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On the bright mists, lays a serene royal residence †a wonderland. A strange man looks down at the enchantment mud; as he moves his tremendous hand on the mud, a delicate figure gradually shows up. In almost no time, as he applauds, snaps his fingers, steps his feet, a-lot of guiltless faultless lives were made. â€Å" You,† he pointed at the ungainly cow, â€Å" you need to work each day and night and you may just eat green grass. I declare, you will possess 50 years of life. † He said in a delicate voice as he hands the bovine a red rose with 50 stout petals.The ungainly dairy animals gradually lifted up â€Å"Dear relentless God, on the off chance that I can just work and not appreciate life, I would prefer to live for a long time. † and the ungainly bovine pick 30 full petals from the rose and tosses them noticeable all around. The man gestures his head, and the dairy animals greenery as she leaves. â€Å" You, sir,† he pointed at the taunting monk ey â€Å" you need to perform for individuals and be a jokester. I report, you will have 40 years life. † He said in a thoughtful voice, and he gave the taunting monkey a red rose with 40 full petals. The ridiculing monkey yells â€Å" I just need 10 years of life and bye. † The monkey picks 30 full petals as he bounce and leaves the room.The man grins vulnerably and goes to the last creation. â€Å" you, my flawless infant kid, you just need to rest, to play, to have some good times; you will have 10 years to make an amazing most. † The man grins with affection in his eyes and he hands the kid a red rose with 10 plumps petals. The infant kid cheers and moves. An idea creeps into his pristine brain. â€Å" My Lord 10 years isn't sufficient to appreciate life, I heard the awkward dairy animals allowed you 30 years back thus did the deriding monkey,† he said honestly with his squinting eyes. â€Å" If you love me, give me those 60 years so I may totally ma ke an incredible most. The man shakes his head and says, â€Å" Whatever you like my youngster, be that as it may, don’t lament. † God calls the fallen blossoms and reunites the full petals to the sweet stem. As time passes by , the child kid has some good times for his initial 10 years of his life, attempts to death for the accompanying 30 years and closures his existence with importuning other for 30 additional years. The bot perspectives on the world changes as he experiences various phases of his life. He acquires his revelation as he gradually dies lastly understands the decency around him. The kid shut his drained eyes with a holy messenger like grin all over as the keep going petals on the rose gradually tumble to the ground.

A Critical analysis of The film “Platoon” Essay

The Vietnam War was on everyone’s mind in 1960s and 1970s in our nation. It was the focal point of quite a bit of America’s inconveniences during this time, yet just the soldier’s who battled in that war knew the genuine franticness that was Vietnam. Oliver Stone started composing Platoon in light of the fact that the Vietnam War was â€Å"a pocket of our history no one understands.† (Schuer t24) Platoon is a film which ought to be seen by everybody, for its true to life characteristics as well as for its noteworthy knowledge too. Unit is an Orion Pictures creation, recorded in 1986. Composed and coordinated by Oliver Stone it recounts to the frightful story of a Vietnam War not known by the American open. Tom Beringer, who plays the accomplished Sergeant Barnes, was selected in the Best Supporting Actor classification alongside Willem Defoe who plays Sergeant Elias. Charlie Sheen plays Chris Taylor, a hopeful understudy who had dropped out of school, joined the military, and chipped in for Vietnam. His vision and perspective on war all in all quickly change throughout the film. The character is based off the executive Oliver Stone, who dropped out of Yale to join the war exertion. Chris and the remainder of the troopers are uninformed of what they are getting into and are given brief period to get ready. â€Å"Trapped in the confine of forefront life, living (if they’re karma) from second to second, values that apply somewhere else grow dim for Barnes and others† (Kauffman 24). While serving his time Taylor experience the war in its full range, from the achiness to visit the family and the comradery of the men to the bad dreams of fight. Peruse Also: Critical Evaluation Essay Topics The adversary is the North Vietnamese and the Viet Cong yet you infrequently see them aside from as shadowy figures in the wilderness or quickly lit up by the light of a flare. There are no characterized fight lines and the battle scenes persuade that the foe is all over the place. The line among great and shrewdness is obscured or nonexistent in this film. Sergeant Elias is depicted as a mindful, smart pioneer who gets away from reality using drugs. His enemy, Sergeant Barnes, is depicted as an effective battling machine who will persevere relentlessly to take care of business. You before long understand that he, as well, is simply doing everything to guarantee his own endurance. Unit shows how the War influenced the officers, and how none of them feltâ that they were battling on purpose. The film shows the Vietnam experience from the normal soldier’s perspective. In the first place Chris Taylor is uninformed and his odds of endurance are thin. The film went past simply indicating fights, with the appearing of the ethical difficulties that the troopers confronted. The film doesn't in any capacity commend the war in Vietnam. It is an abrasive gander at what the warriors suffered while serving their nation. The men in the unit originate from varying backgrounds and everywhere throughout the nation. Anyway they all offer a similar want to serve their time and get as distant from the battling as could reasonably be expected. There isn't one trooper in the wilderness whose psyche isn't irreversibly twisted by the desolates of war. A few pundits grumble that the character improvement in the story is frail and there is no plot. J.P. Harsh of U S News and World Report expresses that â€Å"The Central Plot strain †the fight for a youthful private’s soul between a â€Å"good† sergeant who has held humankind and a â€Å"bad† sergeant who has become an executing machine isn't extremely tense.† However, the presentation of the whole cast in the film is the thing that separates the film from others like it. There are no genuine legends in this film and no genuine reprobates. There is only a gathering of terrified men battling for endurance in their own particular manners and tallying the days until they can leave the nation. Almost the whole film is set in a thick wilderness with tall grass and an excellent scene. The entirety of the warriors are compelled to stroll through thick wilderness with gnawing creepy crawlies, and concealed excursion wires. The camera is continually moving to give a feeling of disarray and confusion. Shots of injured men shouting and steady gunfire causes you to feel like you are in everything. The viciousness and neurosis that tormented the officers are continually evident.†Complaints about the savage idea of his work evoke from Stone what may be known as the journalist’s barrier that’s simply the manner in which it is. (Ansen 56) In request to precisely recount to the story Stone could hold back. Unit was immediately acclaimed upon it’s discharge as the primary really bona fide take a gander at Vietnam since the finish of the war. It was designated for some, foundation grants including, best picture, best movie altering, best solid, best executive, best cinematography, best composition, and best supporting entertainer. The movie won Academy Awards for Best Picture, Best movie altering, best sound,â and best executive. Richard Corliss of Time Magazine expresses that â€Å"Stone’s film is a report written in blood that after just about 20 years declines to dry.† Yet behind the entirety of the renown and grants it was given, Platoon holds an underlining message. â€Å"Charlie Sheen is America in its guiltlessness, and the wilderness is the dim, befuddled riddle that the war stays for us twenty years later† (Evans 78). Unit is something other than a violent war film; it is a reasonable glance at world that we could never need to understanding. Works Cited 1. Ansen, David. â€Å"A Ferocious Vietnam Frenzy† Newsweek 5 Jan. 1987: 57. 2. Corliss, Richard â€Å"Platoon† Time Magazine 26 Jan. 1987:54-61. 3. Kauffmann, Stanley. â€Å"An American Tragedy† The New Republic 19 Jan. 1987: 24-25. 4. Schuers, Fred. â€Å"Soldier’s Story† Rolling Stone 29 Jan. 1987: 22+. 5. Harsh, J.P.. â€Å"Parable in the Jungle† U S News and World Report 2 March 1987: 78.

Edward taylor and Metaphor Essay Example for Free

Edward taylor and Metaphor Essay The Beauty of Metaphor A Metaphor is characterized as a syntactic gadget that â€Å"compares two distinct thoughts by talking about one regarding the other. It states that one thing is another thing.† One of the best artists at utilizing the allegory is Edward Taylor, a scholarly New English Puritan. In his â€Å"Meditation One,† Taylor thinks about â€Å"God’s Matchless Love† to water, saying that it fills â€Å"Heaven to the Brim!† Then, in his â€Å"The Reflection,† Taylor says â€Å"Earth† was previously a â€Å"Paradise of Heaven. † In the two examples, Edward Taylor calls one thing something to help stress the message he is attempting to depict, in any case, his analogy in â€Å"Meditation One† is progressively successful as it mirrors a more noteworthy thought. Edward Taylor’s utilization of allegory in â€Å"Meditation One† and â€Å"The Reflection† shows how he utilized representations to think about a significant theme in his sonnet to something increasingly relatable, yet his analogy in â€Å"Meditation One† is progressively powerful as it depicts a more noteworthy message. Edward Taylor’s utilization of Metaphor in â€Å"Meditation One† depicts his message of Gods ceaseless love for us. In Line 7, Edward Taylor begins the sentence of by saying â€Å"Oh, Matchless Love!filling Heaven to the Brim!† Taylor looks at the unique love of God to water, as he says it will fill paradise â€Å"to the brim.† By utilizing the action word â€Å"filling,† the peruser naturally considers something progressively relatable as far as anyone is concerned, water in setting to a beverage. At the point when one pours water in, the water fills the cup. At last, through his word usage decision and utilization of analogy, Taylor considers God’s love to be something that fills humanities’ needs. Since it can fill â€Å"Heaven,† it can fill our spirits with a ceaseless euphoria. This is the reason Edward Taylor’s utilization of analogy is so viable, it ulaitmely prompts a greater, increasingly significant end that can be handily inferred through his relatable models. This representation, in contrast with the one in â€Å"The Reflection†, is progressively viable as it assumes a crucial job in the foundation of a significant topic in the sonnet. Edward Taylor’s utilization of similitude in â€Å"The Reflection† depicts his message that Earth was at one time a glorious spot until it was ruined with transgression. In Line 19, Edward Taylor begins the sentence off by saying â€Å"Earth onceâ was Paradise of Heaven Below.† 1Divine life, living and dead, whatever the case might be, existed on Earth at one timeframe, until the corruptness of wrongdoing assumed control over the Godly world. In this analogy, Edward Taylor says that Earth once â€Å"was† a Paradise of Heaven Below, or, at the end of the day, that Earth was at one time a Heavenly spot. For this situation, Taylor’s allegory is substantially more straightforward, he calls one thing something different. The metaphor’s principle puropose for this situation is to call earth, in a past time, a Godly spot, until the evil idea of Adam and Eve prompted the abolishment of Earth’s divineness Due to its shortsighted nature, and th e message that it underscores, this similitude isn't as powerful as the past illustration. Taking everything into account, Edward Taylor utilizes illustration to perfection.2 To think brillianty and to compose splendidly are two totally various things, and Edward Taylor does both. In the two cases, Edward Taylor utilizes similitude to call one thing something different. In â€Å"Meditation One,† He calls God’s love water, and in â€Å"The Reflection,† considers Earth a once Divine spot. At last, in â€Å"Meditation One,† his utilization of Metaphor is progressively successful on the grounds that it passes on an increasingly significant message of God’s verifiable love for us.

Essay on “Applied Behavior Analysis Treatment for Autism Spectrum Disorders”

Essay on â€Å"Applied Behavior Analysis Treatment for Autism Spectrum Disorders† Abstract. This paper focuses on how Applied Behavioral Analysis (ABA) is used to treat and manage autism spectrum disorders. Thus, the paper appraises ABA, discussing its important components and how it works. The paper also succinctly discusses about the autism spectrum disorders. Finally, the paper concludes with an analysis of how ABA is used to treat autism spectrum disorders. Applied Behavior Analysis Treatment for Autism Spectrum Disorders. Studies have shown that one of the most effective modes of intervention in ASD (Autism Spectrum Disorders) is Applied Behavior Analysis (ABA). ABA is also termed behavioral treatment or behavioral intervention. According to the research done by Wynn Groen (2010), ABA produces comprehensive and long-term improvements in the most essential skill areas in children who have ASD, notwithstanding their age (p 809). Laving (2010) stated that the main objective of ABA as applied to ASD is to maximize the successes, while concurrently, reducing the failures (p763). ABA techniques make use of scientific principles, based on current behavioral learning theorems, to alter conducts in ASD patients by fostering socially-constructive repertoires and minimizing the problematical ones. ABA is a structure-based intervention that places much emphasis on the use of precise high-intensity teaching techniques to enhance language skills (such as imitation, cooperation and attention), and ensure that the a ffected children do obtain a collection of constructive manners (Wynn Groen, 2010). ASD, also termed as PDD (Pervasive Developmental Disorder), is an intense long-term developmental disability which normally manifests itself during the early childhood period. It incorporates a cluster of developmental disorders together with their associated symptoms that have varying levels of intensity.ASD is neuro-behavioral in nature, thus, its effects are severe. Usually, ASD is diagnosed in the child before he or she is three years old. It cause the effects outlined below. Restricted repetitive patterns of behavior characterized by obsession with the sensory features of physical entities. There are impairments in social affinity, with the most common feature being inability to establish and maintain proper peer relationships. There is delayed development of cognitive functions, thus cognitive impairment occurs. Also, there is impairment in communication, both verbal and non-verbal, as evidenced by absent or delayed development of spoken language (Pearson, 2011). It has been postulated that ASD is caused by a neuro-developmental and neuro-operational dysfunction in the brain, though its correlation with the associated behavioral manifestations are still unclear. Also, epidemiological studies have shown a strong correlation between ASD and psychiatric disorders that are genetic in origin, with the hereditary factor in ASD being greater than 90%. It affects boys more than girls with a gender disparity ratio of 4:1, though no scientific model based on genetic studies has been able to explain this discrepancy. The ASD spectrum encompasses autistic disorder, Rett’s disorder, Asperger’s disorder, Childhood Disintegrative Disorder and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified). The common comorbidities associated with ASD are intellectual disabilities, lack of functional speech, behavioral disorders (such as obsessive compulsive disorder, attention deficit hyperactivity syndrome, tics and self-injurious behaviors), anxiety, depression and Bipolar disorder. Screening for ASD is done at two levels; Level I screening with involves developmental surveillance, and Level II screening which involves diagnostic evaluation and comprehensive investigations for developmental disorders (Pearson, 2011). Treatment for ASD can be categorized into two levels. The first level is the treatment of core symptoms, and this involves addressing the developmental, educational, and behavioral requirements of the individual with ASD. The second level of management involves other forms of treatment, such as physical, speech and occupational therapies, which are indispensable in the management of autistic disorder but they do not treat other disorders, for instance, developmental delays (Pearson, 2011). ABA is a treatment program that basically makes use of repetitive reinforcements to teach particular skills to the students, while concurrently, minimizing and/or eradicating the inappropriate behaviors (Mendelsohn, 2010). The nine principles of ABA are outlined below. First of all, there must be an individual program for each and every student. Each program must correspond to the strengths and needs of the student. The second principle is task analysis which involves the assessment for tasks (or skills) that need to be taught. These tasks are then broken down into steps that can be easily taught. The third principle is discrete trial and prompting, which involves teaching each step individually. Fourthly, reinforcement is used to fortify each step taught. Reinforcement involves motivating the students by use of rewards. The fifth principle is repetition and prompts fading. This involves frequent practice of each step until the student masters the required skills. Skill development is the sixth principle. It involves integrating each step systematically until the student can complete the whole task autonomously. The seventh principle is data collection, and this involves frequent compilation of factua l information with the aim of monitoring the progress of the student, in terms of acquisition of the required skills, and, the effectiveness of the program as a whole. The eighth principle is generalization. This involves teaching the student how to perform the whole task at different times, among different kinds of people and in different settings. The ninth principle is developmental skill building. Here the learnt skills are integrated developmentally with the aim of building a strong foundation that will serve as the basis for inspiration for self-initiated long-term learning. Thus, ABA describes how to teach (Mendelsohn, 2010). ABA has seven characteristics or dimensions which are explained below. The applied characteristics takes into consideration the short-term behavioral change, effects of these behavioral change in the person with ASD with regards to interpersonal interactions between him or her and the family, close relatives, educators and the general public. The second dimension is behavioral change, and this behavioral change must be measured using objective parameters and not non-behavioral substitutes. The analytical dimension in the applied setting is demonstrated by behavioral control and maintenance of moral ethical standards. The technological characteristic implies that the descriptions made in ABA studies or researches are detailed, clear and precise. Hence, such studies can be replicated by a researcher. The conceptually systematic characteristic involves the utilization of procedures and interventions; and the interpretation of the obtained results within the limits of the principles of t he procedures employed. The dimension of effectiveness analyses the practicability of ABA procedures in treating ASD and achieving the essential practical or social objectives. Finally, the generality dimension involves maintenance or continued gradual changes and enhancements of a particular skill after the behavioral interventions, for that specific skill, has been withdrawn for a significant period (Mendelsohn, 2010). ABA treatment of ASD involves the three step procedure explained below. First of all, there is the antecedent which involves the use of tact, mand, intraverbals, autoclitics; or physical/verbal stimulus, for instance, a request or command. Secondly, there is the response to the stimulus, such as a specific resultant behavioral response to a specific stimulus or lack of response to that particular stimulus. Finally, there is the consequence, which is either the establishment of a positive reinforcement, or lack of response for an inappropriate behavior. The behavior is measured using the following parameters: repeatability, temporal extent, temporal locus and derivative measures (Wynn Groen, 2010). The skills in ABA are divided into small discrete tasks which are subsequently taught using prompts that gradually fade out as the required skills are grasped. Positive reinforcement is done using verbal praise or any tangible object that the student considers rewarding. Punishments are normally discouraged, but non-injurious methods of punishment such as a light spray of water on the face, may be used as a mode of intervention in a child who is engaging in activities that may cause self-injury (Wynn Groen, 2010). Individual programming has two main components: the curriculum and the ABA teaching methods. The curriculum for students with ASD mostly caters for the areas that need attention. These areas include communication, difficult behaviors, language development, independent functioning, life skills, leisure and play skills; and, social interaction and emotional development. Hence, the ABA teaching methods encompasses the following strategies: prompt, fading, task analysis, discrete trail training, shaping and chaining, pivotal response training, modeling, social scripting or script fading, video instruction, priming, incidental teaching, and structured peer-play interactions (Mendelsohn, 2010). Reinforcement in ABA is a systematic consequence aimed at increasing the frequency of desirable behavior, not just using rewards to motivate the student. Thus, reinforcement must be linked directly to the values of the student, and needs to be planned and monitored closely. The procedure for reinforcement is as follows. Initially, the behavior that needs to be modified is selected. Next, the most potent reinforces that will alter this behavior are selected. The reinforcements are then made immediately when the behavior under consideration is manifested. The reinforcement is more effective when the reinforcer follows the behavior closely. Lastly, data on that specific behavior is collected prior to, for the duration of and subsequent to the teaching strategy or intervention that had been put in place for monitoring the progress of the student (Mendelsohn, 2010). The data collection tools of ABA are more useful than the common assessment methods. The assessment methods used in the teaching strategy include the following: data collection and graphing, benchmarks, checklists, rubrics, running records, anecdotal records and video recording. The following measurements are used during data collection: frequency of demonstration of the required skills, the number of times these skills were done appropriately, duration of time of the execution of these skills, measurement of how much prompting is utilized in skill development, and the ration of correct to incorrect responses. Data is collected during three occasions; prior to, during and subsequent to teaching. Prior to teaching data collection is used to establish the baseline for skill development. Data that is collected during teaching is used to assess the effectiveness of the materials and teaching strategies used, and the progress of the acquisition of the required skills. Data collection subs equent to teaching is used to assess skill acquisition and the maintenance of the acquired skills, for example, can the student demonstrate the skills several months after it was taught? The collected data is then recorded (Mendelsohn, 2010). The recorded data is used for troubleshooting and decision-making processes. Troubleshooting involves searching for patterns in various aspects of school programming and in the school environment that slow down the standard rate of progress, and initiating the necessary systematic changes (Mendelsohn, 2010). In generalization, the educators must frequently change the materials in order for the student to develop a broader concept of the skill being taught. The standard rule in generalization is that a skill must be demonstrated or performed in at least three different settings, with three different individuals and at three different times using various teaching materials and teaching aids. Also, the skill is considered to be mastered or leant effectively when the student can demonstrate the skill correctly and independently in 9 out of every 10 attempts (Mendelsohn, 2010). An effective ABA teaching strategy must put into consideration plans for transitions. Examples of transition in an individual with ASD includes transition into a new school setting, between grade levels, between different activities in different settings, transition from high school life into adulthood and life transitions in general. An effective plan encompasses the following two features; identification of the transition challenges for the student and setting up of clear goals and a teaching stratagem for managing and addressing these challenges(Wynn Groen, 2010).

A Short Note On Short Paper Application Of Laws - 1236 Words

M6A1 - Short Paper Application of Laws K-LiWin Consulting has been contacted by four distinct companies to advise them on their information management needs as related to security. Each company has differing needs based on the regulation and laws pertaining to their specific industry. Each student should provide a thorough review of one of the laws listed above. They should prepare a report and make a presentation as to the provisions, if any, that apply to the associated company. In the case of laws that may have an impact on multiple companies, the student should determine which provisions apply to which company. Each report should at a minimum give an overview of the law, define the provisions impacting the respective company or†¦show more content†¦The newly hired Chief Information Security Officer (CISO) has a background in finance, but not in information management and has poor comprehension of information security (Whitman Mattord, 2010). He realized his lack of proficiency and engaged K-LiWin Consultin g to ensure compliance with all pertinent laws and regulations (Whitman Mattord, 2010). The Health Insurance Portability and Accountability Act (HIPAA), is a set of standards for guarding sensitive patient data. Any establishment that has transactions using protected health information (PHI) will safeguard that all the required physical, network, and process security procedures are in place and fully followed (Whitman Mattord, 2010). This would include anyone who provides treatment, payment and operations in healthcare. This would also include business associates and anyone with access to patient information and provides support in treatment, payment or operations (Whitman Mattord, 2010). Any subcontractors, or business associates of business associates, are also held to this compliance (Whitman Mattord, 2010). The HIPAA law and its parts have requirements for the transmittal, storage, and privacy of health care information. Within the area of information security, there are e ighteen information security standards and come under three separate areas (What is HIPAA

Deutsche Bank Summer Internship Report - 8801 Words

SUMMER INTERNSHIP PROJECT REPORT Company name: Deutsche Bank Title of the report: Private Banking and Wealth Management Area of Research: Marketing Internship start and finish dates: 5th March 2012 – 30th April 2012 NAME Akarshak Tanwar Batch IIPM PGP-B : SS (11-13) SECTION SA-2 ID No. D1113SSIIPMPGPB10024 (JAI-8-CT-1187) ACKNOWLEDGEMENTS I, Akarshak Tanwar, would like to express my thanks and gratitude to the organization Deutsche Bank for giving me this opportunity for working as a summer management trainee and all those, with whose guidance, cooperation and sincere advice, I have been able to draw and complete my report entitled â€Å"Private Banking and Wealth Management† with reference to Deutsche Bank. I†¦show more content†¦Long gone has the time that such purpose remains the only viable responsibility of a bank. People invest in mutual funds, open new accounts and gain long-term interests, and so many other things through the help of banks. In short, not only does the bank gain from their loyal customers, the customers in return also gain huge benefits and develop a sense of belonging and long-term relationship with their bank and bankers. That’s why it is important to be honest and open to your customers. This report also tells in detail about the Private banking and wealth management services that are being implemented by Deutsche bank for their customers. We also delve deeper into the Private banking services being implemented by Deutsche bank on global level and area level (Gurgaon branch, to be specific). RESEARCH OBJECTIVES AND METHODOLOGY Primary objectives : 1. Why do banks provide Private banking and wealth management services? What services are provided by Deutsche bank in particular? 2. Are these services actually beneficial? How exactly do they benefit the customers? 3. How does Private banking differ from other services? 4. What kinds of risks are involved? Secondary objectives : 1. 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The check sustained the two entrepreneurs at first, and in fall 1998 they moved their computers from a dorm room into a garage and several rooms of a house. They also hired a friend, Craig Silverstein (mentioned earlier), as their first

Sex education 2 Essay Example For Students

Sex education 2 Essay Sex education 2 Sex Education is Ineffective Perhaps one of the most controversial issues arising today is that of sex education in Americas public school system. In todays world, where information travels at the speed of light and mass media is part of our everyday lives, teenagers are more exposed to this world than ever before. In this country, teens have access to television, newspapers, and of course, internet. Sometimes, teenagers can misinterpret what they see in the media regarding sex and make unwise decisions, such as having unprotected sex. Sexually transmitted diseases (STDs) and teenage pregnancies is a growing problem in the U. S. Every year, one million girls aged 15 to 19 become pregnant each year in this country alone (Schools Skimping 13). Sex education was introduced to help solve the problem of STDs and teen pregnancies by giving teenagers real facts and correct information about sex. Teenagers can therefore make wise and safe choices about sex. However, there are major flaws in sex education. While it is extremely important to educate teenagers about sex and sexuality, putting sex education in the American educational system in not the correct solution. Sex education is flawed in that it is ineffective when it comes to lowering teenage pregnancies and STDs because sex education programs leave out important information, teachers who teach it are unqualified, and because teenagers are more greatly affected by their parents, peers, and popular media than by their teachers. There is a myth that sex education provides teenagers with good and important information. Sex education supposedly gives students the means to make responsible and wise decisions. Pamela DeCarlo, from the Center for AIDS Prevention Studies, is a firm believer in sex education, and believes it must be taught in order to reduce the spread of STDs and teenage pregnancies (DeCarlo). According an article in USA Today, however, Congress passed in 1996 a legislation allocating two hundred and fifty million dollars to fund sex education programs. These programs excluded medically accurate information about birth control and STDs (Schools Skimping 13). These programs cannot possibly hope to have any significant benefits. Teenagers are deprived from getting the type of information they need about sex. The whole purpose of sex education is to educate teenagers about sex and help lower teenage pregnancies and the spread of diseases. If these so-called sex-education programs are lacking in information about birth control and STDs, then it defeats the whole purpose of having sex education in the first place. Another argument that is often made is sex education provides teenagers with the type of information that they cannot receive from a parent. The argument is that sex education provides students with qualified instructors to help answer questions that might have been too embarrassing to ask a parent. According to a Teen Talk survey taken by Durex Consumer Products, a manufacturer of condoms, teenagers are more likely to talk to their parents only about dating and relationship issues. Only about thirty percent of them talk to their parents about buying or using contraceptives (Schools Skimping 13). However, most teachers who teach sex education are unqualified. Barbara Dafoe Whitehead, vice-president of the Institute for American Values, says, Principals have to do little more than buy a sex-education curriculum and enroll the coach or home-economics teacher in a training workshop, and their school has a sex-education program (Whitehead). It is unsettling to think of how just anyone can teach a program. Workshops cannot possibly provide teachers with enough skill and expertise to adequately educate teenagers about sex. Workshops, at most, would only cover the basics, which would put teenagers at a loss if they ever wanted to know something that was not taught in the workshop. It seems that sex education is not taken very seriously, considering that math and English teachers need degrees in their respective subjects in order to teach it, whereas sex education teachers need no such requirement. Until sex education teachers are more adequately trained, the responsibility of educating teenagers about sex should lie with the parents. Since many teens may be too embarrassed to initiate a conversation about sex, the parent should be the one to bring up the subject. Although parents, too, .