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My experience with self evaluation
Importance of self-assessment
Summary of a primer of personal development
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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
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.
Since the HIV/AIDS epidemic began in the U.S. in the early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. Some believe that teaching abstinence-only until marriage is the best method while others believe that a more comprehensive approach, which includes abstinence promotion as well as contraceptive information, is necessary. Abstinence-only program curriculums disregard medical ethics and scientific accuracy, and have been empirically proven to be ineffective; therefore, comprehensive sex education programs which are medically accurate, science-based and empirically proven should be the standard method of sex education for students/children in the U.S.
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 “Safe Sex” (“Sex Education,” 2010).
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...
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.
I also think I improved the conversational aspect of my speaking voice. I am extremely proud of my introduction when I signed and spoke at the same time because in American Sign Language, you only sign. By combining these two acts, I not only engaged the audience by forcing them to look at me, but I also explained to them what I was saying and did not leave them confused. I believe my thesis could have used some further work to clarify my main points. I think my speech was easy to follow as a listener due to my organization of ideas and
"Sex Education Is More Effective Than Abstinence-Only Education." Do Abstinence Programs Work? Ed. Christina Fisanick. Detroit: Greenhaven Press, 2010. At Issue.
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
Rector, Robert. "Facts about Abstinence Education." The Heritage Foundation. The Heritage Foundation, 30 Mar. 2010. Web. 17 Nov. 2013.
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.
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
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.
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.
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.