language learners." Additionally, education must now include "instruction about forming healthy and respectful committed relationships," regardless of marital status. Furthermore, it is now required to have discussions about all FDA-approved contraceptive methods in preventing pregnancy, including the morning-after pill.[5]
In conclusion now requires that all sex education programs promulgated in the state should:[5]
Some critics state that young people's access to CSE is grounded in internationally recognized human rights, which require governments to guarantee the overall protection of health, well-being and dignity, as per the Universal Declaration on Human Rights, and specifically to guarantee the provision of unbiased, scientifically accurate sexuality education.[16]
These rights are protected by internationally ratified treaties, and lack of access to sexual and reproductive health (SRH) education remains a barrier to complying with the obligations to ensure the rights to life, health, non-discrimination and information, a view that has been supported by the Statements of the Committee on the Rights of the Child, the Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW) Committee, and the Committee on Economic, Social and Cultural Rights.[16]
The commitment of individual states to realizing these rights has been reaffirmed by the international community, in particular the Commission on Population and Development (CPD), which – in its resolutions 2009/12 and 2012/13 – called on governments to provide young people with comprehensive education on human sexuality, SRH and gender equality.[16]
Other analysis show that comprehensive sex education is not an international right nor a human right because it not clearly stated in either a treaty or custom. By international law, states are required to provide access to information and education about reproductive health, but this does not require a sex education curriculum. It may take different forms such as mandating that local school districts create a system for providing information to students, or mandating that health clinics and practitioners dispense information to patients.[30]
As CSE gains momentum and interest at international, regional and national levels, governments are increasingly putting in place measures to scale-up their delivery of some form of life skills-based sexuality education, as well as seeking guidance on best practice, particularly regarding placement within the school curriculum. Sexuality education may be delivered as a stand-alone subject or integrated across relevant subjects within the school curricula. These options have direct implications for implementation, including teacher training, the ease of evaluating and revising curricula, the likelihood of curricula being delivered, and the methods through which it is delivered.[16]
Within countries, choices about implementing integrated or stand-alone sexuality education are typically linked to national policies and overall organization of the curricula. The evidence base on the effectiveness of stand-alone vs. integrated sexuality education programming is still limited. However, there are discernible differences for policy-makers to consider when deciding the position of CSE within the curriculum.[16]
As a stand-alone subject, sexuality education is set apart from the rest of the curriculum, whether on its own or within a broader stand-alone health and life skills curriculum. This makes it more vulnerable to potentially being sacrificed due to time and budget constraints, since school curricula are typically overcrowded.[16]
However, a stand-alone curriculum also presents opportunities for specialized teacher training pathways, and the use of non-formal teaching methodologies that aim to build learners' critical thinking skills. The pedagogical approaches promoted through sexuality education – such as learner-centred methodologies, development of skills and values, group learning and peer engagement – are increasingly being recognized as transformative approaches that impact on learning and education more widely. As a standalone subject, it is also significantly easier to monitor, which is crucial in terms of evaluating the effectiveness of programming, and revising curricula where it is not delivering the desired learning outcomes.[16]
When sexuality education is integrated or infused, it is mainstreamed across a number of subject areas, such as biology, social studies, home economics or religious studies. While this model may reduce pressure on an overcrowded curriculum, it is difficult to monitor or evaluate, and may limit teaching methodologies to traditional approaches.[16]
Apart from the different teaching methods, terminology also differs. Abortion, homosexuality and abstinence have connotations and definitions that vary by state and by nationality. For example, the word "abstinence" may refer to disengaging from all forms of sexual activities until marriage or may refer to only disengaging from sexual intercourse. Furthermore, the degree of sexual activity that "abstinence" connotes is often unclear, because sexual behavior that is not sexual intercourse may or may not be included in its definition. As a result, students are left confused about what activities are risky and teachers do not know what they can and cannot teach.
The term "comprehensive", is also falls on spectrum, therefore can be considered an umbrella term. CSE means something radical for some institutions while it can mean something moderate and even conservative for others.[25]
According to the Sexuality Information and Education Council of the United States (SIECUS), the guidelines for comprehensive sexuality education are as follows:[42]
