The Guide To Getting It On! Essays - Sexual Acts,

The Guide To Getting It On! The Guide to Getting it On! A New and Mostly Wonderful Book About Sex By Paul Joannides The Guide to Getting it On! is unlike any book on human sexuality that I have ever read. Not to say that I read a lot of human sexuality books, but the ones I have looked over (including the text for this class) are often bland and stagnant. The Guide to Getting it On! has an approach to human sexuality that is fun, witty, and extremely sensitive all in one. This 370 page book contains subjects on sex that are designed to make the reader think outside of the box (no pun intended) about their own sexuality and the sexuality of others. It is a playful look into the modern relationships of today, and an aid to couples wanting to spice up their love life. Topics discussed in this manual vary from getting naked and intercourse to sex toys and being gay in the 90s. Practically any topic you can think of about human sexuality is covered in this book and makes for a heavy read. This book also has a section that reviews additional resources for the reader to investigate further. In the back o f this book is a glossary of sex, slang and cultural-related words and their definitions. This guide is not for the faint of heart or closed-minded. It uses several slang, and dirty words throughout the book to describe concepts of human sexuality. It even has a chapter addressing the use of dirty words and why this book has chosen to do so. While I believe that the use of dirty and slang terms generally degrades from the value of a book, The Guide to Getting it On! accomplishes the task tastefully and in good humor. Most of the titles of the chapters are somewhat provocative in nature, and serve to spark interest. Prudent readers will be taken aback at first glance over the book to find chapters such as Chapter 21: Oscillator, Generator, Vibrator, Dildo and Chapter 11: The Zen of Finger Fucking. But upon further inspection they will find a very informative and thought provoking view of an aspect of sexuality that they may had little or no prior experience with. Although this book does not have any photographs, it does have quite a few explicit drawings. Some of these drawings serve to visually show the reader some of the techniques that are covered in the text. Others are to show whole concepts in themselves. One such drawing is The Goofy Dick Game Real Penises of Real Guys This shows 5 flaccid penises on one page and five erect ones on the next. The object is to match the two up. The whole point of this exercise is to show how the size of the soft penis does not predict the size of the erect counterpart. This was new to me because I havent really had any experience with *censored*s other than my own. It was cool to find out that larger soft penises often dont get as big erections and smaller soft penises usually stretch more during an erection. This book is actually divided into two separate sections. The first ten chapters focus on general knowledge about sex and different aspects of sex. Topics include a brief history of sex, dirty words, the importance of getting naked, on the penis, whats inside a girl?, mens and womens experience of sex, orgasms and sex fluids. The dirty word chapter is about the sexual nature of dirty words. These chapters are very informative, and in a way like our textbook. They dispense lots of facts about the various biological, psychological, and social aspects of each topic. The remainder of the book is a sex manual, or a how-to. It gives lots of techniques, hints and tips on anything that is sexual in nature. Masturbation, oral sex, genital massage, intercourse, anal sex, sex toys are a few of the many more traditional topics covered. Although The Guide to Getting it On! is a very complete and well thought out manual, there are a few weaknesses in the book that some readers will not like. Depending on the readers belief

Semi- Detailed Lesson Plan Essay Example

Semi Semi- Detailed Lesson Plan Paper Semi- Detailed Lesson Plan Paper SOCIAL DIMENSION OF EDUCATION ARTICLE 21: SOCIAL SCIENCE THEORIES OF EDUCATION Education is one of the major institutions that constitute society. There are various various social science theories that relate to education. These are; consensus, conflict, structural functionalist and interactionist theories. Conflict theory deals with the emergence of conflict within a particular human society and the larger issue for this theory is the role the education plays in maintaining the prestige, power and economic and social position of the dominant group in society. The conflict theorists are interested in how society’s institution like –family, government, religion, education, and the media may help to maintain the privileges of some groups and keep others in subservient position. The Consensus theory is seen as the equilibrium state of society based on a general or widespread agreement among all members of a particular society. This theory in which social order and stability/ social regulation form the base emphasis. It emerged out of the society of social order and social stability / social regulation. The consensus and conflict theories are reflected in the works of certain dominant social theorist such as Karl Marx, Emile Durkheim, Max Weber and other social theorist. Structural functionalism is concerned with the functions of schooling in the maintenance of social order. It asserts the society is made up of different institutions or organizations that work together in cooperation to achieve orderly relationship and to maintain social order and social stability. It has four functional imperatives for all â€Å"action† system- ADAPTATION,GOAL ATTAINMENT, INTERGRATION, LATENCY- to be used at all levels of theoretical system ( includes action system, personality system social system and cultural system). Interactionist theory about the relation of school and society are critiques and extension of the functionalist and perspectives. Symbolic interactionism is interested not simply in socialization but in interactions between students and students and between students and teachers. All types of interactions refine our ability to think. It views the self as socially constructed in relation to social forces and structures. The learners are necessary to examine individual decisions in the context of a set of needs, preferences an individual has and values they seek. The critical decision process must be regarded as a continuous process integrated in the interaction with the environment. The analysis of individual decisions is concerned with the logic of decision making and rationality and the invariant choice it leads to. [2]Structural Functionalism makes 7 main assumptions. These assumptions focus on several levels of analysis [society, community, individual, social unit (e. . family, organizations)]: Systems have a property of order and an interdependence of parts oSocieties and social units are held together by cooperation and orderliness Systems tend toward self-maintaining order, or equilibrium oSocieties and social units work best when they function smoothly as an organism, with all parts working toward the â€Å"natural† or smooth working of the system The system may be static or involved in an ordered process of change The nature of one part of the system has an impact on the form that the other parts can take Systems maintain boundaries within their environments Natural (external) environments are separate but adapt to each other. The same dynamic occurs within societies and/or social units – if one or more parts significantly conflicts with others, others must adapt Allocation and integration are two fundamental processes necessary for a gives state of equilibrium within a system oDivision of labor and positions help maintain balance; each part interrelates to create efficiency and harmony; the most capable individuals must be motivated to fill the most important roles/positions Systems tend toward self-maintenance involving control of boundaries and relationships of parts to the whole, control of the environment, and control of tendencies to change the system from within You, the Teacher, as a Person in Society To become a teacher is no joke; your influence on your students and on the people with whom you work and live depends a great deal on your philosophy as a person and as a teacher. The teacher philosophy in life and our philosophy of education serve as your window to the world and compass in the sea of life. The teacher teaches the basic knowledge, skills and attitudes (KSA)-paragon of values. Why teach? Reshape the society in an instant Education in charge of change Reformed the people through education Transmit the traditional moral values and intellectual knowledge Teach the children to become model in the community Teachers are loco-parentis of the students. Teaching may not be a laucratic position. It cannot guarantee financial security. It even means investing your personal time, energy, and resources. Sometimes it means disappointments, heartaches and pains. But touching the hearts of people and opening minds of children can give you joy and contentment which money could not buy. These are the moments we teach for. These are the moments we live for. â€Å"A teacher is a facilitator of learning and of the development of the youth. He shall, therefore, render the best services by providing environment conducive to such learning and growth† quoted by: Code of Ethics of Professional Teacher Article 3. These Pillars of Education are crucial to peace and mutual understanding. They emphasize the value of education as a manifestation of the spirit of unity. These stern from the will to live together as active members of a global village and contribute to attainment of a culture of peace. LEARNING TO KNOW   that is acquiring the instruments of understanding. It implies learning how learn by developing one’s concentration, memory skills, and ability to think. If the teacher has been helping students to develop their skills that would make them independent learners, you are doing well on the first pillar of education because you have prepared them for life in the knowledge society in which we all now live. A truly educated person nowadays needs a broad general education and opportunity to study a small number of subjects in depth. LEARNING TO DO   represents the skillful, creative and discerning application of knowledge. One must learn how to think creatively, critically, and how to deeply understand the information that is presented. LEARNING TO LIVE-together in peace and harmony requires that quality of relationship at all levels is committed peace, human rights, democracy, and social justice in the ecology sustainable environment. LEARNING TO BE   refers to the role of Education in developing all dimensions of complete parson: the physical, intellectual, and ethical integration of individual into a complete man. Why teach? So that students will understand that they are unique person who are willing to accept responsibility based on their thoughts, feelings, and aspiration. What to teach? Open to wide option, let explore by giving activities, they have unique personality, provide students vicarious experiment, to unleash their own creativity and self-expression, they have focus upon the actions of historical individual, they encourage vocational courses, learning is self-paced, self-directed and values clarification. Addressing Students Needs: Students of Different Backgrounds quoted in Adapted with permission from Shari Saunders and Diana Kardia; Center for Research on Learning and Teaching, University of Michigan, adapted from Chism et al. , 1992. â€Å"It is vital that you view every student as a unique individual regardless of the students cultural background, while at the same time respecting multiple cultural heritages and their impact on learning styles and classroom expectations. This is not a simple task, and there is no simple way to accomplish it. You cannot be prepared for every possible situation that might arise. Instead, focus on being open to different perspectives, being aware of stereotypes and prejudiced behavior in your class, and being ready to help every student in your class become engaged in the material and learn. For instance, you would do well to try incorporating the achievements of Latino scientists into your curriculum to encourage and inspire Latino students. However, if the approach appears to be an act of tokenism, some of your students might feel as if they are being singled out or patronized. A better approach is to try and make the material relevant to students of many backgrounds whenever possible even if your class does not contain every single demographic. Such an approach will benefit all of your students in expanding their knowledge and perspective. You also should remember that the fact that a student is African American does not mean she or he will be able to or desire to speak about famous African Americans in science. Allowing students to express their views is beneficial whenever possible, but you should never expect someone to speak for their people. Every student is a different person, and should only be asked to speak for him or herself. † Factors Affecting Social Development TERM PAPER IN PROF. ED 3 IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS OF THE COURSE SOCIAL DIMENSIONS IN EDUCATION SY: 2012-2013 (2ND SEMESTER) Presented to Mrs. Consuelo C. Abadiez Instructor By Patrocinio Cael Gamboa Jr. There are cultural changes that influence the behavior and ways of life of the people in different countries throughout the world such as Multiculturalism and students subcultures. Teachers one of the best position to understand and recognize that students have diverse cultural backgrounds and can adapt their instruction to meet these diverse learning needs Factors Affecting Social Development By C. Seefeldt Pearson. Allyn Bacon Prentice Hall Children’s development of social skills is affected by the nature of their family and early educational experiences (NRC, 2001). Whether in a nuclear, blended, or extended family; a communal arrangement; or a single-parent family, the child learns social patterns and skills within this context. Children find love and security and form attachments with people who protect and care for them. In the family, children become socialized through interactions with parents, siblings, relatives, and neighbors; once in a school setting, they need new ways of acting, relating, and socializing. Children who have had a strong attachment to a nurturing figure and see themselves as separate from this nurturing figure are ready for a group situation. Children who have not fully developed strong attachments to another person may have a more difficult time adjusting to the complexity of the social system of the school.

Persronal statment 672737 Essay Example | Topics and Well Written Essays - 1000 words

Persronal statment 672737 - Essay Example While I did not succeed in repairing the watch that marked the inception of a desire that would later land me at the university studying electrical engineering. The career is as interesting as it is challenging. Dedication is a personality trait that best describes my personality. I set priorities and order my life based on the same. I developed my interest in electronics by overcoming the numerous challenges i faced in the course. I for example honed my skills in mathematics and physics two of the most vital subjects that influenced my suitability to pursue the course at the university. I did not like the two subjects from early in life. However, I dedicated my efforts in improving my grades with every exam. Eventually, I succeeded in the two subjects. My ability to develop interests in the two subjects typify he dedication and the effort I always invest in achieving my set objectives in life. I concentrate and remain faithful to my priorities until I achieve my set goals. I work best in a team. Teamwork is vital in enhancing productivity. I learnt the value of teams in my primary education when I developed interest in football. Teamwork would enhance the success of my team. Professionally, teamwork is vital since it pools various abilities and skills thereby improving the quality of the work. Additionally, one is likely to learn from colleagues. I therefore have effective interpersonal skills and communication skills capable of facilitating my interactions with others in the team. My diplomatic approach to issues and conflicts is always instrumental in resolving any conflict that may arise in teams. This enhances the efficiency of my teams. Additionally, I have good leadership qualities and have served in various leadership positions. I served as a prefect in high school. Furthermore, I was the captain of the football team in the school. The two leadership positions helped hone my leadership qualities. I am