The United States Of The Constitution - 857 Words

United States of America is one of the greatest country that have lot of power that can affect another country. Democracy were originated at Athens, Greece. But as a superpower country that got the independence from a long time, America’s politics and system has been a role model for other country that want to use democracy as a political system in their place. In the world of politics, not only president and vice president have the role in the constitution, many parties and people were included in the complicated American constitution. Involving many parties and people means there should be a power division to make each of branches are not over limit and dominating other party in the constitution. Separation of powers has to be made to make all the governing parties and all the party in constitution work proportionally and balance. In separating the powers, federal government have three branches, it is Executive, Legislative and Judicial branch. This concept generally known a s â€Å"trias politica† was presented by Montesquieu, an 18th century French social and political philosopher. His book â€Å"the Spirit of Laws† was considered a masterpiece because this system is used in parliamentary countries abroad. U.S also used the idea from Montesquieu by sharing powers into three branches. Democracy and separation of powers are some topic that cannot be separated, without separation of powers, the dictator and oligarchy system will ongoing instead of democracy., â€Å"Separation of powers,Show MoreRelatedThe United States Constitution And The Constitution Essay1491 Words   |  6 PagesThe United States Constitution, this very detailed group of words was written in 1787, but it did not take effect until after it was ratified in 1789, when it replaced the Articles of Confederation. It remains the basic law of the United States then and till the present day of 2016. The first state to ratify the Constitution was Delaware; the last of the origi nal thirteen to ratify was Rhode Island and since only nine were required, this was two years after it went into effect. When the U.S. ConstitutionRead MoreThe Constitution Of The United States Constitution Essay1185 Words   |  5 Pages(framers’ of the U.S. Constitution) position on the Presidency: The framers experienced the abuse of the English monarchs and their colonial governors. As a result, the framers were skeptical of the excessive executive authority. Furthermore, they also feared excessive legislative powers. This was something that the Articles of Confederation had given their own state legislatures. The framers of the constitution deliberately fragmented power between the national government, the states, and among the executiveRead MoreThe Constitution Of The United States885 Words   |  4 Pages In 1787, our founding fathers came up with a few principles that would establish what we now know as the United States of America. These principles were put on paper to serve as a guideline for how the United States would be operated and structured. This historical piece paper became known as the Constitution of the United States. In the Constitution, a Preamble is implemented at the beginning that essentially tells what the founding fathers set out to do. â€Å"We The People, in order to form a moreRead MoreThe Constitution Of The United States894 Words   |  4 Pagesthe substratum for that country. A Constitution can be defined as a document that is the substratum of the country’s principles. Elements in the Constitution may contain sundry information. Which can include: how many terms a leader may serve, what rights the citizens have, how the judicial system works, etc. The United States in no different from those countries. Every constitution is different, no country has the exact constitution as another. The U.S Constitution is a four-page document detailingRead MoreThe United States Constitution Essay1515 Words   |  7 PagesThe United States constitution was written in 1787 by the founding fathers of this country. Now it might be appropriate to question why a document that is the basis of the government for one of the most culturally and racially diverse countries in the world, was written by a group of heterosexual, cisgender, rich, white men. Some might think that a constitution written well over 200 years ago would be outdated and irrelevant to the American society of today but with some research, it is quite theRead MoreThe Constitution Of The United States756 Words   |  4 PagesPromulgation and Legislation in the U.S. Constitution: The federal system of government of the United States is based on its constitution. The Constitution grants all authority to the federal government except the power that is delegated to the states. Each state in the United States has its own constitution, local government, statute, and courts. The Constitution of the United States sets the judiciary of the federal government and defines the extent of the federal court’s power. The federalRead MoreThe Constitution Of The United States1007 Words   |  5 PagesThe United States of America has previously experienced failure every now and then. With trial and error, the country has learned to correct its ways and move toward(s) perfecting itself. Realizing the ineffectiveness of the Articles of Confederation is a prime example of the U.S. learning how to better itself. Subsequent to the Articles of Confederation, the Constitution of the United States was set as our new and improved framework of government. Possessing knowled ge on how America, although strongRead MoreThe Constitution Of The United States951 Words   |  4 Pageshappening again. Unlike the artifacts, The Constitution of the United States has not been forgotten, it is actually still very alive today. Unlike most relics, The Constitution still holds a very heroic and patriotic implication, freedom. With freedom comes self-government, freedom of speech, religious tolerance, etc. With all these things comes the great responsibility to adapt and fit to the wants and needs of the decade. Even though the Constitution was made for the interests of the people ofRead MoreThe Constitution Of The United States1338 Words   |  6 Pages The Constitution is the basis of law in The United States and has been since it was written in 1789. Since then it has been amended 27 times with the first ten amendments collectively known as the Bill of Rights. The US Constitution was preceded by the Articles of Confederation and supported by the Federalist Papers which we will touch more on later. James Madison, Alexander Hamilton, John Adams and Thomas Jefferson all wrote or influenced The Constitution in a very important way. Alexander HamiltonRead MoreThe Constitution Of The United States1388 Words   |  6 PagesInterpretation of the Constitution is one of the biggest conflicts within the United States–the highly contentious issue of states’ rights resulted from two different interpretations of what powers should belong to the federal government versus what powers belong to the individual states. No issue has ever caused as much turmoil as the issue of states’ rights–but one side must have more v alid arguments. Should the federal government’s power be superior, or should the authority of the individual states be held

The theme of isolation in Great Expectations through...

Question: How does Dickens in his portrayal of Miss Havisham explore the theme of isolation? The oldest of eight children, Charles Dickens was born in Portsmouth in 1812. Dickens experienced a very traumatic childhood which included the ordeal of seeing two of his brother pass away. John Dickens, his father, worked as a clerk in the Navy Pay Office, due to his occupation, the Dickens family had to move a lot. Financial problems led to the imprisonment of John Dickens, who couldnt afford to look after all his family. The whole of Charles Dickens family soon followed in suite, except for Charles himself though. Instead Charles was taken out of school and made to work in a filthy warehouse, sticking labels on bottles of boot-black for long†¦show more content†¦Her shoes were white...she had a long white veil... here Dickens uses repetition to further strengthen his point, and effectively portray the theme of isolation. As already noted, Miss Havishams character is very melodramatic, and highly unrealistic, but her theatrical character is used as a weapon by Dickens to strongly emphasise his belief that the rich of the time were arrogant and selfish. The very fact that she took the decision to separate herself from the rest of society brings up two different points, the first is that she only had that option open because of her wealth, and it is because of her stubbornness and arrogance that she chooses this path. Here Dickens is trying to emphasise the point that the rich have an open door of choice, which the poor dont have, but their sheer arrogance and stubbornness makes them choose to ignore going through the hard way, and trying to piece back together their lives, rather they opt to take the easier way out and completely separate themselves from the rest of society. The second point that Dickens is trying to put across is that the women of the time were over-reliant on men, when Miss Havisham was jilted on her wedding day, she chose there and then, that she would no longer be able to go on, because of the need of a manly figure in her life.S how MoreRelatedGreat Expectations: Wealth as an Agent of Isolation1975 Words   |  8 PagesGreat Expectations: Wealth as an Agent of Isolation In Charles Dickens novel, Great Expectations, Dickens conveys the idea that wealth leads to isolation. The novel begins when Pip, a young orphan, encounters an escaped convict in a cemetery. Despite Pips efforts to help this terrifying personage, the convict is still captured and transported to Australia. Pip is then introduced into the wealthy yet decaying home of Miss Havisham where he meets Estella, a little girl who takes pleasure inRead MoreEssay Analysis of Great Expectations by Charles Dickens5944 Words   |  24 PagesAnalysis of Great Expectations by Charles Dickens Charles Dickens, the revolutionary 19th century novelist, wrote a bildungsroman of Phillip Pirrip (Pip) and the reality of his own â€Å"Great Expectations† in his pursuit to become a gentleman. In Chapter 8, the reader is introduced to Miss Havisham and Estella and this is where Pip first becomes dissatisfied with the life at the forge. There were many writers in Dickens’ day whose works are no longer read; this is possibly because DickensRead MoreQuestions On Great Expectations 1772 Words   |  8 PagesAnswers for Evaluating Literature- Great Expectations 1. This title signifies Pip’s expectancy for his monetary inheritance, referred to as his expectations. It also refers to the expectations he has for life, such as his expectation to become a gentleman and marrying Estella. 2. The story takes place during the 19th century in England, in North Kent and London. Pip, has conflicting feelings about both locations. Pip doesn’t particularly like Kent, but before he left, it held a place of sanctuaryRead MoreHow Does Dickens Create Sympathy for Pip at the Beginning of the Novel?956 Words   |  4 Pages‘Great Expectations’ is a highly acclaimed novel written by Charles Dickens first published in 1861, which follows the journey of a young boy commonly known as Pip (his Christian name being Phillip Pirrip) who is born into a middle-class family but goes on to receive riches from a mysterious benefactor in order to pursue his childhood dream in becoming a gentleman. The story is written in first person with Charles Dickens writing back about the experiences of Pip. Although it isn’t his autobiographyRead MoreGreat Expectations Chapters 7-25 Essay4159 Words   |  17 PagesGreat Expectations (Chapters 7-25) Chapter 7 1. Dickens is noted for giving his characters names that are descriptive to their personalities. The names often sound like other words or are a pun. How could Mrs. Wopsle’s name be descriptive of her personality? Mrs. Wopsles name describes her personality because â€Å"Wopsle† sounds like â€Å"wobble† and Mrs. Wopsle is has a very wobbly and carefree personality. 2. How are Biddy and Pip alike? Biddy and Pip are alike because they were both â€Å"brought upRead MoreDickens Creation of Sympathy for His Characters in Great Expectations2048 Words   |  9 PagesDickens Creation of Sympathy for His Characters in Great Expectations Charles Dickens was born on February 7th 1812, the son of John and Elizabeth Dickens. John Dickens was a clerk in the naval pay office. He had a poor head for finances and in 1824 found himself imprisoned for debt. His wife and children (with the exception of Charles) were, as was normal, imprisoned with him. Charles was put to work at Warrens Blacking Factory, where conditions were terrible. When his Read MoreThe Plague by Albert Camus1001 Words   |  5 PagesRunning Out of Time Time is only running out, and it is one of the most vital and overlooked qualities of life. Albert Camus highlights the theme of time in his 1947 novel, The Plague. Through the use of allegory and point of view, Camus substantiates that when people are not aware of time and its advancing, they are wasting the precious and limited time of their lives. He constantly establishes that the amount of consciousness obtained by a person is the difference between spending time wisely

Stefan’s Diaries Origins Chapter 5 Free Essays

The next morning, I awoke to breathless news from Rosalyn’s servants that her prized dog, Penny, had been attacked. Mrs. Cartwright summoned me to her daughter’s chambers, saying nothing had stopped Rosalyn from crying. We will write a custom essay sample on Stefan’s Diaries: Origins Chapter 5 or any similar topic only for you Order Now I tried to comfort her, but her wracking sobs never abated. The whole time, Mrs. Cartwright kept giving me disapproving glances, as if I should be doing a better job calming Rosalyn. â€Å"Y have me,† I’d said at one point, if only to ou appease her. At that, Rosalyn had flung her arms around me, crying so hard into my shoulder that her tears left a wet mark on my waistcoat. I tried to be sympathetic, but I felt a stab of annoyance at the way she was carrying on. After all, I’d never carried on like that when my mother had died. Father hadn’t let me. You have to be strong, a fighter, he’d said at the funeral. And so I was. I didn’t cry when, just a week after Mother’s death, our nanny, Cordelia, began absentmindedly humming the French lullaby Mother had always sung. Not when Father took down the portrait of Mother that had hung in the front room. Not even when Artemis, Mother’s favorite horse, had to be put down. â€Å"Did you see the dog?† Damon asked, as we walked into town together that night to get a drink at the tavern. Now that the dinner where I was to publicly propose to Rosalyn was just days away, we were heading out for a whiskey to celebrate my impending nuptials. At least, that’s what Damon called it, elongating his accent to a flat Charlestonian drawl and wiggling his eyebrows as he said it. I tried to smile as if I thought it was a great joke, but if I began talking, I knew I wouldn’t be able to hold back my dismay about marrying Rosalyn. And there wasn’t anything wrong with her. It was just †¦ it was just that she wasn’t Katherine. I turned my thoughts back to Penny. â€Å"Y Its es. throat had a gash in it, but whatever the animal was didn’t go for her innards. Strange, right?† I said as I rushed to keep up with him. The army had made him stronger and faster. â€Å"It’s a strange time, brother,† Damon said. â€Å"Maybe it’s the Yankees,† he teased with a smirk. As we walked down the cobblestone streets, I noticed signs affixed to most doorways: A reward of one hundred dollars was being offered to anyone who found the wild animal responsible for the attacks. I stared at the sign. Maybe I could find it, then take the money and buy a train ticket to Boston, or New Y ork, or some city where no one could find me and no one had ever heard of Rosalyn Cartwright. I smiled to myself; that would be something Damon might actually do–he never worried about consequences or other people’s feelings. I was about to point out the sign and ask what he’d do with one hundred dollars when I saw someone frantically waving at us in front of the apothecary. â€Å"Are those the Salvatore brothers?† a voice called from up the street. I squinted across the twilight and saw Pearl, the apothecary, standing outside her shop with her daughter, Anna. Pearl and Anna were two more victims of the war. Pearl’s husband had died at the Vicksburg siege just last spring. After that, Pearl had found a home in Mystic Falls, and she ran an apothecary that was always busy. Jonathan Gilbert, in particular, was almost always there when I walked by, complaining about some ailment or purchasing some remedy or another. Town gossip was that he fancied her. â€Å"Pearl, you remember my brother, Damon?† I called as we walked over the square to greet them. Pearl smiled and nodded. Her face was unlined, and a game among the girls was trying to determine how old she was. She had a daughter who was only a few years younger than me, so she couldn’t be that young. â€Å"Y two certainly look ou handsome,† she said fondly. Anna was the spitting image of her mother, and when they stood side by side, the two looked as if they could be sisters. â€Å"Anna, you look more beautiful each year. Are you old enough to be going to dances yet?† Damon asked, a twinkle in his eyes. I smiled despite myself. Of course Damon would be able to charm both a mother and a daughter. â€Å"Almost,† Anna said, her eyes sparkling in anticipation. Fifteen was the age when girls were old enough to stay through dinner and hear the band strike up a waltz. Pearl used a wrought-iron key to lock the apothecary, then turned to face us. â€Å"Damon, can you do me a favor? Can you make sure Katherine gets on tomorrow night? She’s a lovely girl, and, well, you know how people talk about strangers. I knew her in Atlanta.† â€Å"I promise,† Damon said solemnly. I stiffened. Was Damon escorting Katherine tomorrow night? I hadn’t thought she’d come to the party, and I couldn’t imagine proposing in front of her. But what choice did I have? Tell Father that Katherine wasn’t invited? Not propose to Rosalyn? â€Å"Have fun tonight, boys,† Pearl said, breaking me out of my reverie. â€Å"Wait!† I called, the dinner momentarily forgotten. Pearl turned around, a quizzical expression on her face. â€Å"It’s dark, and there have been more attacks. Would you like us to escort you ladies home?† I asked. Pearl shook her head. â€Å"Anna and I are strong women. We’ll be fine. Besides †¦Ã¢â‚¬  She blushed and glanced around, as if afraid to be overheard. â€Å"I believe Jonathan Gilbert wants to do that for us. But I do thank you for your concern.† Damon wiggled his eyebrows and let out a low whistle. â€Å"Y know how I feel about strong women,† ou he whispered. â€Å"Damon. Be appropriate,† I said, slugging him on the shoulder. After all, he wasn’t on the battlefields anymore. He was in Mystic Falls, a town where people liked to eavesdrop and loved to talk. Had he forgotten so quickly? â€Å"Okay, Auntie Stefan!† Damon teased, raising his voice in a high lisp. I laughed despite myself and slugged him again on the arm for good measure. The punch was light, but felt good–a way to unleash some of my annoyance that he was able to escort Katherine to the dinner. He good-naturedly slugged me back, and we would have broken out into an all-out brotherly brawl if Damon hadn’t pushed open the wooden door to the Mystic Falls Tavern. We were immediately greeted by an enthusiastic smile from the voluptuous, red-haired barmaid behind the counter. It was clear that Damon had made himself at home here on several occasions. We elbowed our way to the back of the tavern. The room smelled of sawdust and sweat, and men in uniform were everywhere. Some had bandages on their heads, others wore slings, and some hobbled to the counter on crutches. I recognized Henry, a dark-skinned soldier who practically lived at the tavern, drinking whiskey alone in a corner. Robert had told me stories about him: He never socialized with anyone, and no one ever saw him in the light of day. There was talk that maybe he was associated with the attacks, but how could he be, if he was always at the tavern? I peeled my eyes away to take in the rest of the scene. There were older men tightly grouped in a corner, playing cards and drinking whiskey and, in the opposite corner, a few women. I could tell from the rouge on their cheeks and their painted fingernails that they weren’t the types to spend time with our childhood playmates, Clementine Haverford or Amelia Hawke. As we walked past, one of them brushed my arm with her painted fingernails. â€Å"Y like it here?† Damon pulled out a wooden ou table from the wall, an amused smile on his face. â€Å"I suppose I do.† I plunked down on the hard wooden bench and surveyed my surroundings once again. Being in the tavern, I felt I’d stumbled into a secret society of men, just one more thing I knew I’d have little chance to discover before I was a married man and expected to be at home every evening. â€Å"I’ll get us some drinks,† Damon said, making his way to the bar. I watched as he rested his elbows on the counter and easily talked to the barmaid, who tilted her head back and laughed as if he’d said something hilarious. Which he probably had. That’s why all women fell in love with him. â€Å"So, how does it feel to be a married man?† I turned around to see Dr. Janes behind me. Well into his seventies, Dr. Janes was slightly senile and often loudly proclaimed to anyone who’d listen that his longevity was due exclusively to his prodigious indulgence in whiskey. â€Å"Not married yet, Doctor.† I smiled tightly, wishing Damon would come back with our drinks. â€Å"Ah, my boy, but you will be. Mr. Cartwright at the bank has been discussing it for weeks. The fair young Rosalyn. Quite a catch!† Dr. Janes continued loudly. I glanced around, hoping no one had heard. At that moment, Damon appeared and gently set our whiskeys on the table. â€Å"Thank you,† I said, drinking mine down in one gulp. Dr. Janes hobbled away. â€Å"That thirsty, huh?† Damon asked, taking a small sip of his own drink. I shrugged. In the past, I’d never kept secrets from my brother. But talking about Rosalyn felt dangerous. Somehow, no matter what I said or felt, I still had to marry her. If anyone heard even an inkling of regret from me, there’d be no end to the talk. Suddenly, a new whiskey appeared in front of me. I glanced up to see the pretty bartender Damon had been talking to standing over our table. â€Å"Y look like you need this. Seems you’ve had out a rough day.† The barmaid winked one of her green eyes and set the sweating tumbler on the rough-hewn wooden table in front of me. â€Å"Thank you,† I said as I took a small, grateful sip. â€Å"Anytime,† the barmaid said, her crinoline skirts swishing over her hips. I watched her retreating back. All the women in the tavern, even those with loose reputations, were more interesting than Rosalyn. But no matter who I glanced at, the only image that filled my mind was Katherine’s face. â€Å"Alice likes you,† Damon observed. I shook my head. â€Å"You know I can’t look. By the you end of summer, I’ll be a married man. Y ou, meanwhile, are free to do as you please.† I’d meant it to be an observation, but the words came out as a judgment. â€Å"That’s true,† Damon said. â€Å"But you do know you don’t have to do something just because Father says so, right?† â€Å"It’s not that simple.† I clenched my jaw. Damon couldn’t understand because he was wild and untamable–so much so that Father had entrusted me, the younger brother, with the future of Veritas, a role I now found stifling. A sliver of betrayal shot through me at this thought–that it was Damon’s fault I had to shoulder so much responsibility. I shook my head, as if trying to remove the idea from it, and took another drink of whiskey. â€Å"It’s very simple,† Damon said, oblivious to my momentary annoyance. â€Å"Just tell him you are not in love with Rosalyn. That you need to find your own place in the world and can’t just follow someone’s orders blindly. That’s what I learned in the army: Y have to believe in what you do. Otherwise, ou what’s the point?† I shook my head. â€Å"I’m not like you. I trust Father. And I know he only wants the best. It’s just that I wish †¦ I wish I had more time,† I said finally. It was true. Maybe I could grow to love Rosalyn, but the thought that I could be married and have a child in just one short year filled me with dread. â€Å"But it’ll be fine,† I said with finality. It had to be. â€Å"What do you think of our new houseguest?† I said, changing the subject. Damon smiled. â€Å"Katherine,† he said, drawing the name into the full three syllables, as if he could taste it on his tongue. â€Å"Now, she’s a girl who’s difficult to figure out, don’t you agree?† â€Å"I suppose,† I said, glad that Damon didn’t â€Å"I suppose,† I said, glad that Damon didn’t know that I was dreaming of Katherine at night, and by day pausing at the door to the carriage house to see if I could hear her laughing with her maid; once I even stopped by the stable to smell the broad back of her horse, Clover, just to see if her lemon and ginger scent had lingered. It hadn’t, and at that moment, in the barn surrounded by the horses, I’d realized how unbalanced I was becoming. â€Å"They don’t make girls like her in Mystic Falls. Do you think she has a soldier somewhere?† Damon asked. â€Å"No!† I said, annoyed once again. â€Å"She’s in mourning for her parents. I hardly think she’s looking for a beau.† â€Å"Of course.† Damon knit his eyebrows together contritely. â€Å"And I wasn’t presuming anything. But if she needs a shoulder to cry on, I’d be happy to lend it to her.† I shrugged. Even though I’d brought up the subject, I was no longer sure I wanted to hear what Damon thought of her. In fact, as beautiful as she was, I almost wished that some far-flung relatives from Charleston or Richmond or Atlanta would step forward to invite her to live with them. If she were out of sight, then maybe I could somehow force myself to love Rosalyn. Damon stared at me, and I knew in that moment how miserable I must have looked. â€Å"Cheer up, brother,† he said. â€Å"The night is young, and the whiskey’s on me.† But there wasn’t enough whiskey in all of Virginia to make me love Rosalyn †¦ or forget about Katherine. How to cite Stefan’s Diaries: Origins Chapter 5, Essay examples

Sex Differences in Cognitive Abilities

Question: What should be the scope of sex education and what are cultural barriers preventing the practice of sex education in london? Answer: Introduction Sex education has been introduced as a means of providing training to the teenagers and provides effective knowledge to the teenager on the various aspects of safe sex and young sex activities (Beshers, 2007). The major motive of the education is to make the young generation aware of the negative sides of sex like making them aware of the sexually transmitted diseases, unwanted pregnancy and other problems, which are related, with the practise of young age sex. As per the legislations of UK, Sex and relationship, Education (SRE) has been made compulsory for all children above the age of 11 years. As per the National curriculum of science, sex education has been introduced as a compulsory curriculum in social science for the promotion of the unknown facts (Millett et al. 2010). However, at present, the parents of the teenagers in UK feel that introduction of sex education in academic curriculum makes the issue socially visible and the culture barriers prevent the parents from discussing the issues with their children. Thus, implementation of sex education is becoming difficult especially in the suburban regions of London (Weeks, 2012). Thesis statement of the research What should be the scope of sex education and what are cultural barriers preventing the practice of sex education in London? Research Question The researcher in this project has concentrated on the following research questions What is the present scope of sex education in London? What are the major barriers that are faced with respect to the implementation of sex education in London? What are the major cultural barriers that prevent the practice of sex education in London? What are the sexual health issues that the teenagers may face in case of absence of sex education in London? Aim of the research The researcher in this project aims to study the effect of the different barriers, which have reduced the scope of the sex education in UK. The research will identify the cultural barriers, which influences the scope and growth of sex education in UK. Objectives of research To evaluate the present scope of sex education in UK To identify the major challenges that are present in implementation of sex education policies in UK To identify the cultural barriers present in the implementation of the sex education in UK To assess the impact of sexual health issues in lack of sex education in UK Rational of the research As per the Public Health England (PHE), the rate of sexually transmitted infections rose to almost half a million in the year 2014. The majority of the sexually transmitted diseases are diagnosed within the age group less than 25 years. Thus, as per the data, it can be confirmed that majority of the teenagers and young professionals are practising unsafe sex (Blake, 2008). Around 64% of the population in the age group of 25 years have been diagnosed with Chlamydia and around 56% has been diagnosed with genital warts. Thus, the researcher selected the following topic to evaluate the scope and importance of sex education among the youths of UK. The major intention behind the research is to analyse the barriers, which are making the implementation of sex education difficult in UK (Verbrugge, 2012). Research methodology According to Taylor, (2012) research methodology is the process of providing ideas on the methods that would be used by the researcher in identification of research findings and overall analysis of the research findings. The research methodology provides an in-depth knowledge of the process in which the data has been collected and the tools which have been used for the analysis of the data. In this research the major focus of the researcher is on conducting of secondary research using internet databases like EBSCO, CINAHL, PubMed, Sage Pub, Science Direct, Wiley, and Google. The Boolean was also used in order to conduct a keyword research. Keyword search strategy Keyword search strategy is the majorly used in the case of SEO searching strategy and helps the researchers to use the common search terms that the respondents will use to identify the necessary information about the research problem. In this research, the researcher has adopted the keyword search strategy because the researcher aimed to shortlist the relevant articles from among the major articles related to sex education. Some of the major key terms that the researcher has used in this project are namely sex education, cultural barriers, STDs, sexually transmitted diseases and barriers in sex education (Lynch, Grummell and Devine, 2012). Steinbach, (2012) stated that choice of correct and appropriate keywords would help the researcher to identify the relevant journals and articles and continue with the research process accordingly. The researcher used different search engines for identifying the relevant literature review journals. The use of the Ebsco search engine helped the researcher to successfully filter the search for the journals using the above-mentioned keywords. Using the Ebsco gave the researcher the option to filter the search for journals as per the date ranging from 2006 to 2015. This helped the researcher to identify relevant journals as per the research problem and the research question. Boolean search engine was also favourable in case of the particular research because with the help of Boolean, the researcher was able to identify the healthcare and medical journals that focused on the sex in the lives of the teenagers. Inclusion-Exclusion criteria According to Ropers-Huilman, (2003) inclusion criteria are the specific characteristics that the prospective respondents and the articles must have to qualify as a part of the research study. Exclusion criteria, on the contrary, specify the different criteria that make the perspective articles and the respondents inappropriate for the overall research study. Inclusion and exclusion criteria include the common factors in the determination of the age, sex, race and ethnicity in the case of qualifying a particular respondent. In case of journal and articles, the researcher uses the keyword and the presence of the research question to apply the inclusion and exclusion criteria (Coleman and Testa, 2007). The researcher for this project took the help of the different available search engines and used the inclusion-exclusion criteria for identifying the relevant journals and articles that will act as a source of secondary data for the research problem. Apart from the Ebsco and Boolean search, the researcher also used the keyword search strategy in Pubmed, Pastor, Sage and Emerald sight to find the major relevant articles that were based on the importance and barriers related to sex education in London (Emmerson, 2008). Using the inclusion criteria, the researcher tried to include the relevant articles within the 1, 00, 000 articles that were found by the researcher within the keyword search strategy. The inclusion criteria adopted by the researcher included the following conditions: Selection of qualitative research papers on sex educations and their implications for the teenagers and society (Lynch, Grummell and Devine, 2012) Government reports along with statistical data on the use of information related to sex education among the youths and the teenagers. Statistical reports on the number of health concerns due to lack of the sex education among the different teenagers Selection of journals and articles within the period ranging from 2009 to 2015 Selection of articles and journals that are based on research studies on sex education in London Selection of articles and journals where the researchers have used English as their primary for m of communication Selection of statistical reports that are dated back to the year 2013 and 2014 (Okello Agina, Kimani and Kiumbuku, 2012) Literature review This chapter focuses on the supportive themes and concepts that will help the researcher to evaluate the findings collected from the research articles and the website journals. According to Magoon, (2010) literature, the review is the method of collecting the published data and analyse the findings based on the concepts. It acts as the base for the research project and provides the researcher with the idea about the research problems. Sex education The education that is imparted in educational institutions to make the young generation aware of sexual relationships and sexual activity is termed as sex education. It is a value-based education that teaches the students that sex is normal and can healthy (Barnes, 2014). It helps the students to value their individual being as well as families and communities. It does not teach the student with a list of dos and donts but gives actual information about pregnancy, abortion and sexual orientation. Apart from teaching about sexual intercourse and orientation, it also informs the students about exact facts about Sexually Transmitted Diseases (STD) and HIV. The education makes the students well aware of the unintended pregnancy and how it could be avoided by using the contraceptive, condoms and other methods. It educates the students that unintended pregnancy does not degrade the woman, and the woman can either keep or raise the baby or can give the baby for adoption (Koppelman, 2011). Teachers of Sex Education The topic of sex education is generally related to the biological basic science modules, which are taught within the academic curriculum of all study packages. However, their family should incorporate the practical importance of the subject along with the moral and ethical values within the teenagers. The majority of the public opinion surveys shows that the teenagers within the age group of 13 to 22 years in different parts of UK are highly interested in gaining knowledge on the subject of sex. However, National Surveys shows that parental support is necessary by all the schools implementing sex education within the curriculum of academic education. Parental surveys in different schools of UK show that around 93% of the parents feel that sex education programs are stressful for their childs development and thus restrain from making any support over the matter (Lynch, Grummell and Devine, 2012). The teachers and the parents feel uncomfortable in discussing different issues like oral sex, anal sex, gay issues, and lesbian issues with the children and the students. Thus, Lynch, Grummell and Devine, (2012) stated that the teachers and the parents tend to avoid attending to the issues. Apart from these two categories of people, the volunteers are also a part of the overall sex education program. The Planned Parenthood League offers a Sexuality Education Certificate Series and provides training to the young healthcare professionals and social service worker on the basics of sex education, diseases, details on transgender groups and issues dealing with HIV/AIDS. Advantages and disadvantages of sex education Arnab et al. (2013) stated that adoption of sex education has both pros and cons among the youths and their families. Evans and Tripp (2006) stated that educating the student about sex is very important when they are attaining puberty because; it is this stage when a human being makes the maximum mistakes. Educating the young generation beforehand will prevent them from doing the mistakes and will know the advantages and disadvantages of any action. The most significant problem that the young generation faces is untimed pregnancy. Sex education helps the students by giving them accurate information regarding pros and cons of sex, occurrence of unsafe sex and diseases caused by getting involved in unsafe sex practices. However, Halpern (2013) argued that sex education in the school takes the students attention away from studies, as sex education is completely a different topic for them. Moreover Lord, (2010) added that at times, teachers are not experts in this matter, and they end up teaching their personal experiences that may be wrong than the facts. This is even more harmful, as individual experiences may differ in such experiences. However, Magoon, (2010) argued that sex education is important majorly because the knowledge of sex education gives the students the option to learn about the body and the demands of the body. Imparting sex education makes the student mature enough to decide to have sex or not have sex. It prevents the students from submitting to peer pressure that already had sex and insisted others on having sex. Moreover, it educates the students about HIV because HIV is nowadays the most significant problem that people are facing (Koppelman, 2011). However, McAnulty and Burnette (2006) further opposed the point stating that the failure in the implementation process is major because most schools do not take sex education seriously. Majority of the academic institutions regard it as extra-curricular activities, at times teachers are not paid separately for these classes and hence neither the students nor the teacher will seriously take this topic (Jayasuriya and Dennick, 2011). Barriers in implementation of sex education Sex education is a controversial topic in the majority of the countries. The majority of the schools and the educators of sex and relationship faces barriers in respect to culture, religion, individual control, political and event legal prospects. According to Gerouki (2013) culture barriers arises majorly due to the age difference between the older and young generation making the situation uneasy to talk about sex and condoms. Further Magoon, (2010) opined that in the majority of the developing countries, the difference in views, that is traditional and modern, and their approaches to sexual behaviour make the situation difficult for sex education. For instance in case of countries like USA, majority of the population supports open culture where sex and relationships are a part of their daily life and they do not feel it necessary to take any precaution while entering into such physical relationships. Thus, in such open cultures it becomes difficult to implement the process of sex e ducation. In the semi, urban people are not ready to accept that sex as a part of life and hence avoid introducing the subject in school or societal discussions (Jayasuriya and Dennick, 2011). The cultural barriers force the teachers in the schools from refraining from the subject due to fear criticism from colleagues and family of the student. In case of African countries, the family structure has changed from being nuclear to joint family in recent times. Thus, in such circumstances the families are culturally bound from discussing such issues with their children. Barnes (2014) stated that the second most relevant barrier is in the form of the religious concepts and prospects. Thus, it becomes very difficult for the adopters of the SRE to adopt the policies and educate the people about the safe and unsafe prospects of sex and relationship. For instance in Korean religion there are no provisions for allowing sex education among the society. There are many religious leaders according to them they are given the responsibility to preserve the tradition and culture. Hence they stop imparting sex education as for them it is against culture and traditions (Barnes, 2014). Politics is also a major barrier in case of implementation of the SRE program. According to Lord, (2010) whenever a new subject is introduced in schools, it requires political support. At times in many countries, the political authorities do not support sex education. Sex education mainly comprises of young generation, these young generation mostly do not get access to political authorities (Kendall, 2013). In case of many countries, certain sexual orientation and behaviour are considered illegal. Moreover, there are certain sexual minorities, which the law denies recognizing (Kendall, 2013). Jayasuriya and Dennick (2011) commented that educational materials are often highly developed and are made of contents which become difficult for the children and the teenagers to understand. Especially in case of SRE program the educational materials should be simplified to make the students aware of the basic concepts of sex and relationship. According to Halpern, (2012) individual barriers are also a part of the problems faced in sex education implementation. Due to the advancement of medical treatment, the young generation is not serious regarding the problems of STD and HIV and do not pay attention to sex education. Teachers, either male or female find it difficult to teach sex education in Co-educational schools. Teachers as an independent individual, shy away from talking about sex, leave aside teaching the students (Gerouki, 2013). Government policy in UK about sex education As per the guidelines of UK legislations, effective sex and relationship education is necessary to give the young population of UK the opportunity to take well-informed decisions about their personal lives. Based on the recent problems faced by the majority of the teenagers of UK, the development of SRE program was initiated. Fpa.org.uk, (2015) stated that SRE (Sex and Relationship Education) is a permanent educational program incorporated within all academic curriculums providing knowledge and training about the physical, moral and emotional development. The major aim of the program is to the develop a sense of moral understanding within the teenagers and develop their sense of responsibility towards their health and body. The program also intends to create the importance of marriage, family, love, relationships and respect for the society. However, Lord, (2010) argued that SRE program does not deal with the transgender issues and sexual orientations. Thus, the alarming rise of thes e issues remains unnoticed and unattended by the schools and even the families. According to Jackson, Paechter and Renold, (2010) the three major elements of the SRE program are developing attitude and values related to marriage, life and love, development of the personal and social skills and development of knowledge and understanding of the physical orientation of the individuals. A teenage survey in UK shows that the introduction of the SRE program has reduced the overall sexual disease rate by 12%. SRE provides different acting guidance to the schools like providing clarification on the types of sex education courses that should be implemented within the curriculum. The legislations also provide guidance on the development of the sex policy and address issues related to confidentiality of the sexually abused students (Sexeducationforum.org.uk, 2015). Henry, (2010) stated that to develop a flexible policy of sex education under the SRE program. Firstly, schools operating under the SRE legislations make it mandatory to have an up-to-date policy on the sex education curriculum. The policy must provide the definition for the sex and relationship education, describe the process of imparting the sex education and provide information on the process of monitoring of the sex education process. The SRE program also demands that the teachers and the students should be continuously monitored and reviewed to check the efficiency of the sex education process. As per section 10 of Schools Inspections Act 1996 all schools under the SRE program should evaluate the moral, social and cultural development of the students and should make the students aware od the negative consequences of engaging in sexual activity (www.gov.uk, 2015). Findings This chapter primarily focuses detailing the findings that the researcher has collected from the secondary research on the journals and the articles with the help of the inclusion-exclusion criteria. The major focus of the researcher was in determining the responses of the parents and the teachers of the different primary and secondary schools in UK regarding the importance and the barriers in sex education. Depending on the research questions framed by the researcher, the researcher obtained the following findings. Question 1: What is the present scope of sex education in London? As per the reports of a survey conducted by the Sex Education Forum, UK, the scope of sex education in UK is high. Around 66% of the total schools present in UK has adopted and implemented the SRE program within their primary and national curriculum. Moreover, the legal framework is also suitable for the adoption of the SRE policies in UK. The Education Act 1996 made inclusion of sex education mandatory in both primary and secondary levels. Further as per the Learning Skills Act 2000, the young age population are required to acquire knowledge about the key social concepts like marriage, family life and sex (Legislation.gov.uk, 2015). In order to help the school management with the implementation of the SRE policies, the Qualifications and Curriculum Development Agency (QCDA) has set out the guidelines for the major portions of sex education that should be incorporated within the curriculum of the schools. Thus, the researcher in this respect has been able to gain sufficient knowledge over the scope of Sex education in UK (Koppelman, 2011). The secondary data from the various relevant journals shows that the government legislations are supportive in the matter of the management of sex education in UK (the Guardian, 2015). 62% of the females in UK confirmed that they have received formal education about sex and issues related to contraception. UK has been one of the leading countries in recording teen pregnancy cases. Thus, the awareness of sexual diseases and problems require high attention in different parts of London. Question 2: What are the major barriers that are faced with respect to the implementation of sex education in London? Determination of the barriers to sex education is of utmost important for the researcher in this study. Since 2008, it was made mandatory for all schools in UK to adopt the SRE program and policies within their educational curriculum. However, the teachers and the school management are facing different barriers with respect to the implementation of the program. Different online surveys conducted by the teachers of the primary and the national level schools shows that lack of recognition of the SRE program is a barrier in sex education implementation. Around 95% of the teachers feel that inclusion of SRE within the national curriculum will raise the value of SRE and make the SRE program an important program among the students and their families (Legislation.gov.uk, 2015). Further 88% of the teachers stated that age barrier is a major problem faced while implementing the SRE program. Kendall (2013) opposed that adoption of the SRE program for the primary school education is not suitable of the age limit of the students attending primary schools. Thus, SRE has only been adopted in the higher secondary curriculum within the age group of 16 to 19 years. Apart from this around 44% of the teachers all over UK opined that lack of time is another barrier that hinders the growth of the SRE program in UK. The lengthy curriculum and the inclusion of different varied subjects within the curriculum are making it difficult for the teachers to find the appropriate time for delivering their knowledge on the facts of sex education (the Guardian, 2015). Further, 24% of the teachers in online surveys suggested that there is the high degree of confusion related to the topics that should be included within the study structure of SRE. The SRE curriculums are not always clear, and thus this makes it is difficult for the teachers to frame their course structure. Around 32% of the teachers are of the opinion that, SRE adoption is becoming a problem due to the non-participation of the teachers and lack of volunteers in this matter. However, a minor group of respondents consisting of around 13% of the teachers suggests that the SRE policy of the school is not flexible. However, the major hindrances faced by the schools are from the negative reactions of the parents of the children (Henry, 2010). Question 3: What are the major cultural barriers that prevent the practice of sex education in London? Apart from the major barriers faced by the teachers in the implementation of sex education in primary and secondary schools of UK, the major barrier and opposition is faced in terms of the cultural and societal norms. As per the news reports of Telegraph around 80% of the Catholic bishops, parish priests, councillors, doctors and even renowned university professors had expressed their views regarding introduction of SRE program as a part of the national curriculum (Henry, 2010). As per the opinion of the religious heads and the educational patrons, the introduction of the sex education will encourage the children and the teenagers further to engage into sexual experimentation leading to destruction of the society and culture. Although, SRE program has been implemented in different schools all over London, however, the majority of the schools are not able to move forward with the program since the Catholic churches oppose the program content. According to the Catholic heads, it is the duty of the parents of the families to introduce the concept of sex and relationship to their children privately rather than making a public issue of the same. The news article shows that the opposition made by the Catholic heads were also supported by around 90% of the families residing in UK (Sexeducationforum.org.uk, 2015). As per the census report 2011, around 80% of the families in UK have dependent members within the age range of 70 to 85 years (Mail Online, 2015). Hence, the cultural dimensions of the families in UK are centred on the decisions of the parents as well as the grandparents of the individuals. Unlike the US culture, UK has a compact family culture, which makes it difficult for the SRE program to become successful within the members of the family. Thus, the decision of the grandparents and the parents in the family gives rise to the cultural barrier for the implementation of the SRE program (Henry, 2010). Further, minor surveys conducted by the BabyChild website shows that around 60% of the parents of child ranging between the age group of 5 to 11 years have opposed the introduction of SRE within the primary curriculum segment of education. Around 41% of the parents suggested that it is inappropriate to teach the children about sex in early stages of their life (Mail Online, 2015). In addition to this around 34% suggested that it should be a personal choice of the parents to make the children aware of the consequences of sex and relationship. 36% of the parents stated that they feel embarrassed in discussing such topics with their children, and this hampers their family culture. Further, a minor group of 13% suggested that inclusion of this program tends to divert the attention of the child from the mainstream education (https://www.bbc.com/news/education-13292133). Question 4: What are the sexual health issues that the teenagers may face in case of absence of sex education in London? For determining the sexual diseases that are faced by the teenagers in UK, the researcher obtained different data from the WHO websites and the health journals which focuses on the statistical data related to the type of diseases faced by the teenagers in UK. As per the WHO around 2, 00,000 UK citizens within the age group of 15 to 40 years are currently facing the threat of HIV/AIDS (Who.int, 2015). Further, data shows that around 2500 children below the age group of 15 years are also suffering from the same disease. As per the reports of the Centre for Diseases Control around 8, 00,000 adults and teenagers are affected with different physical issues and infection that are transmitted through unsafe sexual practices. WHO reports on the world data shows that every year nearly 7,00,000 females all over the world are reported to be a victim of teenage pregnancy (Who.int, 2015). In parts of London, especially in the semi-urban and the rural areas, 1 out of 9 babies born per year are bor n to females teenagers below the age limit of 19 years. The records of the Health Care Department UK and NHS shows that around 46% of the teenagers and the young population suffers from sexual diseases like genital warts and Chlamydia. Lynch, Grummell and Devine, (2012) stated that majority of the people under the age of 25 years are the people affected with the STIs in London. Apart from the STIs, around 66% of the male population of London are seen to encounter different physical diseases like Syphilis, Genital Herpes and Gonorrhoea (Channel 4 News, 2015). However, the reports of Health Promotion Agency, 2011 shows that the introduction of the SRE program from 2008 has helped to reduce the percentage of sexually transmitted infections in London by 1% (BBC News, 2011). The NHS data records show that every year around 60% of the female population of UK are admitted or visits the physician due to problems related to Chlamydia. Thus, Chlamydia is the most common form of sexually transmitted disease faced by the female population of London and the problem is resulting in high degree of infertility among the teenagers in future. On the contrary, in case of the male population around 56% are reported to suffer from Genital warts. According to Okello Agina, Kimani and Kiumbuku, (2012) genital warts are fleshy bumps ad growth in the genial and anal areas of the individual resulting in excessive pain for the individual at the time of sexual intercourse. Around 30% of the males reports problems related o Genital herpes, this is similar to genital warts. However, Magoon, (2010) stated that majority of the teenagers and the adults suffer highly due to the Gonorrhoea which is passed on during the sexual practice and around 50% of the women and 10% of the men confirmed that the symptoms of this disease is not visible unless it is detected. However, the management at NHS reported that the major negative effect of lack of sex education is seen through the HIV infection and the growing rate of HIV in London (Nhs.uk, 2015). Discussion The overall findings from the different journals and the official websites have helped the researcher to evaluate the research objective and research questions (Lord, 2010). The evaluation of the current scope of sex education in London shows that the legal policies and the co-operation from the different bodies like the Healthcare UK, QCDA and NHS are helpful in implementation of SRE program in the National and primary curriculum of UK. More that two third of the female respondents have received formal education in sex and relationships which is a positive sign in case of development of the overall program (Ogden, 2012). However, analysis of the barriers occurring in case of schools implementing the SRE policies, it has been found that majority of schools are facing problems with respect to the availability of support from the families of the students (the Guardian, 2015). Further, the lack of effective trainers and teachers is also posing a problem for the schools. Since the content of SRE is uncertain, and the policies related to sex education are not very clear in all schools, hence the teachers are unaware of the topics they should discuss with the students. In some cases, the participating faculties are also uncomfortable discussing such topics and issues with the students (Magoon, 2010). In some of the context, the school management has proposed to increase the level of the SRE program and included the program within the National Curriculum of the country. However, the high range of cultural barriers and opposition from the religious heads of London is making it difficult for the management of the schools and the UK government to introduce the SRE program in the National level curriculum (Ropers-Huilman, 2003). The age barrier is also becoming a difficulty in the path of success of the plan. The families of the children within the age group below 15 years are not comfortable with the idea of introduction of the concepts of sex and relationship for their children at such early stage (Channel 4 News, 2015). However, this prohibition is resulting in ignorance on the part of the children and the teenagers about the unsafe circumstances of involving in sexual relationships. The high growth in the rate of teenage pregnancy is a proof of the same situation. Further, the majority of the molestations take place with the children within the age group of 5 to 10 years, and the children are completely not aware of the molestations happening to them (Nhs.uk, 2015). Thus, basic knowledge about sex and relationships should be imparted to the children of their younger age so that they can protect their virtue from the abuses. Thus the right age as decided by the UK government for the implementation of the sex education is ranged above the age of 15 years (Sexeducationforum.org.uk, 2015). In case of discussion related to the assessment of cultural barriers, the researcher focus that the major cultural barrier is in the form of the elderly members of the family and the Catholic heads of UK (www.fpa.org.uk, 2015). The final research question was framed to identify the various STIs that are occurring in the case of infection from the unsafe sexual practices. The findings showed that majority of the female population are suffering from Chlamydia and majority of the male population are suffering from either Genital warts or Genital Herpes. However, the major societal threat is from the infection caused by the HIV/AIDS. The lack of sex education and lack of knowledge about practising safe sex is raising the level of HIV infection in London (Verbrugge, 2012). Thus, the researcher confirms with the help of the relevant findings that in order to maintain health and social care within the overall population of London, it is highly essential to introduce awareness about sex and relationships in UK (www.gov.uk, 2015). The analysis of the results shows that majorly the students are made aware of the diseases caused due to unsafe sex and awareness programs are installed to make them aware of practising safe sex. However, no detailed curriculum is present within the SRE module to guide the schools and the teachers specifically about the topics that should be incorporated within the study material (Steinbach, 2012). Conclusion The overall research shows that sex education is of utmost important among the different levels of teenagers in not only UK and London but also in all countries over the world. The ignorance and lack of knowledge about the different consequences of unsafe sexual practices are putting majority of the teenagers and even the young professionals in danger. However, from the results of the research report, it may be further concluded that, due to the varied number of barriers with respect to the implementation and adoption of sex education, the government of London has not been successful in implementing the SRE program. The religious interventions and the cultural framework of the families and the societies of London are preventing the families and the teachers from engaging in free discussion about these topics with their children. The other problems highlighted within the research report shows that majority of the schools have no clear instruction on the SRE programs and their policies are not effective enough to implement the sex education classes. Thus, implementation of sex education has become a major problem within the schools of UK. However, in order to reduce the number of STDs and teen pregnancy rates and to provide assurance to the teenagers on their physical health, the government should take immediate stringent actions. Recommendation The researcher after the evaluation of findings collected from the secondary sources has framed the following set of recommendations about the research topic that would be helpful for future research possibilities over the same research problem. Firstly, it may be recommended that sex education should be made compulsory within the National Curriculum so that all schools in UK can adopt that SRE program. Health cares Department of UK should make it mandatory for all schools to adopt and implement the SRE program within their educational curriculum. Secondly, to reduce the situation of discomfort among the teachers and the families of the children, the social service organisations of UK should organise different sex awareness campaigns in schools. The introduction of roadside campaigns showcasing the importance of sex education, highlighting the issues related to unsafe sex and the problems that the teenagers are facing due to involvement in sexual relationships will make the fact culturally adaptable by the families and the teachers. Thirdly, formal training should be given to the volunteers and the teachers who are appointed by the schools to adopt and implement the SRE program. The faculty should be made clear about the topics they are required to make the students aware about. Further, the faculties should also given guidance on handling of severe issues, psychological problems and maintain dignity and privacy in case of discussing such issues with the family and the students. The schools can also organize external visitors like doctors and healthcare experts from reputed hospitals and healthcare organizations to increase the awareness of the students. This initiative will also help the schools who are facing the lack of participation faculties with respect to adoption of the SRE program. Reference list Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N.and De Freitas, S. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting.Computers Education,69, 15-30. Barnes, H. (2014). Arts Activism, Education, and Therapies. Amsterdam: Editions Rodopi. BBC News, (2011).Drop in sex diseases in England. [online] Available at: https://www.bbc.co.uk/news/health-13764817 [Accessed 29 Jul. 2015]. Carrera, M. V., DePalma, R., and Lameiras, M. (2012). Sex/gender identity: Moving beyond fixed and naturalcategories.Sexualities,15(8), 995-1016. Channel 4 News, (2015). Sex education: how it is taught here and abroad. [online] Available at: https://www.channel4.com/news/sex-education-schools-england-world [Accessed 30 Jul. 2015]. Coleman, L.M. and Testa, A. (2007). Sexual health knowledge, attitudes and behaviours among an ethnically diverse sample of young people in the UK. HealthEducation Journal, 66 (1), 68-81. Evans, D. and Tripp, J. (2006). Sex education: The case for primary prevention and peer education. Current Pediatrics, 16(2), pp.95-99. Fields, J. (2012). Sexuality Education in the United States: Shared Cultural Ideas across a Political Divide.Sociology Compass, 6(1), pp.1-14. Gerouki, M. (2013). Border sexualities, border families in schools. Sex Education, 13(2), pp.243-245. Halpern, D. (2012).Sex differences in cognitive abilities. New York: Psychology Press. Henry, J. (2010).Hundreds of heads and church leaders oppose sex lessons for seven-year-olds. [online] Telegraph.co.uk. Available at: https://www.telegraph.co.uk/education/educationnews/7530563/Hundreds-of-heads-and-church-leaders-oppose-sex-lessons-for-seven-year-olds.html [Accessed 29 Jul. 2015]. Jackson, C., Paechter, C. and Renold, E. 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[online] Available at: https://www.dailymail.co.uk/news/article-3176898/Can-Bob-Builder-help-fix-sex-education-ambassador-says-parents-talk-character-s-sex-life-toddlers-broach-subject-soon-possible.html [Accessed 30 Jul. 2015]. McAnulty, R. and Burnette, M. (2006).Sex and sexuality. Westport, Conn.: Praeger Miller, T., Birch, M., Mauthner, M., and Jessop, J. (Eds.). (2012).Ethics in qualitative research. Sage. Millett, G. A., Peterson, J. L., Flores, S. A., Hart, T. A., Jeffries, W. L., Wilson, P. A., and Remis, R. S. (2012). Comparisons of disparities and risks of HIV infection in black and other men who have sex with men in Canada, UK, and USA: a meta-analysis.The Lancet,380(9839), 341-348. Naidoo, J., Wills, J. and Naidoo, J. (2009). Foundations for health promotion. Edinburgh: BaillieÃÅ'â‚ ¬re Tindall/Elsevier. Nhs.uk, (2015).Sexually transmitted infections (STIs) - NHS Choices. 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ACT vs SAT Which Students Should Take Which

ACT vs SAT Which Students Should Take Which SAT / ACT Prep Online Guides and Tips As a high school student, you’re probably wondering whether you should take the SAT or the ACT. Which one will give you a better score? Is one easier than the other? The answer is not as straightforward as you might think. Everyone has different test-taking strengths and learning styles. Based on these factors, it might be to your advantage to take one test over the other. In this article I’ll go through a list of different strengths and weaknesses you could have as a test-taker and as a student in general and which test you should take based on these qualities. Test-Taking Abilities and Style These are a few common pitfalls unrelated to content that students encounter on standardized tests. It might be better for you to take one test over the other based on your experience with these issues. You’re an anxious tester If you tend to get really nervous on test day, you are probably better off with the ACT.The ACT has much more predictable structure and content than the SAT, so you can prepare more confidently. On the reading section of the ACT, for example, there are always four passages in the same sequence of genres: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science.On the SAT, the structure is not as reliable. We know the topics that appear and the types of passages and questions, but not their order on the test. On the ACT, once the section for a subject is over, that’s it - you’re done with it for the whole test.This is in contrast to the SAT, which has ten sections, six of which are ordered randomly.The SAT also has an experimental section on every test that won’t count towards your scores and sometimes contains unfamiliar material, which can throw you off. You won’t have to worry about this on the ACT. You get tripped up by confusing wording It’s a better idea to take the ACT if this is a problem for you. The SAT has weird question wording that could trick you if you often get confused by that type of thing.The ACT is very straightforward in its question wording, so you usually have a clear sense of what the questions are asking right away rather than having to think about it too much first. For example, a reading question on the ACT might ask â€Å"What was Sam trying to accomplish by talking to her sister?†A reading question on the SAT might ask something more like â€Å"If the author of passage 1 reads lines 16-24 of passage 2, which of the following is she least likely to offer as a response?†You have to jump through a couple more hoops of â€Å"this, not that† logic before you can answer the question. You tend to run out of time If you have time problems, it’s a better idea to take the SAT.Why? You get more time per question, and it’s broken up into ten short sections rather than four long ones.This means that if you have a time problem on one section, it will not necessarily tank your scores. You will have a couple other sections to make up for it (3 math, 3 critical reading, 2 writing). On the ACT, each subject is just one long section, so if you get stuck on a difficult question and end up messing up your timing for a whole section, it’s going to have a much bigger impact on your scores. Anecdotal evidence from students also points to more problems with time pressure on the ACT than the SAT. But what if I’m an anxious tester AND I tend to run out of time, which test should I take? If you have both of these problems, you should plan on doing a lot more prep before your next test.The decision is probably going to rest on where your strengths lie as far as content, which I’ll get to in the next section. Time: The one true enemy of us all. Subject Strengths Let's move on to actual test content. I'll go through the different subject areas tested on the SAT and ACT and which test is the better one to take based on whether you excel or struggle in these subjects. Math Case 1: I consider numbers to be my only real friends If you have great math skills, the test where you stand to gain the biggest advantage is the ACT.The ACT tests more advanced math concepts than the SAT, and no formulas are provided for you (except on some individual questions).It also requires math problem-solving speed and stamina - you will need to solve 60 questions in a row with only a minute for each question. The ACT asks math questions in a more straightforward way than the SAT, so if your math skills are good but your reading comprehension skills are less so, the ACT is the test you want to take. Case 2: Math fills me with wrath You might be better off with the SAT if math is not your strong suit.The questions are more broken up (three sections, two 25 minute and one 20 minute), so if you mess up or run out of time on one math section you won’t necessarily ruin your score. You will have more time per question (67 seconds rather than 60), and the math concepts tested are not as advanced.The SAT also gives you formulasto work with at the start of the math sections. Reading Case 1: I’m a word nerd If you enjoy reading, it’s likely that you already have a strong base of vocabulary and can read passages fairly quickly.If you know a lot of advanced vocabulary words, you’re better off taking the SAT.Sentence completion and vocabulary in context questions make up a significant portion of the critical reading section, and a prodigious vocabulary will give you a leg up.There are also a lot of confusingly worded questions on the SAT in general. You’ll have a much easier time surmounting that obstacle compared to students who aren’t as good at reading. On the ACT, knowing advanced vocabulary won’t help your score much if at all.You might consider taking the ACT if you’re a fast reader and are very good at reading comprehension, not just vocabulary.These skills will help you on the Reading AND Science sections. Case 2: I’m a Spark Notes type of guy/gal This is tough, because reading skills are very important on both tests.I’d say if you are not as fond of reading you should take the ACT.Though there is a lot of reading involved and a lot of time pressure, the questions tend to be more straightforward and less confusing than those on the SAT.You also don’t need to know advanced vocabulary to do well.Practice reading quickly and understanding passages before the test - this will be extremely important on Reading and Science. My brain will just absorb the words. That's how reading works, right? Grammar Case 1: I'm the grammar police, and you're ALL UNDER ARREST If you're good at grammar, you could really take either test, but you'll probably have the biggest advantage on the SAT. The multiple choice on the SAT Writing section is similar to the ACT English section, but it is less passage-based. Most of it is identifying errors in sentences and improving sentences out of context.On the ACT English section, questions are always asked alongside a corresponding passage, so you have more context to work with for your answers. Case 2: I don't care 'bout no stupid grammar The SAT Writing section and the ACT English section will both be tough for you if you’re not so great at grammar, so study the grammar rules beforehand! The ACT English section might be slightly easier because, as mentioned above, it asks its questions in the context of long passages. But it also has a lot more questions (75 vs. 49 on the SAT), so it's a trade-off. Essay Writing Case 1: I’m the next Hemingway If you're a great writer, you should take the SAT.On the SAT you will be writing an essay no matter what, and you only get 25 minutes to do it.The essay also accounts for about a third of your Writing subscore.Essay prompts on the SAT are varied and require you to formulate opinions and examples to support them very quickly, which is difficult if you don't already have strong writing skills. Case 2: I don’t have the write stuff If you’re not as into writing, the ACT is a better choice.You don’t even have to write an essay, and if you do take it with Writing the essay won’t impact your composite score.You also get 40 minutes for the essay rather than 25, and prompts tend to be more straightforward. Prompts on the ACT ask students to consider how changes in the world today will affect humanity in a broad sense, and you can use abstract reasoning and even made up examples to support your points. Science Case 1: I am the lovechild of Bill Nye and his very attractive microscope (don’t ask me about logistics) Take the ACT!Although the science section doesn’t actually require much scientific knowledge beyond basic concepts you learned in elementary school, knowing a lot of science can help you get a better grasp on the experiments and data presented on the test.You’ll have a much easier (and faster) time understanding what’s going on and answering the questions if you are familiar with the science involved. Case 2: I break out in hives when I see a test tube. If you don’t like science, take the SAT.You should know that you CAN still do well on the science section of the ACT without knowing much science at all.However, it’s easy to get overwhelmed by the data presented and unfamiliar background information even if the questions themselves are not that hard.If you think seeing chemical equations or physics on one of these standardized tests will give you a heart attack, go with the SAT so you won’t have to worry about it. Aughhhh I said no science! You KNOW I'm allergic! Summary and Follow Up In deciding which test to take, you should consider both your testing style and your subject strengths. Here's a summary of the situations listed above and my corresponding test recommendations: Test anxiety? ACTEasily confused by questions? ACTTime problems? SATGreat at math? ACTGreat at reading? SATGreat at grammar? SATGreat at writing? SATGreat at science? ACT Additionally, If you have a strong imbalance in your abilities in different subjects, you might be better off with the ACT.This is because your individual scores on each section are not nearly as important to colleges are they are on the SAT. On the ACT, your composite score is pretty much the only thing that matters. You also won’t have to deal with switching unpredictably between subjects you know well and subjects you struggle with during the test. If you're still not entirely sure which test is best for you or which strengths and weaknesses you have, you should take an ACT practice test and an SAT practice test(each with the official time constraints so you'll know if running out of time is a problem!). Look up average standardized test scores for colleges you would like to attend to figure out your target score for both the ACT and the SAT. Then, score your practice tests and see where you end up. Is one test score significantly closer to your target score than the other? If so, that's the test you want to take. If the scores are similar, you may need to decide based on which test format makes you feel more comfortable. On test day, you'll be under a lot more pressure! What's Next? If you're still looking for more details on how the SAT and the ACT compare to each other, check out this article. Trying to decide when to take the SAT or ACT? Read this guide to find the best test date for you! For more advice on how to combat your weaknesses on either test, take a look at our advice on how to review your mistakeson the SAT or ACT and how to improve your overall scores on both tests. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: ACT vs SAT Which Students Should Take Which SAT / ACT Prep Online Guides and Tips As a high school student, you’re probably wondering whether you should take the SAT or the ACT. Which one will give you a better score? Is one easier than the other? The answer is not as straightforward as you might think. Everyone has different test-taking strengths and learning styles. Based on these factors, it might be to your advantage to take one test over the other. In this article I’ll go through a list of different strengths and weaknesses you could have as a test-taker and as a student in general and which test you should take based on these qualities. Test-Taking Abilities and Style These are a few common pitfalls unrelated to content that students encounter on standardized tests. It might be better for you to take one test over the other based on your experience with these issues. You’re an anxious tester If you tend to get really nervous on test day, you are probably better off with the ACT.The ACT has much more predictable structure and content than the SAT, so you can prepare more confidently. On the reading section of the ACT, for example, there are always four passages in the same sequence of genres: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science.On the SAT, the structure is not as reliable. We know the topics that appear and the types of passages and questions, but not their order on the test. On the ACT, once the section for a subject is over, that’s it - you’re done with it for the whole test.This is in contrast to the SAT, which has ten sections, six of which are ordered randomly.The SAT also has an experimental section on every test that won’t count towards your scores and sometimes contains unfamiliar material, which can throw you off. You won’t have to worry about this on the ACT. You get tripped up by confusing wording It’s a better idea to take the ACT if this is a problem for you. The SAT has weird question wording that could trick you if you often get confused by that type of thing.The ACT is very straightforward in its question wording, so you usually have a clear sense of what the questions are asking right away rather than having to think about it too much first. For example, a reading question on the ACT might ask â€Å"What was Sam trying to accomplish by talking to her sister?†A reading question on the SAT might ask something more like â€Å"If the author of passage 1 reads lines 16-24 of passage 2, which of the following is she least likely to offer as a response?†You have to jump through a couple more hoops of â€Å"this, not that† logic before you can answer the question. You tend to run out of time If you have time problems, it’s a better idea to take the SAT.Why? You get more time per question, and it’s broken up into ten short sections rather than four long ones.This means that if you have a time problem on one section, it will not necessarily tank your scores. You will have a couple other sections to make up for it (3 math, 3 critical reading, 2 writing). On the ACT, each subject is just one long section, so if you get stuck on a difficult question and end up messing up your timing for a whole section, it’s going to have a much bigger impact on your scores. Anecdotal evidence from students also points to more problems with time pressure on the ACT than the SAT. But what if I’m an anxious tester AND I tend to run out of time, which test should I take? If you have both of these problems, you should plan on doing a lot more prep before your next test.The decision is probably going to rest on where your strengths lie as far as content, which I’ll get to in the next section. Time: The one true enemy of us all. Subject Strengths Let's move on to actual test content. I'll go through the different subject areas tested on the SAT and ACT and which test is the better one to take based on whether you excel or struggle in these subjects. Math Case 1: I consider numbers to be my only real friends If you have great math skills, the test where you stand to gain the biggest advantage is the ACT.The ACT tests more advanced math concepts than the SAT, and no formulas are provided for you (except on some individual questions).It also requires math problem-solving speed and stamina - you will need to solve 60 questions in a row with only a minute for each question.The ACT asks math questions in a more straightforward way than the SAT, so if your math skills are good but your reading comprehension skills are less so, the ACT is the test you want to take. Case 2: Math fills me with wrath You might be better off with the SAT if math is not your strong suit.The questions are more broken up (three sections, two 25 minute and one 20 minute), so if you mess up or run out of time on one math section you won’t necessarily ruin your score. You will have more time per question (67 seconds rather than 60), and the math concepts tested are not as advanced.The SAT also gives you formulasto work with at the start of the math sections. Reading Case 1: I’m a word nerd If you enjoy reading, it’s likely that you already have a strong base of vocabulary and can read passages fairly quickly.If you know a lot of advanced vocabulary words, you’re better off taking the SAT.Sentence completion and vocabulary in context questions make up a significant portion of the critical reading section, and a prodigious vocabulary will give you a leg up.There are also a lot of confusingly worded questions on the SAT in general. You’ll have a much easier time surmounting that obstacle compared to students who aren’t as good at reading.On the ACT, knowing advanced vocabulary won’t help your score much if at all.You might consider taking the ACT if you’re a fast reader and are very good at reading comprehension, not just vocabulary.These skills will help you on the Reading AND Science sections. Case 2: I’m a Spark Notes type of guy/gal This is tough, because reading skills are very important on both tests.I’d say if you are not as fond of reading you should take the ACT.Though there is a lot of reading involved and a lot of time pressure, the questions tend to be more straightforward and less confusing than those on the SAT.You also don’t need to know advanced vocabulary to do well.Practice reading quickly and understanding passages before the test - this will be extremely important on Reading and Science. My brain will just absorb the words. That's how reading works, right? Grammar Case 1: I'm the grammar police, and you're ALL UNDER ARREST If you're good at grammar, you could really take either test, but you'll probably have the biggest advantage on the SAT. The multiple choice on the SAT Writing section is similar to the ACT English section, but it is less passage-based. Most of it is identifying errors in sentences and improving sentences out of context.On the ACT English section, questions are always asked alongside a corresponding passage, so you have more context to work with for your answers. Case 2: I don't care 'bout no stupid grammar The SAT Writing section and the ACT English section will both be tough for you if you’re not so great at grammar, so study the grammar rules beforehand! The ACT English section might be slightly easier because, as mentioned above, it asks its questions in the context of long passages. But it also has a lot more questions (75 vs. 49 on the SAT), so it's a trade-off. Essay Writing Case 1: I’m the next Hemingway If you're a great writer, you should take the SAT.On the SAT you will be writing an essay no matter what, and you only get 25 minutes to do it.The essay also accounts for about a third of your Writing subscore.Essay prompts on the SAT are varied and require you to formulate opinions and examples to support them very quickly, which is difficult if you don't already have strong writing skills. Case 2: I don’t have the write stuff If you’re not as into writing, the ACT is a better choice.You don’t even have to write an essay, and if you do take it with Writing the essay won’t impact your composite score.You also get 30 minutes for the essay rather than 25, and prompts tend to be more straightforward.ACT essay prompts usually ask about issues related to high school, so they make it easier for you to figure out your opinion on the question from personal experience. Science Case 1: I am the lovechild of Bill Nye and his very attractive microscope (don’t ask me about logistics) Take the ACT!Although the science section doesn’t actually require much scientific knowledge beyond basic concepts you learned in elementary school, knowing a lot of science can help you get a better grasp on the experiments and data presented on the test.You’ll have a much easier (and faster) time understanding what’s going on and answering the questions if you are familiar with the science involved. Case 2: I break out in hives when I see a test tube. If you don’t like science, take the SAT.You should know that you CAN still do well on the science section of the ACT without knowing much science at all.However, it’s easy to get overwhelmed by the data presented and unfamiliar background information even if the questions themselves are not that hard.If you think seeing chemical equations or physics on one of these standardized tests will give you a heart attack, go with the SAT so you won’t have to worry about it. Aughhhh I said no science! You KNOW I'm allergic! Summary and Follow Up In deciding which test to take, you should consider both your testing style and your subject strengths. Here's a summary of the situations listed above and my corresponding test recommendations: Test anxiety? ACTEasily confused by questions? ACTTime problems? SATGreat at math? ACTGreat at reading? SATGreat at grammar? SATGreat at writing? SATGreat at science? ACT Additionally, If you have a strong imbalance in your abilities in different subjects, you might be better off with the ACT.This is because your individual scores on each section are not nearly as important to colleges are they are on the SAT. On the ACT, your composite score is pretty much the only thing that matters. You also won’t have to deal with switching unpredictably between subjects you know well and subjects you struggle with during the test. If you're still not entirely sure which test is best for you or which strengths and weaknesses you have, you should take an ACT practice test and an SAT practice test(each with the official time constraints so you'll know if running out of time is a problem!). Look up average standardized test scores for colleges you would like to attend to figure out your target score for both the ACT and the SAT. Then, score your practice tests and see where you end up. Is one test score significantly closer to your target score than the other? If so, that's the test you want to take. If the scores are similar, you may need to decide based on which test format makes you feel more comfortable. On test day, you'll be under a lot more pressure! What's Next? If you're still looking for more details on how the SAT and the ACT compare to each other, check out this article. Trying to decide when to take the SAT or ACT? Read this guide to find the best test date for you! For more advice on how to combat your weaknesses on either test, take a look at our advice on how to review your mistakeson the SAT or ACT and how to improve your overall scores on both tests. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Reception of Al Pacino

Reception of Al Pacino Introduction Al Pacino is widely known for his villainous roles in The Devil’s Advocate, Scarface, The God father and several others. His depiction of these roles resonated with audiences owing to its unconventionality and charisma.Advertising We will write a custom essay sample on Reception of Al Pacino specifically for you for only $16.05 $11/page Learn More Reception of Al Pacino by fans and reviewers Reviewers thought that Al Pacino’s depiction of gangsters was quite unusual but refreshing. Not only did the actor portray those roles with great depth, but he also handled the various complexities of their characters flawlessly. The genre had been marred by depictions of gangsters as distasteful individuals whose interactions with their families largely centred on disagreements with them. However, Al Pacino, in The Godfather, sought to depict another side of the mafia life. The film supported the notion that these were organisations in which t heir leaders’ families were royalty. The head would protect his family and work alongside them to get compensation for his work. 1 The author Barbas Samantha explains why certain fan bases existed for an actor, such as Al Pacino. The proliferation of the mass media as well as modernisation in the early 1900s meant that the relevance of religion had diminished. Furthermore, crowded cities had no room for the sincerity and morality preached in the nineteenth century. At the time, individuals needed to look for a way of redefining themselves and standing out from the crowd. Therefore, society created the notions of charisma, style and personality.2 While this phenomenon of the personality cult was relatively new in the 1930s, it persisted in film depictions until the 1970s. Definitions and portrayals of personality also altered significantly in these four decades. Al Pacino attracted a lot of attention because his type of charm and personality was new in the industry.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More He was an underdog in the criminal world whose magnetism was unmistakable. His fan base consisted of similar underdogs who could resonate with his obsession to achieve the American Dream by all means necessary. Al Pacino’s films invite spectatorship by a certain group of people. Male underdogs can relate to these films because many of the motion pictures portray countercultures. Gangsters in the films stereotype masculinity through their tough persona and choice of words; this explains why men are likely to embrace it. Underdogs are likely to embrace the films, as well, because most stories are responses to the rot or corruption that exists in society. These villains choose criminal lifestyles because the straight and narrow path is dysfunctional. Members of a counterculture are invited into Al Pacino movies because they resonate with his mo tivations. The criminal world is simply a way out of poverty or a mechanism for achieving the American Dream, albeit illegally. 3 It is likely that Al Pacino appealed to certain groups and not others owing to the futility in his actions. Additionally, not everyone may get carried away by the charm and appeal of a certain actor. Some audiences pay more attention to the story line and what eventually happens to the main performer. Gangster movies often cause one to support the criminal, but the individual often gets what he deserves. This leads to a lot of annoyance and frustration by those who supported him. Consequently, persons who have made it in life through conventional means will not embrace Al Pacino because they believe in the straight and narrow. They see no need to choose criminality as it is futile. These audiences are more interested in morality lessons rather than mere charisma. Conclusion The actor, Al Pacino epitomises America’s obsession with the underdog or ba d guy. He represents a counterculture that connects with several members of countercultures. Even those who sympathised but did not belong to the underworld also enjoyed his films.Advertising We will write a custom essay sample on Reception of Al Pacino specifically for you for only $16.05 $11/page Learn More Bibliography Barbas, Samantha. â€Å"The cult of personality.† In Movie crazy: fans, fans, stars and the cult of celebrity, 35-57. New York: Palgrave, 2008 Cowie, Peter. The Godfather book. New York: Faber and Faber, 1997. Snyder, James, â€Å"Scarface nation.† Time, November 19, 2009. Footnotes 1 Peter Cowie, The Godfather book, (New York: Faber and Faber, 1997), 150. 2 Samantha Barbas. â€Å"The cult of personality,† in Movie crazy: fans, fans, stars and the cult of celebrity (New York: Palgrave, 2008), 37. 3 James, Snyder, â€Å"Scarface nation,† Time, November 19, 2009, 11.