CLB tiếng Anh BE - Nơi hội tụ của những người Việt trẻ năng động, sáng tạo và chuyên nghiệp - Thông

oé,em đăng ký thành viên mấy lần rùi sao văn hok có tên trong danh sách vậy bác Vĩnh.Cái lão Ht anh zai mình làm seo mờ hok ghi tên hộ mình chứ.huhu
bác Vĩnh bổ sung cái tên em vô à nha,hok em dỗi nè
@boyhnạ,anh em mình hoà nha.
@velocity:anh thấy em hiền thiệt hả anh?hic,ông anh em biểu anh ......hihi,cảm ơn anh,lần đầu có nguời biểu em hiền

Ối giời. Âm thịnh thế chưa đủ sao em. Ơh, mà cũng không sao, bên anh cũng nhiều giai lắm, toàn anh đẹp trai, nhắm $$$ *_^., kéo được bao nhiêu em cứ kéo đi.
Hic, còn chuyện vụ ảnh em vẫn chưa được. Thế mới chán chứ. Cái bộ chuyển ảnh sang máy, em kêu mấy lần mà bác nhà em cứ quên suốt. Em xin lỗi cả nhà

Cứ vô tư đi em, đâu phải cứ đưa topic là đc post ngay đúng ko

Ối giời. Âm thịnh thế chưa đủ sao em. Ơh, mà cũng không sao, bên anh cũng nhiều giai lắm, toàn anh đẹp trai, nhắm $$$ *_^., kéo được bao nhiêu em cứ kéo đi.
Hic, còn chuyện vụ ảnh em vẫn chưa được. Thế mới chán chứ. Cái bộ chuyển ảnh sang máy, em kêu mấy lần mà bác nhà em cứ quên suốt. Em xin lỗi cả nhà
mấy ông anh nè giống nhau ghê,nghe có thêm girl xinh đi là ông nào ông nấy mắt sáng như sao
chị Mây úi ùi,nhớ bảo bạn chị cẩn thận nha
chủ nhật tới em hok đi đc_hic,tiếc ghê.em cũng mún ngắm girl xinh mờ
@ anh TA_velo:có mý cái ảnh em đang múa phải hok anh ui_hic,sao mình toàn bị mất hình tuợng thía nhỉ.
Ông anh em cho cái ảnh em ngủ làm ava,giờ lại thêm mấy ảnh ý nữa.hic
CHÚC CÁC BÁC MỘT NGÀY VUI VẺ NHÁ.BIBI

To Mei: Hihi, tuần này chị busy mấy vụ nên cũng chưa chuẩn bị được topik ngay đâu em ạ. Nên cứ để pác TA continue cái hot topic ấy nhớ. Hehe. Em cứ dẫn nhiều bạn đến vào, càng xinh càng tốt, chắc sẽ attract được nhiều "boi" hay hấp háy, ngứa con mắt bên phải đỏ con mắt bên trái như pác Vĩnh, pác Việt, Velocity...
To Mai: Chị công nhận nhìn em hiền thật đấy, yên tâm nhớ. Hehe. Em hát "cô bé mùa đông" hay lém.
To all: Have a nice day!
Cheers!

Topik tuần này của chúng ta do anh TA phụ trách, nà:
***UALITY EDUCATION
*** education, which is sometimes called ***uality education or *** and relationships education, is a life-long process of acquiring info and forming attitudes, beliefs and values about identity, relationships and intimacy. It encompasses ***ual development, reproductive health, interpersonal relationship, effection, intimacy, body image and gender roles. S.E addresses the biological, socio-cultural, psychological and spiritual dimensions of ***uality from:
-the cognitive domain
-the affective domain
-the behavioral domain
including the skills to communicate effectively and make responsible decisions. What is your opinion about S.E ? Raise your voice.You are advised to be divided into 4 groups as follows:
Group 1: Teenagers.
Group 2: Family
Group 3: *** Educators ( at school, at home, in other agencies or peer educators)
Group 4: Enterprises who seek to profit from providing *** information through TV shows, films, magazines, books and etc.
Guide questions:
1. Summarize the history of S.E.
2.What are the aims of *** education?
3. For or Against S.E ? Why?
4. Hetero***ism.
5. What are the requirements for S. educators?
6. Where and when should *** education start?
7. What are the effects of S.E ?
8. S.E for older adults.
9. S.E in other cultures.
10. Future of S.E.

Reference: ?o***uality and Gender in Society? J.L Carroll & P.R. Wolpe.
Mọi người giúp em post thêm Tliệu tham khảo về topic này nhá.
@Pé Mai: buổi tới ko đi hả em , tiếc xế, topik tuần này hot bỏng cả tay.
Ban PR giúp em hâm nóng không khí nhà BE trên TTVN nhá

Mình đề nghị là tuần này nhóm 1 "teenagers" let talk ab the truth nhé

Cái nì cho các bác tham khảo đây;
*** education - talking to teenagers
Many parents and carers feel shy about broaching the topic of *** with their children. Some prefer to stay silent, and assume their children will pick up what they need to know from school and the media. Others believe that telling children about *** will encourage ***ual experimentation. In fact, a teenager needs to be informed if they are to act responsibly and safely. Talking about *** is easier if the topic has been discussed with the child from an early age, and the lines of communication are already open. However, it is never too late to start. Books may be helpful if either the parents or teenager initially feel awkward about frank discussion.
Negative influences
We are flooded with ***ual images from the media every day of our lives. A teenager?Ts perception of *** and ***uality can be skewed by incorrect or misleading information from a variety of sources including magazines, television and other teenagers. Numerous studies have shown that the most influential role models for a child are their parents. Parents and carers can inform their child and help them feel comfortable and knowledgeable about ***uality. By keeping silent, they allow their teenagers to act on unreliable information. This can put a teenager at considerable risk.
Teenagers and contraception
Unwanted pregnancy is a traumatic event for both the teenager and their parents. The reasons why some teenagers don?Tt use contraception include:
* Lack of knowledge
* Fear of their parents finding out
* The belief that using contraception implies promiscuity
* The belief that planning for *** ruins the spontaneity
* Alcohol and drugs.
Preparing in advance
Parents can prepare themselves for discussions in many ways, including:
* Talk about the issue together
* Decide what kind of values and messages they want to deliver
* Read up on current ***ual issues
* Accept that their teenager may have different views to their own
* Buy or borrow relevant books, magazines or videos
* Remember that the aim is to discuss the topic with their child, not give a lecture.
Gender roles
Gender roles play an important part in ***ual relationships. The child receives important lessons on adult relationships by watching how their parents interact. This can affect the way they conduct their ***ual relationships. Ideally, any parent or carer responsible for the child should discuss *** with the child, and thorough information on contraception and unwanted pregnancy should be given to both young men and young women. Teenagers need to be aware that ***ual responsibility is everyone?Ts concern, regardless of gender.
What to talk about
*** education involves more than just the biological mechanics of reproduction. Ideally, a variety of important topics should be covered, including:
* Relationships and emotions
* ***ual feelings
* Values
* Gender roles
* ***uality
* ***ually transmissible infections (STIs)
* Birth control options
* Safer *** practices
* *** acts other than intercourse
* ***ual problems
* ***ual preferences
* How to say ?~no?T to unwanted ***
* Pregnancy, including options such as abortion, adoption or parenting.
Making decisions
A teenager needs to know how to negotiate their ***ual experiences in positive and responsible ways. Parents can help their child to make safe and informed ***ual decisions. Suggestions include:
* Give them clear and correct information on contraception, safer *** and STIs.
* Encourage them to talk about *** and its consequences with their partner.
* Brainstorm ways to counter unwanted ***ual pressure, including peer pressure.
* Encourage them to do their own research into ***ual issues.
* If they are ***ually active or planning to be, stress the importance of always using a condom.
Ground rules at home
Some teenagers experiment ***ually. Parents need to decide whether or not their teenager?Ts ***ual activity will be allowed in the family home. However, forbidding *** at home doesn?Tt prevent the child from having ***ual experiences. The best time to decide on the ground rules is during an open and honest discussion about ***, not during an argument.
Where to get help
* Your doctor
* Family planning clinic Tel. (03) 9257 0100
* Parentline Tel. 132 289
Things to remember
* Many parents feel shy about discussing *** with their children.
* A teenager needs accurate information on *** if they are to negotiate ***ual relationships safely and responsibly.
* *** education should cover a variety of topics, including the biology of *** and reproduction, relationships, ***uality, contraception and STIs.

What are the aims of *** education?
*** education seeks both to reduce the risks of potentially negative outcomes from ***ual behaviour like unwanted or unplanned pregnancies and infection with ***ually transmitted diseases, and to enhance the quality of relationships. It is also about developing young people''s ability to make decisions over their entire lifetime. *** education that works, by which we mean that it is effective, is *** education that contributes to this overall aim.
What skills should *** education develop?
If *** education is going to be effective it needs to include opportunities for young people to develop skills, as it can hard for them to act on the basis of only having information.6 7 The kinds of skills young people develop as part of *** education are linked to more general life-skills. For example, being able to communicate, listen, negotiate, ask for and identify sources of help and advice, are useful life-skills and can be applied in terms of ***ual relationships. Effective *** education develops young people''s skills in negotiation, decision-making, assertion and listening. Other important skills include being able to recognise pressures from other people and to resist them, deal with and challenge prejudice, seek help from adults - including parents, carers and professionals - through the family, community and health and welfare services. *** education that works, also helps equip young people with the skills to be able to differentiate between accurate and inaccurate information, discuss a range of moral and social issues and perspectives on *** and ***uality, including different cultural attitudes and sensitive issues like ***uality, abortion and contraception.
Forming attitudes and beliefs
Young people can be exposed to a wide range of attitudes and beliefs in relation to *** and ***uality. These sometimes appear contradictory and confusing. For example, some health messages emphasis the risks and dangers associated with ***ual activity and some media coverage promotes the idea that being ***ually active makes a person more attractive and mature. Because *** and ***uality are sensitive subjects, young people and *** educators can have strong views on what attitudes people should hold, and what moral framework should govern people''s behaviour - these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that binds *** and ***uality. They often welcome opportunities to talk about issues where people have strong views, like abortion, *** before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one set of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree.
Attempts to impose narrow moralistic views about *** and ***uality on young people through *** education have failed.
People providing *** education have attitudes and beliefs of their own about *** and ***uality and it is important not to let these influence negatively the *** education that they provide. For example, even if a person believes that young people should not have *** until they are married, this does not imply withholding important information about safer *** and contraception. Attempts to impose narrow moralistic views about *** and ***uality on young people through *** education have failed.11 12 Rather than trying to deter or frighten young people away from having ***, effective *** education includes work on attitudes and beliefs, coupled with skills development, that enables young people to choose whether or not to have a ***ual relationship taking into account the potential risks of any ***ual activity.
Effective *** education also provides young people with an opportunity to explore the reasons why people have ***, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and ***uality can influence people''s feelings and options.They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships.
So what information should be given to young people?
Young people get information about *** and ***uality from a wide range of sources including each other, through the media including advertising, television and magazines, as well as leaflets, books and websites (such as www.avert.org) which are intended to be sources of information about *** and ***uality. Some of this will be accurate and some inaccurate. Providing information through *** education is therefore about finding out what young people already know and adding to their existing knowledge and correcting any misinformation they may have. For example, young people may have heard that condoms are not effective against HIV/AIDS or that there is a cure for AIDS. It is important to provide information which corrects mistaken beliefs. Without correct information young people can put themselves at greater risk.
Information is also important as the basis on young people can developed well- informed attitudes and views about *** and ***uality. Young people need to have information on all the following topics:
* ***ual development
* Reproduction
* Contraception
* Relationships
They need to have information about the physical and emotional changes associated with puberty and ***ual reproduction, including fertilisation and conception and about ***ually transmitted diseases, including HIV/AIDS. They also need to know about contraception and birth control including what contraceptives there are, how they work, how people use them, how they decide what to use or not, and how they can be obtained. In terms of information about relationships they need to know about what kinds of relationships there are, about love and commitment, marriage and partnership and the law relating to ***ual behaviour and relationships as well as the range of religious and cultural views on *** and ***uality and ***ual diversity. In ad***ion, young people should be provided with information about abortion, ***uality, and confidentiality, as well as about the range of sources of advice and support that is available in the community and nationally.
When should *** education start?
*** education that works starts early, before young people reach puberty, and before they have developed established patterns of behaviour. The precise age at which information should be provided depends on the physical, emotional and intellectual development of the young people as well as their level of understanding. What is covered and also how, depends on who is providing the *** education, when they are providing it, and in what context, as well as what the individual young person wants to know about.
It is important not to delay providing information to young people but to begin when they are young. Providing basic information provides the foundation on which more complex knowledge is built up over time. This also means that *** education has to be sustained. For example, when they are very young, children can be informed about how people grow and change over time, and how babies become children and then adults, and this provides the basis on which they understand more detailed information about puberty provided in the pre-teenage years. They can also when they are young, be provided with information about viruses and germs that attack the body. This provides the basis for talking to them later about infections that can be caught through ***ual contact.
Providing basic information provides the foundation on which more complex knowledge is built up over time.
Some people are concerned that providing information about *** and ***uality arouses curiosity and can lead to ***ual experimentation. There is no evidence that this happens. It is important to remember that young people can store up information provided at any time, for a time when they need it later on.
Sometimes it can difficult for adults to know when to raise issues, but the important thing is to maintain an open relationship with children which provides them with opportunities to ask questions when they have them. Parents and carers can also be proactive and engage young people in discussions about ***, ***uality and relationships. Naturally, many parents and their children feel embarrassed about talking about some aspects of *** and ***uality. Viewing *** education as an on-going conversation about values, attitudes and issues as well as providing facts can be helpful. The best basis to proceed on is a sound relationship in which a young person feels able to ask a question or raise an issue if they feel they need to. It has been shown that in countries like The Netherlands, where many families regard it as an important responsibility to talk openly with children about *** and ***uality, this contributes to greater cultural openness about *** and ***uality and improved ***ual health among young people.
The role of many parents and carers as *** educators changes as young people get older and young people are provided with more opportunities to receive formal *** education through schools and community-settings. However, it doesn''t get any less important. Because *** education in school tends to take place in blocks of time, it can''t always address issues relevant to young people at a particular time, and parents can fulfill a particularly important role in providing information and opportunities to discuss things as they arise.
Who should provide *** education?
Different settings provide different contexts and opportunities for *** education. At home, young people can easily have one-to-one discussions with parents or carers which focus on specific issues, questions or concerns. They can have a dialogue about their attitudes and views. *** education at home also tends to take place over a long time, and involve lots of short interactions between parents and children. There may be times when young people seem reluctant to talk, but it is important not to interpret any diffidence as meaning that there is nothing left to talk about. As young people get older advantage can be taken of opportunities provided by things seen on television for example, as an opportunity to initiate conversation. It is also important not to defer dealing with a question or issue for too long as it can suggest that you are unwilling to talk about it.
In school the interaction between the teacher and young people takes a different form and is often provided in organised blocks of lessons. It is not as well suited to advising the individual as it is to providing information from an impartial point of view. The most effective *** education acknowledges the different contributions each setting can make. Schools programmes which involve parents, notifying them what is being taught and when, can support the initiation of dialogue at home. Parents and schools both need to engage with young people about the messages that they get from the media, and give them opportunities for discussion.
In some countries, the involvement of young people themselves in developing and providing *** education has increased as a means of ensuring the relevance and accessibility of provision. Consultation with young people at the point when programmes are designed, helps ensure that they relevant and the involvement of young people in delivering programmes may reinforce messages as they model attitudes and behaviour to their peers.
Effective school-based *** education
School-based *** education can be an important and effective way of enhancing young people''s knowledge, attitudes and behaviour. There is widespread agreement that formal education should include *** education and what works has been well-researched. Evidence suggests that effective school programmes will include the following elements:
* A focus on reducing specific risky behaviours;
* A basis in theories which explain what influences people''s ***ual choices and behaviour;
* A clear, and continuously reinforced message about ***ual behaviour and risk reduction;
* Providing accurate information about, the risks associated with ***ual activity, about contraception and birth control, and about methods of avoiding or deferring intercourse;
* Dealing with peer and other social pressures on young people; Providing opportunities to practise communication, negotiation and assertion skills;
* Uses a variety of approaches to teaching and learning that involve and engage young people and help them to personalise the information;
* Uses approaches to teaching and learning which are appropriate to young people''s age, experience and cultural background;
* Is provided by people who believe in what they are saying and have access *****pport in the form of training or consultation with other *** educators.
Formal programmes with these elements have been shown to increase young people''s levels of knowledge about *** and ***uality, put back the average age at which they first have ***ual intercourse and decrease risk when they do have *** . All the elements are important and inter-related, and *** education needs to be supported by links to ***ual health services, otherwise it is not going to be so effective . It also takes into account the messages about ***ual values and behaviour young people get from other sources, like friends and the media. It is also responsive to the needs of the young people themselves - whether they are girls or boys, on their own or in a single *** or mixed *** group, and what they know already, their age and experiences.
Taking *** Education Forward
Providing effective *** education can seem daunting because it means tackling potentially sensitive issues. However, because *** education comprises many individual activities, which take place across a wide range of settings and periods of time, there are lots of opportunities to contribute.
The nature of a person''s contribution depends on their relationship, role and expertise in relation to young people. For example, parents are best placed in relation to young people to provide continuity of individual support and education starting from early in their lives. School-based education programmes are particularly good at providing information and opportunities for skills development and attitude clarification in more formal ways, through lessons within a curriculum. Community-based projects provide opportunities for young people to access advice and information in less formal ways. ***ual health and other health and welfare services can provide access to specific information, support and advice. *** education through the mass media, often supported by local, regional or national Government and non-governmental agencies and departments, can help to raise public awareness of *** health issues.
Because *** education can take place across a wide range of settings, there are lots of opportunities to contribute.
Further development of *** education partly depends on joining up these elements in a coherent way to meet the needs of young people. There is also a need to pay more attention to the needs of specific groups of young people like young parents, young lesbian, gay and bi***ual people, as well as those who may be out of touch with services and schools and socially vulnerable, like young refugees and asylum-seekers, young people in care, young people in prisons, and also those living on the street.
The circumstances and context available to parents and other *** educators are different from place to place. Practical or political realities in a particular country may limit people''s ability to provide young people with comprehensive *** education combining all the elements in the best way possible. But the basic principles outlined here apply everywhere. By making our own contribution and valuing that made by others, and by being guided by these principles, we can provide more *** education that works and improve the support we offer to young people.

Mời các đồng chí cứ ngâm cứu dần

Mong đỏ cả mắt mới thấy topic, hee. Thứ 4 hôm nay một ngày đẹp trời mà! Các bác bên Ent vào cuộc đi chớ nhẩy, có ai có í kiến í cò để Warm - up cái Topịch này thì mau mau ủng hộ đi thôi chứ nhẩy!!! Mong sự đóng góp của tất cả các mem nha........