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Should children be taught that porn is not real?
By Vanessa Barford & Nomia Iqbal
BBC News Magazine
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Many teenagers regularly view porn. But does this give them a distorted view of sex and relationships, and is there anything that can be done?For many parents, the idea of their child seeking out, or stumbling across, online porn is the stuff of nightmares.But with many children's bedrooms equipped with computers and the proliferation of the smartphone there are plenty of parents who would accept the inevitability.There is no clear statistical picture as to how many children access porn online, or how often they do it.In 2011, an
found that a quarter of 9-16 year-olds had seen sexual images and only 11% on websites.
Almost a third of 16-18-year-olds have seen sexual pictures on mobile phones at school at least a few times a month, a 2010 YouGov survey suggested.
75% of school-age children
have own computer
Two-thirds of all seven- to 16-year-olds can access the internet in their own room
Seven- to 16-year-olds using the internet do so on average for about two hours a day, and on more than five days a week
The National Association of Head Teachers is
as part of the national curriculum. So from a young age, about 10, children would be taught about internet safety and warned about content, while teenagers would cover the issues in more detail. "Children are growing up in an overtly sexualised world and part of this includes easy access to pornography on the internet and they need the skills to deal with that," says policy adviser Sion Humphreys.The key concern is that teenagers personal lives, and even their adult sex lives, will be shaped by what they have seen. Porn is not normal sex, the campaigners note.
Cindy Gallop, an advertising executive turned web entrepreneur, has set up a site which compares the "porn world" with the "real world" of sex. Gallop, who spoke on the subject at a TED conference in 2009, says this "ubiquity, and freedom of access to online porn, combined with a society that is reluctant to talk about sex", has resulted in "porn becoming the default sex education".One of the campaigners' concerns is that teenage girls and boys feeling pressured to do certain things they would not otherwise choose to do.The idea is that if many teenagers are watching porn, and a certain activity is widespread in porn, their inference is that it is widespread in people's sex lives.Commentators have already noted how aesthetic standards spread from the world of porn. "Brazilian"-style waxing is now considered normal by many in the US and UK. Even teenagers can feel they have to conform.
Boris Johnson's sister, Rachel,
at her 15-year-old daughter's desire to wax.In 2010, a
warned the "drip-drip" exposure to sexual imagery - which included pornography, "lads' mags" and sexual imagery in advertising - was distorting young people's perceptions of themselves, encouraging boys to become fixated on being macho and dominant, and girls to present themselves as sexually available and permissive.
One 17-year-old, Rebecca, says porn changes boys' expectations of how girls should look. "Long hair, big boobs, big bum. If I had short hair, guys would be like, why short hair? You should grow it out."Her classmate Femi says porn can worry boys too.
Karen, now 20, spoke to Radio 1's Newsbeat about the effect porn had on a relationship she had as a teenager.
"I met him first in sixth form. Porn was very much something he did with his friends, they shared websites, and talked about it often, a sort of hobby.
"When he got more comfortable with me, he liked us to watch it together. That's when I started to realise it wasn't normal stuff, it was a bit darker than that.
"Because that was the only experience that I had of it, I thought there was something wrong with me for not enjoying it.
"Very violent... sex, hitting, slapping, scratching, pulling, sort of doing what he wanted at the speed he wanted to do it, and no sort of consideration or care for how it would make me feel.
"He was a boy, he wasn't a rapist in an alley j he thought it was normal and that was what everyone was doing."
"Maybe you're not physically living up to what porn is showing you," he says.Karen, 20, says when she was 16, her boyfriend and his friends watched online porn "like it was a hobby". She says he would often watch it in front of her, copying what he saw. "I thought there was something wrong with me for not enjoying it," she says. A survey of 16-24 year olds by the University of Plymouth and the UK Safer Internet Centre found that one in three admitted porn had affected their relationships. ChildLine said it had seen a 34% rise in the last year in the number of calls from teenagers distressed by sexual images they had viewed online. But conclusive proof of sexual behaviour changing among teenagers is hard to come by.
At the moment, personal, social, health and economic (PSHE) education - which can include teaching on sex and relationships - is not compulsory in England, unlike other parts of the UK, although it is in the national curriculum.Secondary school science lessons include basic biology. Beyond that it's up to schools how to address sex, and parents have the right to withdraw their children from any sex education. So should school children be taught that pornography is not "real"? Leonie Hodge, from the charity Family Lives - which has taught more than 7,000 students about the subject - is a firm believer that children need to learn the difference between porn and reality. With 90% of children owning a smartphone, she says it is no longer relevant to talk about "making a baby". "Teenagers are bombarded with pornography from a young age, you can't escape it. Its patronising to say they can't cope with the lesson because they can." The charity uses role-play exercises to discuss with young people how they would react if they receive indecent images, and what porn makes them feel like.
But the National Union of Teachers say referring to pornography in lessons is a step too far and that it should only be discussed if students approach it. This is the "most wired generation" ever, says Gallop.
And the 52-year-old, who has spoken of her series of relationships with men in their 20s, says her first-hand experience includes young men who derive many of their sexual attitudes from pornography, rather than anything more loving or intimate."I also get emails every day from young people pouring their hearts out, saying they had been utterly confused, and had no idea what was normal," she says.
But as well as teaching children about the impact of porn, Gallop thinks parents should also have more of an open dialogue with their children. "The key is not to get embarrassed, or say something like 'nice girls don't do that', and it doesn't matter if a child doesn't really want to listen, the important thing is to
keep the line of communication open," she says.Siobhan Freegard, co-founder of Netmums, says the issue of online porn regularly comes up on forums, and there is quite a strong feeling among mothers that protecting their child from it, or educating them about it, is a parent's responsibility.But she says mothers frequently panic when they come across porn on a computer at home."It can be a minefield - many don't know what to do or say. For example a single mother may struggle with teenage boys, a single father may not know how to approach the subject with his daughter. In very traditional households, they might not even talk about sex at all."The ideal solution is for schools and parents to work together," she says.
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Top Storieschildren should be instructed to put things ( )they belong A where B in which C to which为什么不选B和C
不是 belong to 吗?children should be instructed to put things ( )they belong in their childhood
渣渣DM57JB3
你说的对,是 belong to,所以肯定不选 B.至于为什么不选C,如果选C了,那么which在这里是什么成分?其实这句话的原句是：...to put things (in the place to which) they belong .这里的 where 就是代替 in the place to which 的,如果选 to which,我们还差 in the place,所以就选where.翻译后就是：应该从小就要指导孩子们,东西从哪拿就应该放到哪去!所以选 where.
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扫描下载二维码Should children be raised by their grandparents?
( .cn) Updated:
laneferm (US)
Grandparents having time with their grandkids are good. But when it gets to be a burden, to me, that's the point where the parents need to focus more on the children, than making money. Making money is important, but giving their kids a proper upbringing is more important. Cherished memories are the most important investment of a life time. No matter what happens, they will always be there to warm your heart. Money won't.
US actress Hilary Duff carries her son, May 16, 2013. [Photo/IC]Children should be allowed to (go to school).提问括号的词( )( )children( )( )to do?
法撒旦撒79
括号内的部分为地点,因此用where提问,陈述句用主动语态,疑问句用被动语态就可以了.答案是：where should childen be allowed to go?
为您推荐：
其他类似问题
What should children be allowed to do?
保证准确!Children should be allowed to (go to school).提问括号的词= (What should) children (be allowed) to do?
上面1楼错了，where should children be allow to go ，should是情态动词，后面allow 要变形
真正准确答案是
， What should children be allowed to do ?
括号里是go to school(去上学），而不是 school（学校）。
扫描下载二维码Children should not be a number.
A movement to end high-stakes testing in New York State and our nation.
Parents need to start this revolution by opting out their children from state testing programs in order to take back public education from the corporate reformers who are destroying the education of our children.
I received permission from Robyn, a dedicated educator and parent, to use this heart-felt social media post she made about her daughter's experience in the Common Core Era of academic rigor. &One of the
is the inappropriate nature of the primary grade level standards.
“She doesn’t fit the mold.”
My soon to be six-year-old daughter is a vivacious ball of energy. In my eyes, she is my diva, and I say this with every ounce of love and adoration possible. She loves to color, draw, create, build, explore and wonder. Hiking, swimming and building fairy houses out of sticks and stones make her happy. Her favorite music is currently the “Hamilton’s America” soundtrack. She asks questions about each song, which character is singing and what is going on. She dresses up as one of the many Disney princesses and has tea parties with her little sister. She makes her own Barbie furniture out of empty shoe and tissue boxes and just created a bee killer out of an empty toilet paper roll. She writes and creates her own stories using invented spelling explaining how a mermaid gets her tail or her writing about her recent field trip to the farm with her class. Her sense
she prefers to wear brightly colored knee high socks over an entirely different color pair of leggings. At night, after her father and I have read to her, she reads to her sister, with a flashlight in her hand and sings songs until they both fall asleep.As I look at all that she does and the things that make her who she is, I am surrounded by an overwhelming feeling of guilt.
My daughter does not do well in school. Sure, she is kind to her friends, helpful to her teachers and has a generous, loving personality but she struggles in school. In Kindergarten, she could barely contain herself on the rug as she preferred to roll, fidget and bounce. She doesn’t focus during math lessons and her writing is all over the place. Now, another year deeper into Common Core and we are again getting the same reports. She lacks the stamina to focus for her 30 minutes of independent reading, she must sit with an adult during math to keep her focused and regularly falls off her chair. Even with the fabulous teachers she has been blessed with guiding her on her educational journey and despite coming from a middle-class home with two educated parents, a home with well over 200 books, writing, arts and craft supplies, she is reading below grade level.
Am I a horrible parent for starting my daughter too early? She is, after all, a young first grader, turning 6 in less than two weeks. Am I to be shamed for refusing to push practice work and additional reading when she is tired from a day that is goes too long and too late? Should I be sentenced to mommy jail for letting her color rather than write letters?As a third-grade teacher with seventeen years of experience, in the same district, I refuse to respond with “Yes” for any of those questions that haunt me on a daily, sometimes hourly basis. If my husband and I could afford a private school for our daughter, so that she could thrive and grow without the constraints of the Common Core and its curriculum, we would. But we can’t. Like many families out there, we have put our faith and trust in public education but right now, the common core curriculum is stagnating the creativity, imagination and curiosity of many young children. I see in my third grade class a dozen students that are exactly like my daughter. As a teacher expected to comply to the local and state mandates, I struggle. I continue to find better ways to do things, despite losing precious planning and prep time due to an extended student day. I spend hours awake while my family sleeps redoing horrendous lessons that expect children to sit for absurd amounts of time because I think of my daughter and many other children out there who “don’t fit the mold”. I wonder when the call will come from the school psychologist requesting testing for ADHD/ADD. I think about the number of children I have taught who have had to be medicated because they lack stamina and the ability to meet the demands of the academic rigor they are faced with.In my eyes, she doesn’t need to fit the mold.
This morning, as my daughter and I danced in our kitchen to Christina Perry’s “Thousand Years”, I held her tight and made her promise to always be true to herself and to not let anyone tell her how she should be. I whispered in her ear, “You are my dreamer, don’t ever stop dreaming.” She replied, “I won’t mommy, I promise.” I pray that she keeps this promise.
...if not you need to watch and share his brilliance..
Some of my favorites:
Classic Billy Joel parody!
Hamilton the Musical-- opt out version. WOW!
Green Day!!
More Billy Joel. &(2016 testing errors noted!!)
Channel your inner Journey
Messages to former NYSED Commish and Temp Secretary of Ed John King:
Many more &"Bald Piano Guy" videos here:
My family has been super busy and why reinvent the wheel, so I am blatantly "stealing" the great opt out letter and information from the amazing Jessica of .
If your family is fortunate enough to be able to take a vacation next year, consider the time-frame for the New York State Assessments in ELA and Math for grades 3-8.
First of all, this is a stretch of time when the&least amount of true learning is happening in classrooms across New York.& The inappropriate length of the exams, combined with the set up and collection times, basically ruins half of our children's school days for each of the exam dates. &&Basically very little academic progress will be made over the state assessment time period.
Start planning now!
I have been fortunate to have had numerous phone and email conversations with Fred Smith, a retired testing expert from NYC schools. &Fred certainly helped me learn some of the insider terminology and methodology of test creation and data. &Here Mr. Smith analyzes release of the 2016 Grades 3-8 Assessment and how NYSED is trying to compare this year's results to recent years. &
_______________________________________________________
3- The press release leaves us with a slanted picture of the continued success of the opt-out movement. A close reading of the "test refusal" data indicates that the percentage of opt-out students increased by two percent (2%). SED characterizes this as evidence that the percentage has remained "relatively flat." SED apparently wants to create the impression that opt-out has hit its peak, reached a plateau or, perhaps, run its course. At the same time, a leading point in the&
Fred Smith
There have been several articles in newspapers across NYS that have inaccurately portrayed the opt out movement. &Today, the Buffalo News, which has been completely pro-corporate education reform,had a misleading and inaccurate article painting the parent-led opt out movement as driven and influenced by the state teachers' union NYSUT. & I will not link to that article, but here is my response the reporter and the newspaper editor.
Dear Ms. Lankes,
I have several concerns about your article published in today's&Buffalo News.& As someone involved in education policy at several levels I can tell you that two of the four main points contain misleading statements in your piece. &
In third week of January 2016, NYS Allies for Public Education(NYSAPE) crafted a press release calling for parents to contact members of the Board of Regents and to support Betty Rosa for Chancellor.& NYSAPE also encouraged parents to contact&their legislators to advocate for several new Regents candidates as well. & It would not be until around February 23rd that NYSUT put out a Member Action Center alert for teachers to contact their legislators.& Parents were far out in front in their advocacy for the &Board of Regents selections resulting in only Rosa submitting her name as a candidate for Chancellor, most likely due to public pressure led by parents. In the replacement of Regent Bennett a year ago, a similar parent-led pressure was far out in front of NYSUT. &
NYSUT President, virtually at the midnight hour as the testing started in only two weeks.& The vast majority of families had already made their decision to boycott the assessments by this date.& NYSUT was late to the party and had little influence on the massive boycott. & The term "fueling" is very misleading.& In fact, NYSAPE leaders had been trying for months in 2015, and in 2014 as well, to get NYSUT leadership to support opt out.& It was the families of NYS that "fueled" the opt out movement. To give NYSUT credit for playing a significant role in increasing the number of opt outs is inaccurate. &
Again, NYSAPE and parents using social media were far ahead of NYSUT, yet you portray the state-wide union as being the driving force behind the force for change in the Board of Regents that was clearly led by parents. &
How am I aware of this information? I had a front row seat as a co-founder of NYSAPE and a union Executive Board Member of the Hamburg Teachers Association. & Several times over the last year or so, I would share with my fellow Hamburg teachers action alerts from NYSAPE and then follow up&weeks later&with a similar action that was released by NYSUT.& Many times NYSUT was absent from advocacy related to testing and Common Core while parents in Facebook groups around NYS were organizing their efforts.& Many teacher union members complained on social media about the lack of advocacy on the part of NYSUT leadership to fight testing, Common Core and teacher evaluations.
Your article gives NYSUT far too much credit for the resistance to the Regents Reform Agenda put forth by former Commissioner John King and Regents Chancellor Merryl Tisch. You are correct that NYSUT did use its money to influence elections, similar to other employee unions, business associations and big-moneyed advocacy groups but the opt out movement and changes to the Board of Regents were driven by parents.& There are Opt Out Facebook groups both state-wide and regionally that total over 50,000 members.& These social media groups have been the driving force behind education advocacy that has been resisting to harmful education reform movement.
Sadly, in my opinion, this is another article that is part of the&.& I also believe there is a concerted effort by state education officials, state and national "AstroTurf" groups, and some individuals locally here in WNY to paint the opt out movement as union controlled or influenced.& A balanced article would have sought out one of the many opt out parents here in WNY to see who influenced their decision to boycott the state assessments and advocate for changes in Albany.& As a parent, educator, and union member, I can tell you that opt out &is a truly grassroots movement free of union influence. &
Sincerely,
Chris Cerrone
Springville,NY
There are many students who are doing well in school and their families see no need to protest high-stakes testing or the Common Core Standards.
"My child is getting good grades and loves school" certainly can apply to many children in our public schools, but that does not mean your child is free from being impacted by the pressure to raise scores on the state assessments.
Here are some questions to consider:
Does your child's elementary school focus primarily on the tested subjects of ELA and math? &Are science, history, art, music, physical education, recess and free play reduced or eliminated? &Many elementary schools have double blocks of ELA and math daily while ignoring a well-rounded education.
Does your child's classroom focus on skills, worksheets and content that is a preparation for taking standardized tests? &Does this test-prep limit your child's exposure to critical thinking or creativity? &Is your child engaged in fun projects and activities or buried in worksheets and seat-work?
So, while your child could be doing fine academically and be happy in school, could your child's educational opportunities be limited because of the focus on raising test scores? &
How do we fight the pressure to increase test scores that often conflicts with the education our children deserve? &The primary vehicle to raise our collective voices is to refuse or opt out from the state assessments. &The massive opt out movement has made major headlines and is beginning to influence education policy. &If the momentum of the test resistance movement increases, positive change can occur that will help all students receive the well-rounded education they deserve.
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The opinions expressed on this blog are my views as a private citizen and most importantly as a parent.
All posts on this blog are meant as informational for the process of boycotting high-stakes testing and are not meant to be legal advice.
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Some great sites to visit.
"Don’t let anyone tell you that standardized tests are
not accurate measures.
The truth of the matter is they offer a remarkably
precise method for gauging the size of the houses near the school where the
test was administered. " Alfie Kohn