Hi everyone,
Ok so just as a re-cap, today we will be meeting after the hlth 333 class before our tutorial to continue working on the paper .
At this link,
http://books.google.ca/books?hl=en&lr=&id=3jrULETBwt8C&oi=fnd&pg=PA15&dq=ontario+sexual+education&ots=epejANn9qk&sig=eGCLmkE9kob0ViuB96S-rRVeSTg#v=onepage&q=ontario%20sexual%20education&f=false
there is an article, "Why discuss sexuality in elementary school" by Kathy Bickmore. I think it is very related to our topic and should be helpful for the essay.
-Victoria
Friday, November 26, 2010
Thursday, November 25, 2010
E-mail thread
Just to demonstrate that there was other communication than this blog...
Hellooo
Hellooo
so I started a blog and invited all of you through e-mail... not entirely sure if I've done everything right or not, but if all went well I also posted on it for you guys to respond to. Let me know if something isn't working :)
Erin
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Hey guys,
I just wanted to let you know that i have to go back home this weekend and i am leaving at noon friday so i will be missing tutorial ! i will make sure i have a post for the blog and will post an article next week as well.
Lexie Osborne
I just wanted to let you know that i have to go back home this weekend and i am leaving at noon friday so i will be missing tutorial ! i will make sure i have a post for the blog and will post an article next week as well.
Lexie Osborne
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Hi Everyone,
This is the link for our tutorial blog.
Group members: Karen Deng, Erin Dobbs, Victoria Onesty, Finn Lindsey, Lexi Osbourne.
Hope I spelled all of those right!
(Copy/Paste into URL bar if the hyperlink doesn't work).
Cheers,
Karen
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Hey guys,
I am not sure how to make a post? I can only see how i make comments on the previous post, if you guys know how to could you let me know? I will keep trying otherwise should i just post it as a comment?
Thanks,
Lexie Osborne
I am not sure how to make a post? I can only see how i make comments on the previous post, if you guys know how to could you let me know? I will keep trying otherwise should i just post it as a comment?
Thanks,
Lexie Osborne
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Hey guys... sorry, I figured out how to open the blog up to have you guys as authors too, so you should be able to post now instead of just commenting only.
let me know if it doesn't work :)
Erin
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Dear Hlth 333 group,
Karen and I were discussing that maybe we could meet Thursday afternoon or evening-(whenever works best for everyone.) We could plan everything out/ make a script, and then maybe we could film during the hour between classes on Friday or during the actual tutorial (I think Robbie told another group they could do this if they checked in with him at the beginning) So, would Thursday be ok/ what time would be best?
Cheers,
Victoria
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Hey guys,
Thursday works for me ! sorry i missed last tutorial i just got back yesterday from a wedding so my apologies on being MIA. I can do anytime between 1:30pm and 4:30pm on thursday !
-Lexie
Thursday works for me ! sorry i missed last tutorial i just got back yesterday from a wedding so my apologies on being MIA. I can do anytime between 1:30pm and 4:30pm on thursday !
-Lexie
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Hey! I have class until 2:30 on thursday, so I'm game to do it then. and ya, I think if filming friday is good.
Erin
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Hey guys,
I have classes until 1:30, and then again at 2:30. Would be happy to meet in that time frame though!
I was thinking if the Thursday meeting doesn't fly, we can write our script in tutorial, film it directly after (or Saturday), edit and do the report on the weekend- and be done with it.
All depends on what works for you guys, so, let me know!
Cheers,
Karen
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Hey guys,
If at all possible if we could get the script done on thursday and then friday film that would be amazing just cause i have a million other papers i need to get done this weekend that would be great. i wont really have any time this weekend to get much done unfortunately.....
Lexie
If at all possible if we could get the script done on thursday and then friday film that would be amazing just cause i have a million other papers i need to get done this weekend that would be great. i wont really have any time this weekend to get much done unfortunately.....
Lexie
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Hey everyone,
Ok, so how about today from 1:30-2:30, we can meet in the entrance of stauffer?
Victoria
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so are we all meeting at 130? i think erin said she has class till 230? we can still get started though. let me know!! ill hang around the entrance of stauffer to see if anyone shows up too.
lexie
lexie
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Hey everyone,
Lexie, Victoria, and I had a meeting, we put together a script in google Doc (which can be edited by anyone).
If it works with everyone, we think we should meet directly after the class to determine who brings what (and is who, sort of things), break to get things from home, etc. Meet back in tutorial, show our script to Robbie for a once over, and then film it.
Script:
https://docs.google.com/Cheers,
Karen
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Hey Guys,
I posted on the blog but im not sure that everyone really checks it haha.
I was wondering if we can all get together sometime this week to go over the paper we have to write. It can just be a brief get together to split up work or we can actually get the thing done probably in an hour since its only 2 - 3 pages double spaced....
I was think maybe thursday sometime? that way we have the weekend and some other time to do our individual essays? i am done class at 1pm on thursdays but its just a suggestion ! Let me know what you guys are thinking.
Lexie
I posted on the blog but im not sure that everyone really checks it haha.
I was wondering if we can all get together sometime this week to go over the paper we have to write. It can just be a brief get together to split up work or we can actually get the thing done probably in an hour since its only 2 - 3 pages double spaced....
I was think maybe thursday sometime? that way we have the weekend and some other time to do our individual essays? i am done class at 1pm on thursdays but its just a suggestion ! Let me know what you guys are thinking.
Lexie
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Hey,
I'm up for meeting on thursday too, but I'm not finished class until 2:30. (This might actually be more like 1 or 1:30 though since it's an exam and I don't think we get to take the whole time)... so ya, maybe some time in the early afternoon??Erin
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Hey guys,
Epidemiology midterm? Yeah.. Same thing, though I think we get the whole time on this one....
Which means I'm free from 2:30 to 3:30... and then after 5:30. Or we could meet on Friday or something?
Unfortunately, I haven't had the time to edit the video, but will hopefully get that done and posted on Monday.
Cheers,
Karen
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Thursday work for me, I only have one class in the morning...Friday, not so much, except either the hour in between lecture and tutorial, or after that.
Finn
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Hey,
Thursday works for me, I am free after 1:30.
Victoria
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Okay so it sounds like thursday works best for everyone? Why dont we need then at 230 in the stauffer lobby for an hour? we can see if we can get a area to talk or possibly book a group room for an hour?
-Lexie
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okay so i went ahead and just booked a room now cause it was one of the last ones available. its booked in stauffer in room 144 on the first floor from 230-330pm thursday. see you guys then !!
-Lexie
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Tuesday, November 23, 2010
Video Update
Hey guys,
I think it might be a good idea to do our group write up on the google-doc.
Also, in regards to the video, I haven't got the time to do the editing thus far (busy week for everyone, i'm sure). I'm hoping to spend most of Sunday on it, and post it for Monday at the latest.
Also, I need to take short clips of everyone (for opening credits for the video).. likely tomorrow, it'll take less than a minute.
For music (in opening credits, etc), I think I'm going to use "Let's talk about sex" by Salt and pepper.
Hit me with an e-mail if you have anything you want me to incorporate in the video.
See you at the meeting tomorrow!
Cheers,
Karen
Sunday, November 21, 2010
the write-up
now that we have the video out of the way, we'll need to arrange a time to do the write-up together, and prepare what we'll say in the extra time of the presentation/maybe go over some questions that might be asked? Shouldn't take too long, and then we'll be finished! woo.
also, please excuse my row of blanks on the doodle... i didn't quite get it at first
Erin
Thursday, November 18, 2010
Post #5
Hey guys,
So I found a few studies that looked at more social outcomes of both homophobia, and also the lack of gay and lesbian issues in early childhood education. Here is the first article discussing the "invisibility" of gay and lesbian issues in early childhood education:
http://www.wwwords.co.uk/pdf/validate.asp?j=ciec&vol=3&issue=3&year=2002&article=8_Robinson_CIEC_3_3
ABSTRACT This article, based on empirical qualitative data gained from a
survey and interviews with a group of early childhood educators, argues for the
inclusion of sexual differences, or more specifically, gay and lesbian equity
issues, in approaches to anti-bias. The article examines the discourses that
prevail in the field, that perpetuate the perceived irrelevance, invisibility and
exclusion of lesbian and gay issues in early childhood settings and education
generally. The discussion focuses on several main areas, including: the
prevalence of the dominant discourses of childhood and sexuality that intersect
to constitute sexuality as irrelevant to children; the pervasiveness of the
discourse of compulsory heterosexuality and the assumed absence of gay and
lesbian families in settings; or the assumed absence of significant gay and lesbian
adults in children’s lives; the presence of homophobia and heterosexism in early
childhood settings; and the perceived irrelevance of broader social, political and
economic issues to the ‘child’s world’. This article highlights some crucial issues
for practice and policy development in the area of anti-bias education concerned
with sexual differences.
And here's the article on the victimization of sexual minorities:
The present study examined the link between sexual orientation and adjustment in a community sample of 97 sexual minority (gay male, lesbian, bisexual, and questioning) high school students, taking into account their experiences of peer victimization and social support within peer and family contexts. Adolescents were identified in a large-scale survey study conducted at 5 high schools. They were matched to a comparison sample of their heterosexual peers. Sexual minority adolescents reported more externalizing behaviors and depression symptoms than heterosexual youth. Compared to their heterosexual peers, sexual minority youth reported more sexual harassment, more bullying, less closeness with their mothers, and less companionship with their best friends. There were no significant differences between gay male, lesbian, bisexual, and questioning adolescents. Overall, both victimization and social support mediated the link between sexual orientation and psychosocial
symptoms. Among sexual minority youth, the link between social support and externalizing was
mediated by experiences of peer victimization. These findings highlight the contextual risk and
protective factors associated with non-heterosexual sexual orientation in accounting for the emotional and behavioral problems in this population.
They both contain extremely relevant issues to our project, and we can even use them during the filming process.
I was also just thinking, if there's room in the video, it might be good to add 2 contrasting examples of social encounters between children? So like one scene with a mistreatment of a gay individual compared to another scene, with open minded and educated children treating the same child with respect and decency. Might be good idea, but let know what you guys think.
Thursday, November 11, 2010
Post # 4
The following are paragraphs are excerpts from the Ontario Physical Health and Education “Interim” Curriculum, which is essentially the same material as the 1998 curriculum with a few minor modifications. Here is the full pdf:
http://www.edu.gov.on.ca/eng/curriculum/elementary/healthcurr18.pdf
Generally, it actually seems pretty inclusive by mentioning that topics such as “gender identity and sexual orientation” will be discussed; however, I feel that it could be more detailed to minimize variability between teachers. For example, it could give a comprehensive chart or guide with answers teachers could give to questions on this sensitive material, instead of just stating that sexual orientation and gender identity are subjects that must be handled delicately. Additionally, the “Growth and Development” (a module that seems to span from grades 5 to 8) expectations could perhaps include something to the effect of “Development of understanding of gender identity.” I included the current grade 7 and 8 expectations as examples.
“Some topics within the Healthy Living strand can be challenging to teach because of their personal nature and their connection to family, religious, or cultural values. These topics can include but are not limited to topics covered in the Growth and Development section of the 1998 curriculum, as well as topics such as mental health, body image, substance abuse, violence,harassment, child abuse, gender identity, sexual orientation, illness (including HIV/AIDS), and poverty. These topics must be addressed with sensitivity and care. It is important that both teachers and learners have a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect… Growth and development education is more than simply teaching young people about the anatomy and physiology of reproduction. For example, growth and development education focuses on an understanding of sexuality in its broadest context – sexual development, reproductive health, interpersonal relationships, affection, abstinence, body image, and gender roles. Acquiring information and skills and developing attitudes, beliefs, and values related to identity and relationships are lifelong processes.
Parents and guardians are the primary educators of their children. As children grow and developrelationships with family members and others, they learn about appropriate behaviours and values, as well as about sexuality. They are influenced by parents, friends, relatives, religious leaders, teachers, and neighbours, as well as by television, radio, videos, movies, books, advertisements, music, and newspapers. School-based programs add another important dimension to a child’s ongoing learning about sexuality.
The overall and specific expectations in this strand are age-appropriate and should be addressedwith sensitivity and respect for individual differences. Because of the sensitive nature of thesetopics, parents or guardians must be informed about the content of the curriculum and time of delivery. Teachers and learners must develop a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect. The “healthy sexuality” expectations should be addressed only after teachers have developed rapport with their students. Opportunities should be provided for segregated as well as coeducational instruction.
The Growth and Development expectations from the 1998 curriculum document focus
on age-appropriate questions related to human sexuality. Students have opportunities to explore the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality, and to develop the communication skills they need to express their concerns and feelings in these areas. They also learn to identify local sources of support related to sexuality and sexual health. Students are expected to develop an understanding of reproductive systems, the possible consequences of risky behaviours, pregnancy and disease prevention, and abstinence as a positive choice for adolescents.”
GROWTH AND DEVELOPMENT (1998)
OVERALL EXPECTATIONBy the end of Grade 7, students will:
• describe age-appropriate matters related to sexuality (e.g., the need to develop good
interpersonal skills, such as the ability to communicate effectively with the opposite sex).
SPECIFIC EXPECTATIONSBy the end of Grade 7, students will:
• explain the male and female reproductive systems as they relate to fertilization;
• distinguish between the facts and myths associated with menstruation, spermatogenesis,
and fertilization;
• identify the methods of transmission and the symptoms of sexually transmitted diseases
(STDs), and ways to prevent them;
• use effective communication skills (e.g., refusal skills, active listening) to deal with
various relationships and situations;
• explain the term abstinence as it applies to healthy sexuality;
• identify sources of support with regard to issues related to healthy sexuality
(e.g., parents/guardians, doctors).
GROWTH AND DEVELOPMENT (1998)
OVERALL EXPECTATIONSBy the end of Grade 8, students will:
• identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality
(e.g., respect for life, ethical questions in relationships, contraception);
• identify local support groups and community organizations (e.g., public health offices) that
provide information or services related to health and well-being;
• apply living skills (e.g., decision-making, problem-solving, and refusal skills) to respond to
matters related to sexuality, drug use, and healthy eating habits.
SPECIFIC EXPECTATIONSBy the end of Grade 8, students will:
• explain the importance of abstinence as a positive choice for adolescents;
• identify symptoms, methods of transmission, prevention, and high-risk behaviours
related to common STDs, HIV, and AIDS;
• identify methods used to prevent pregnancy;
• apply living skills (e.g., decision-making, assertiveness, and refusal skills) in making
informed decisions, and analyse the consequences of engaging in sexual activities and
using drugs;
• identify sources of support (e.g., parents/guardians, doctors) related to healthy sexuality
issues.
http://www.edu.gov.on.ca/eng/curriculum/elementary/healthcurr18.pdf
Generally, it actually seems pretty inclusive by mentioning that topics such as “gender identity and sexual orientation” will be discussed; however, I feel that it could be more detailed to minimize variability between teachers. For example, it could give a comprehensive chart or guide with answers teachers could give to questions on this sensitive material, instead of just stating that sexual orientation and gender identity are subjects that must be handled delicately. Additionally, the “Growth and Development” (a module that seems to span from grades 5 to 8) expectations could perhaps include something to the effect of “Development of understanding of gender identity.” I included the current grade 7 and 8 expectations as examples.
“Some topics within the Healthy Living strand can be challenging to teach because of their personal nature and their connection to family, religious, or cultural values. These topics can include but are not limited to topics covered in the Growth and Development section of the 1998 curriculum, as well as topics such as mental health, body image, substance abuse, violence,harassment, child abuse, gender identity, sexual orientation, illness (including HIV/AIDS), and poverty. These topics must be addressed with sensitivity and care. It is important that both teachers and learners have a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect… Growth and development education is more than simply teaching young people about the anatomy and physiology of reproduction. For example, growth and development education focuses on an understanding of sexuality in its broadest context – sexual development, reproductive health, interpersonal relationships, affection, abstinence, body image, and gender roles. Acquiring information and skills and developing attitudes, beliefs, and values related to identity and relationships are lifelong processes.
Parents and guardians are the primary educators of their children. As children grow and developrelationships with family members and others, they learn about appropriate behaviours and values, as well as about sexuality. They are influenced by parents, friends, relatives, religious leaders, teachers, and neighbours, as well as by television, radio, videos, movies, books, advertisements, music, and newspapers. School-based programs add another important dimension to a child’s ongoing learning about sexuality.
The overall and specific expectations in this strand are age-appropriate and should be addressedwith sensitivity and respect for individual differences. Because of the sensitive nature of thesetopics, parents or guardians must be informed about the content of the curriculum and time of delivery. Teachers and learners must develop a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect. The “healthy sexuality” expectations should be addressed only after teachers have developed rapport with their students. Opportunities should be provided for segregated as well as coeducational instruction.
The Growth and Development expectations from the 1998 curriculum document focus
on age-appropriate questions related to human sexuality. Students have opportunities to explore the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality, and to develop the communication skills they need to express their concerns and feelings in these areas. They also learn to identify local sources of support related to sexuality and sexual health. Students are expected to develop an understanding of reproductive systems, the possible consequences of risky behaviours, pregnancy and disease prevention, and abstinence as a positive choice for adolescents.”
GROWTH AND DEVELOPMENT (1998)
OVERALL EXPECTATIONBy the end of Grade 7, students will:
• describe age-appropriate matters related to sexuality (e.g., the need to develop good
interpersonal skills, such as the ability to communicate effectively with the opposite sex).
SPECIFIC EXPECTATIONSBy the end of Grade 7, students will:
• explain the male and female reproductive systems as they relate to fertilization;
• distinguish between the facts and myths associated with menstruation, spermatogenesis,
and fertilization;
• identify the methods of transmission and the symptoms of sexually transmitted diseases
(STDs), and ways to prevent them;
• use effective communication skills (e.g., refusal skills, active listening) to deal with
various relationships and situations;
• explain the term abstinence as it applies to healthy sexuality;
• identify sources of support with regard to issues related to healthy sexuality
(e.g., parents/guardians, doctors).
GROWTH AND DEVELOPMENT (1998)
OVERALL EXPECTATIONSBy the end of Grade 8, students will:
• identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality
(e.g., respect for life, ethical questions in relationships, contraception);
• identify local support groups and community organizations (e.g., public health offices) that
provide information or services related to health and well-being;
• apply living skills (e.g., decision-making, problem-solving, and refusal skills) to respond to
matters related to sexuality, drug use, and healthy eating habits.
SPECIFIC EXPECTATIONSBy the end of Grade 8, students will:
• explain the importance of abstinence as a positive choice for adolescents;
• identify symptoms, methods of transmission, prevention, and high-risk behaviours
related to common STDs, HIV, and AIDS;
• identify methods used to prevent pregnancy;
• apply living skills (e.g., decision-making, assertiveness, and refusal skills) in making
informed decisions, and analyse the consequences of engaging in sexual activities and
using drugs;
• identify sources of support (e.g., parents/guardians, doctors) related to healthy sexuality
issues.
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