Sexuality Education An Important And Compulsory Part Of...

Sexuality education is an important and compulsory part of the New Zealand (NZ) Curriculum. Sexuality education is important so young people can feel empowered about their sexuality and make positive informed decisions. Sexuality education across the country follows a similar outline regulated by the Ministry of Education (MoE) but different students have various experiences and learn different knowledge of sexuality in schools. I went to a religious all-girls school and throughout this assignment I will be discussing my sexuality education in reference to significant topics. These include the official and unofficial curriculum, heteronormativity, homophobia and the missing discourse of desire. The official curriculum in schools refers to the formal curriculum in schools that is explicitly set out in school policy and forms a deliberate and intentional part of the curriculum. This occurs in areas such as biology, religious studies and sexuality education. The official curriculum is said to be â€Å"non-sexist, non-racist, non-discriminatory as well as students’ abilities to be affirmed and their learning needs as addressed (Minstry of Education, 2007). In schools the official curriculum mostly features teaching of contraception, reproductive health, pregnancy, basic anatomy and Sexually Transmitted Infections (STIs) (Allen, L., 2011). Schools stress this information and my school were no different from this. At my high-school we learnt about these topics from year nine to year

Social Construction of Race and How It Affects Society Essay

Humans define race by how they conceive and categorize different social realities. Thus, race is often referred to as a social construct. The differences in skin color and facial characteristics have led most of society to classify humans into groups instead of individuals. These constructs affect us all, and they often result in situations where majority racial groups cause undue suffering to those that are part of the minority. The understanding of race as a social construct is best illustrated by the examination of racial issues within our own culture, specifically those that have plagued the history of the United States. Although race as a physical condition has likely occurred in societies from the beginning of human existence, it†¦show more content†¦Although the Declaration of Independence stated that â€Å"All men are created equal,† the U.S Constitution denied minorities basic human rights, such as life, liberty and the pursuit of happiness. With this, the line had been drawn. Skin color had now become the definite indicator of how race would be defined in future American society. This sentiment of racial inferiority by the white American was further demonstrated by their treatment of Native American society. As European settlements continued to expand across the continent, Indians were forcibly removed from their land to make room for the â€Å"more civilized† white American. The Native American population was practically eradicated with only a handful of survivors remaining on small, segregated reservations in Oklahoma. The genocide of their people-- and their culture-- left most Native Americans with extreme resentment towards the white man. Ironically, just as the white man saw the Native American people as uncivilized savages, Native Americans saw firsthand how barbaric the white man actually was. 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Race is socially constructed (Dyer, 1997) and it is important to acknowledge this in order to address its impact. Unless whiteness is labelled and confronted, being ‘white’ is usually considered the â⠂¬Ëœnorm’ which acquires certain social privileges, while all other socially-constructed categories of ‘race’ are consideredRead More Social Construction Of Race Essay736 Words   |  3 PagesSocial Construction Of Race In society, race clearly affects one’s life chances. These are the chances of getting opportunities and gaining experience for progression. The social construction of race is based on privileges and availability of resources. Looking at society and the formation of race in a historical context, whites have always held some sort of delusional belief of a â€Å"white-skin privilege.† This advantage grants whites an advantage in society whether one desires it or not. This

Examinations exert a pernicious influence on education Essay Example For Students

Examinations exert a pernicious influence on education Essay Examination is a form/means of testing a persons ability to perform in a particular subject which may be academic or non-academic. Pernicious means something which is harmful or has harmful effects. Education is anything a person learns from the time he is born to the time he dies. This includes all academic and non-academic subjects which may be good or bad. Having defined the keywords, the bases of the argument has been formed and now let us start by discussing the pros of the topic. The student appearing for the exam takes it under extreme tension and pressure because he knows that he has only one chance to prove his worth and if he fails, he will be left behind for the rest of his life. Of course he can re-take the exam after a period of a year or so but since he had failed it once, it wouldnt be the same. His momentum of studying would have been broken and his failure would serve as a discouraging factor. As a result he would probably show a worse performance the second time and end up losing a year. The other point in favour of the topic is that the student may be good at the subject itself but may not be a good examinee because he may not be able to attempt fully the question in the set time period. This may not give a chance to the student to express fully and in a comprehensive manner, his opinions and views. Take the example of this essay. If I were given this essay in the examination, I may not be able to explain each and every point properly because of the limited time I would have been allotted. Let us now make an assumption that the student is able to finish the question in the allotted time. However, his handwriting is difficult to understand and his paper is filled with scribblings towards the end. The student has no knowledge of the examiner nor of his mood/state of mind at the time of checking. So, what happens if the examiner is in a frustrated mood? First of all, his temper grows as he stares at the untidy paper lying in front of him. Then he takes a deep breath and starts reading the essay. By the time he finishes reading the first paragraph he can take no more of the terrible writing and goes through the rest of the essay reading a few sentences here and there. When he reaches to the end of the essay, his mind contains glimpses of what the student has written and gives marks accordingly which are ten-to-one very low. This results in the student getting a low grade and his future is completely or to a large extent ruined. Apart from this the last few papers checked by the examiner usually earn a  low grade because by that time the examiner is bored checking papers and also by the repetition of points. When a student knows that he has to study for a particular examination and follow a set syllabus, his approach towards that subject is narrowed down. This restricts his knowledge of the subject even though he would like to study it from a wider perspective. The element of time limits the students answer to memory rather than to analysis. Since the time at hand is extremely short, the student finds it hard to organize all the points. Therefore, he explains all the points that are in his mind in a random order which spoils the flow of the answer and also leads the student to making a lot of mistakes, most of which he could have otherwise avoided. Also, this leaves the student with little or no time to check his paper for spelling and punctuation errors. .u00157c0ab9fd7a9bddd3bc02f6fcdeed , .u00157c0ab9fd7a9bddd3bc02f6fcdeed .postImageUrl , .u00157c0ab9fd7a9bddd3bc02f6fcdeed .centered-text-area { min-height: 80px; position: relative; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed , .u00157c0ab9fd7a9bddd3bc02f6fcdeed:hover , .u00157c0ab9fd7a9bddd3bc02f6fcdeed:visited , .u00157c0ab9fd7a9bddd3bc02f6fcdeed:active { border:0!important; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed .clearfix:after { content: ""; display: table; clear: both; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed:active , .u00157c0ab9fd7a9bddd3bc02f6fcdeed:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed .centered-text-area { width: 100%; position: relative ; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed:hover .ctaButton { background-color: #34495E!important; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed .u00157c0ab9fd7a9bddd3bc02f6fcdeed-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u00157c0ab9fd7a9bddd3bc02f6fcdeed:after { content: ""; display: block; clear: both; } READ: Do you swear EssayWhat happens if you are an excellent student but are sick on the day of the examination or are under pressure external to the examination? What if your answer is biased or prejudice and conflicts with the opinions and views of the examiner? In such cases, students get low grades even though its not their fault and they cannot help in any way. They therefore have to suffer for the rest of their life. Let us now examine the cons of the topic. The most important con of the topic may be that it provides a base for people belonging to all classes of the society to show their worth. And if the society is not based on the caste system then members of the low classes would be able to obtain high posts and go far in life if they perform well in the examination. In this way they would be able to achieve all that they had so far only dreamed of. Examinations can be taken as a test of a students knowledge about a particular subject which would tell the student where he stands among others, and how much he knows and how much he ought to know. E.g. we all know that we have to perform deeds of virtue in this world in order to attain salvation in the next phase of life, but how many of us perform this duty? Lastly, examinations can be considered as a standard of measuring how strong a student comes out under extreme conditions. In the conclusion, I would like to give my own views on the topic. In my opinion, examinations do not have a pernicious influence on education because if desired, the student may collect extra information on the subject through research but he does not necessarily have to implement it in his answers. Also, since all the students taking the examination are judged on the same material, it provides a solid base for judging a students ability to perform in a particular subject or profession.

Part B Course Project Math 533 Essay Example Essay Example

Part B Course Project Math 533 Essay Example Paper Part B Course Project Math 533 Essay Introduction Course Project Part B a. the average (mean) annual income was less than $50,000 Null and Alternative Hypothesis H0: mu= 50 (in thousands) Ha: mult;50 (in thousands) Level of Significance Level of Significance = . 05 Test Statistic, Critical Value, and Decision Rule Since alpha = . 05, zlt;-1. 645, which is lower tailed Rejection region is, zlt;-1. 645 Calculate test statistic, x-bar=43. 74 and s=14. 64 Z=(43. 74-50)/2. 070=-3. 0242. 070 is calculated by: s/sq-root of n Decision Rule: The calculated test statistic of -3. 024 does fall in the rejection region of zlt;-1. 45, therefore I would reject the null and say there is sufficient evidence to indicate mult;50. Interpretation of Results and Conclusion p-value= . 001 .001lt;. 05 Because the p-value of . 001 is less than the significance level of . 05, I will reject the null hypothesis at 5% level. 95% CI=(39. 68, 47. 80)- I am 95% confident that the true mean income lies between $39,680 and $47,800. Minitab Output: One-Sample Z Test of mu = 50 vs lt; 50 The assumed standard deviation = 14. 64 95% Upper N Mean SE Mean Bound Z P 50 43. 74 2. 07 47. 5 -3. 02 0. 001 b. the true population proportion of customers who live in an urban area exceeds 40% 22 people of the 50 surveyed live in an Urban community, which is 44%. My point estimate is . 44. Null and Alternative Hypothesis H0: p=. 40 Ha: pgt;. 40 Level of Significance Level of Significance= . 05 Test Statistic, Critical Value, and Decision Rule Since alpha= . 05, zgt;1. 645, which is upper tailed Rejection region is, zgt;1. 645 To conduct a large sample z-test, I must first determine if the sample size is large enough. nPo= 50(. 40)= 20 and 50(1-. 0)=30 Both are larger than 15, so we conclude that the sample size is large enough to conduct the large sample z test. Z=(. 44-. 40)/. 06928=. 5774. 06928 is calculated by sq-root ((. 4)(. 6))/50)=. 06928 Decision Rule: The calculated test statistic of . 5774 does not fall in the rejection region of zgt;1. 645, theref ore I would not reject H0. There is insufficient evidence to conclude the true population of customers who live in urban communities is greater than 40%. Interpretation of Results and Conclusions p-value= . 282 .282gt;. 05 Because the p-value of . 82 is greater than the significance level of . 05, I will not reject the null. 95% CI= (. 299907, . 587456)- I am 95% confident that the true population proportion of customers who live in an urban area is between 30% and 59%. Minitab Output Test and CI for One Proportion Test of p = 0. 4 vs p gt; 0. 4 95% Lower Sample X N Sample p Bound Z-Value P-Value 1 22 50 0. 440000 0. 324532 0. 58 0. 282 Using the normal approximation. c. the average (mean) number of years lived in the current home is less than 13 years Null and Alternative Hypothesis H0: mu=13 Ha: mult;13 Level of Significance Level of Significance= . 05 Test Statistic, Critical Value, and Decision Rule Since alpha= . 05, zlt;-1. 645, which is lower tailed. Rejection region is zlt;- 1. 645 Calculate the test statistic, x-bar =12. 26 and s=5. 086 Z=(12. 26-13)/. 7193=-1. 03 Decision Rule: The calculated test statistic of -1. 03 does not fall in the rejection region of Zlt;-1. 645, therefore I would not reject the null hypothesis and say there is insufficient evidence to indicate mult;13. Interpretation of Results and Conclusion p-value=. 52 .152gt;. 05 Because the p=value of . 152 is greater than the significance level of . 05, I would not reject the null hypothesis at 5% level. 95% CI=(10. 850, 13. 670)- I am 95% confident that the average number of years lived in current home falls between 10. 85 and 13. 67 years. Minitab Output One-Sample Z Test of mu = 13 vs lt; 13 The assumed standard deviation = 5. 086 95% Upper N Mean SE Mean Bound Z P 50 12. 260 0. 719 13. 443 -1. 03 0. 152 d. the average (mean) credit balance for suburban customers is more than $4300. 5 people of 50 surveyed live in a suburban community, so I will be conducting a t-test because 15lt;30. Null and Alternative Hypothesis H0: mu=$4,300 Ha: mugt;$4,300 Level of Significance Level of Significance= . 05 Test Statistic, Critical Value, and Decision Rule Since alpha= . 05, tgt;1. 761, which is upper tailed. Rejection region is tgt;1. 761 Calculate the test statistic, x-bar=4675 and s=742 T=(4675-4300)/742sqrt15=1. 957 Decision Rule: 1. 957 is greater than 1. 761, which means it does fall in the rejection region, so I would reject H0. Part B Course Project Math 533 Essay Body Paragraphs Because I am rejecting H0, this means that there is sufficient evidence to conclude that the average credit balance for the suburban customers is greater than $4300 Interpretation of Results and Conclusion p-value=. 035 .035lt;. 05 Because the p-value of . 035 is less than the significance level of . 05, I will reject the null hypothesis at 5% level. 95%=(4264, 5086)- I am 95% confident that the average credit balance for suburban customers falls between $4264 and $5,086. Minitab Output One-Sample T Test of mu = 4300 vs gt; 4300 95% Lower N Mean StDev SE Mean Bound T P 15 4675 742 192 4338 1. 96 0. 035 Final Report of Results Before parts a-d are broken down, provided below are a the Seven Elements of a Test Hypothesis that will assist one in understanding the different terminology used in this report. Elements of a Test of Hypothesis 1. Null hypothesis (H0): A theory about the specific values of one or more population parameters. The theory generally represents the status quo, which we adopt until it is proven false. The theory is always stated as H0: parameter = value. 2. Alternative (research) hypothesis (Ha): A theory that contradicts the null hypothesis. The theory generally represents that which we will adopt only when sufficient evidence exists to establish its truth. 3. Test statistic: A sample statistic used to decide whether to reject the null hypothesis. 4. Rejection region: The numerical values of the test statistic for which the null hypothesis will be rejected. The rejection region is chosen so that the probability is? that it will contain the test statistic when the null hypothesis is true, thereby leading to a Type I error. The value of? is usually chosen to be small (e. g. , . 01, . 05, or . 10) and is referred to as the level of significance of the test. 5. Assumptions: Clear statement(s) of any assumptions made about the population(s) being sampled. 6. Experiment and calculation of test statistic: Performance of the sampling experiment and de termination of the numerical value of the test statistic. 7. Conclusion: a. If the numerical value of the test statistic falls in the rejection region, we reject the null hypothesis and conclude that the alternative hypothesis is true. We know that the hypothesis-testing process will lead to this conclusion incorrectly (Type I error) only 100? % of the time when H0 is true. b. If the test statistic does not fall in the rejection region, we do not reject H0. Thus, we reserve judgment about which hypothesis is true. We do not conclude that the null hypothesis is true because we do not (in general) know the probability? that our test procedure will lead to an incorrect acceptance of H0 (Type II error). The average mean annual income was less than $50,000. I rejected the null hypothesis since the p-value of . 01 is smaller than the significance level of . 05. The p-value indicates the probability of rejecting a true null hypothesis. There is a sufficient amount of evidence to support th e claim that the average annual income was less than $50,000 since there is a significance level of . 05. The 95% CI, which is (39. 68, 47. 80) means that I am 95% confident that the true mean (average) income lies between $39,680 and $47,800. Based on these results, the managers speculation that the average annual income was less than $50,000 is correct, which means the null is rejected, and the alternative is accepted. The true population proportion of customers who live in an urban area exceeds 40%. I did not reject the null hypothesis because the p-value of . 282 is larger than the significance level of . 05. The p-value indicates the probability of rejecting a true null hypothesis. There is insufficient evidence to conclude that the true population of customers who live in urban communities is greater than 40%. The 95% CI of (. 299907, . 587456) indicates that we are 95% confident that the true population proportion of customers who live in urban area is between 30% and 59%. Ba sed on these results, the managers speculation that the true population proportion of customers who live in an urban area exceeds 40% is not correct because we decided not to reject the null hypothesis. The average (mean) number of years lived in the current home is less than 13 years. I did not reject the null hypothesis because the p-value of . 152 is greater than the significance level of . 05. The p-value, again, indicates the probability of rejecting a true null hypothesis. There is insufficient evidence to conclude that the average number of years lived in current home is less than 13 years. The 95% CI of (10. 850, 13. 670) indicates that we are 95% confident that the average number of years that customers lived in their current home falls between 11 and 14 years. Based on these results, the managers speculation that the true proportion of customers who have lived in their current home less than 13 years is incorrect because we decided not to reject the null. The average (mean ) credit balance for suburban customers is more than $4300. I did reject the null hypothesis because not only did t (1. 957) fall into the rejection region, but also, the p-value of . 035 is less than . 05. If the p-values is less than the significance level, you will reject the null. There is sufficient evidence to conclude that the average credit balance for the suburban customers is greater than $4300. The 95% confidence intervals indicates that we are 95% confident that the average credit balance for suburban customers falls between $4,264 and $5,086. Based on these results, the managers speculation that the average credit balance for suburban customers is more than $4300 is correct. References Benson, P. G. , McClave, J. T. , amp; Sincich, T. (2011). Statistics for Business and Economics (11th ed. ). Boston, MA: Prentice Hall. We will write a custom essay sample on Part B Course Project Math 533 Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Part B Course Project Math 533 Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Part B Course Project Math 533 Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer