Renewed commitments in a time of vigilance: sexuality education in the USA*

Over the past 20 years, the USA has seen more than its fair share of controversy with respect to education about sexuality, sex and intimate relationships. Attention has focused on content (abstinence-only vs. comprehensive instruction), delivery (by teachers, parents, health professionals or community educators) and context (within school and beyond). In recognition of this fact, Sex Education invited the development of a virtual special issue comprising a sample of its most impactful papers on these and related topics. The 2016 Presidential election results and recent legislative action in the USA point to the importance of thinking broadly about teaching and learning about sexuality inside and outside of schools and of considering sexuality as it intersects with categories of difference, privilege and penalty, including ability, age, immigration, race, gender and class. This paper, developed as an introduction to the virtual special issue, opens with a discussion of the journal’s contributions to the ongoing discussion of pleasure and desire in sexuality education. From there, we turn to the question of what is possible given the material and ideological conditions of schooling and then to opportunities for teachers and learners outside the conventional classroom. We follow with a discussion of the place of intersectional analyses in sexuality education research, and conclude with some thoughts on sexuality education research at this political moment.     

Utilizing Service Learning in a College-Level Human Sexuality Course

Implementing service learning into college courses has been shown to have positive benefits for both students and community members; however, service learning has not been largely evaluated in the literature on human sexuality courses. Thus, the purpose of the current study was to design, implement, and evaluate a service learning project in a human sexuality class. Students who were enrolled in a human sexuality class designed and delivered two outreach presentations at their university as part of their service learning projects. The presentations were geared toward other college students with specific majors (i.e., future teachers and athletic coaches) and focused on areas related to child and youth sexuality. Overall, the service learning projects garnered positive support from both the students and the attendees at the presentations. Thus, results suggest that service learning is a useful pedagogical tool that college level instructors might consider implementing into their human sexuality courses.     

“You Can Do it Anywhere”: Student and Teacher Perceptions of an Online Sexuality Education Intervention

Formal sexuality education in schools is declining in the United States and this is disproportionately affecting adolescents in rural settings. The purpose of this qualitative study was to assess student and teacher perception of sexuality education delivered online as a potential solution to address this gap in access. Nine gender-specific group interviews were conducted with ninth grade students (n = 29) in rural North Carolina to discuss students’ experience with an online sexuality education intervention called MyHealthEd. Interviews were also conducted with three health teachers at pilot schools. Students and teachers identified more benefits to online sexuality education including more student engagement and greater privacy and comfort, than drawbacks, such as too much student autonomy and less interaction with others. Online sexuality education is a promising and preferred method of delivery for sexuality education for students and health teachers, particularly in settings where trained health teachers are not available or less willing to deliver state-mandated content. The MyHealthEd intervention has the potential to increase availability of high quality health education to students across North Carolina, as well as students in other rural or underserved areas.     

Quality Improvement in University Counseling Centers

University Counseling Centers (UCCs) experience high clinical demands and severe client presentations leaving counselors with limited time and resources to evaluate delivery of services. In this article, we present clinician-friendly quality improvement (QI) strategies used at a large Midwestern university and provide recommendations for implementing QI programs at other UCCs even as their resources may vary. With counselor-led efforts examining and evaluating services, UCCs can use QI programs to inform and improve counseling practices as well as advise university administrators about the positive outcomes of the center’s work.     

我国各地区农村基础教育财政投入的比较分析

本文对于农村基础教育财政投入进行比较分析。用舒尔兹系数、基尼系数等描述并分析全国各地区农村基础教育的财政投入。从公平和效益两个方面比较客观地评价我国农村基础教育的实际。对于分析结果的经济、社会意义给予一种科学的解决,进而对于国家的财政政策、基础教育政策提出建议,为政府有关部门决策提供有益的参考。     

电力系统电压稳定性的研究

对国内外电压稳定问题研究的现状进行了概述。特别介绍了对电压失稳机理的认识以及当前广泛采用的几种电压稳定性的分析方法，而且还介绍了电压稳定研究进一步发展的方向。     

波普世界3理论反思

The paper analyzes Popper's Theory of Three Worlds, points out that its essence is the three basic concepts, that is, information, intelligence and knowledge, and calls on that we should insist on Marxism's dialectical materialism in researches on the basic theory of information studies.     

Cartesian and corporeal agency: women’s studies students’ reflections on body experience

This article explores young women’s agency in relation to the body and the possible role of women’s studies in interpreting body experiences and constructing agency. The article is based on written accounts of one’s body experience written by Finnish students of women’s studies. The young women’s accounts manifested two types of agency: the accounts on agency relating to the body focused around attempts of resistance to cultural body ideals and conventional heterosexual roles. This ideal subjectivity relies on an individualistic and Cartesian understanding of agency, emphasising the young woman’s independence from culture, other people and her own body. The accounts on agency within the body expressed experiences of overcoming the mind/body dichotomy and connecting bodily to the surrounding world. I suggest that a shift from the implicit curriculum of Cartesian agency to a curriculum of corporeal agency could prove useful in educational contexts.     

Girls' secondary education in Uganda: assessing policy within the women's empowerment framework

This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.     

爱的内涵在莎士比亚十四行诗中的演变

莎士比亚十四行诗中爱的内涵随着时间的推移在不断地变化。同性朋友之间的爱在不同时期内涵不同,男女之爱与同性之爱纠缠不清,总体表现为同性精神之爱、对爱友的敬爱与痴迷、肉欲之爱、出于爱的谅解及诗人对自身美德的热爱。爱的内涵在十四行诗中的演变,反映了莎士比亚进步的人生观和艺术观。