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Assignment: Application of Sexual Principles in Everyday Life

Assignment: Application of Sexual Principles in Everyday Life

Instructions:

according to Assignment: Application of Sexual Principles in Everyday Life, Application of Sexual Principles in Everyday Life, Application of Sexual Principles in Everyday Life, Application of Sexual Principles in Everyday Life, Application of Sexual Principles in Everyday Life Assignment: After reading the majority of the book’s chapters, choose one sexual topic to apply to your own life or the life of someone close to you, and summarize it (e.g., AIDS, pregnancy, communicating your needs to a partner, contraception, talking to your kids about sex, etc.). Tell what you’ve learned about the topic, then explain how it applies to YOUR life or how you’d apply what you’ve learned to other people in your life (family members, partners, lovers, etc.)

Please address the following topics on the Application of Sexual Principles in Everyday Life:

1. The sexual behavior must be clearly stated in your topic sentence.

I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

Assignment: Application of Sexual Principles in Everyday Life

LopesWrite Policy

Assignment: Application of Sexual Principles in Everyday Life states that For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

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The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Sexual HIV risk is centered on sexuality and close relationships. Desire and attraction, power and compulsion, love and affection, and identity and self-esteem may all influence HIV risk behaviors in this environment. Several studies have found links between safer-sex behaviors and a variety of sexual variables. Even when other characteristics such as behavioral goals were controlled for, acceptance and familiarity with sexuality were found to be associated with greater condom use (Fisher, 1984). (Boldero et al., 1992). College women who used little or inadequate contraception reported higher degrees of sex guilt (Gerrard, 1982). A positive link was discovered between strong sexual self-esteem and risky sexual conduct among female teenagers in a sample of adolescents (Rosenthal et al., 1991). Researchers voiced worry in many of these findings about how successfully condom self-efficacy and sexual negotiating skills taught in school settings translate to the sexually heated environment of the bedroom. Abraham and Sheeran stated that HIV-preventive behavior will ‘depend on good control of sexual arousal, which may in turn rely on self-acceptance of sexuality…’ based on their study of social cognitive frameworks and studies. [p. 180 (Abraham and Sheeran, 1994)].

In light of these and other findings, HIV researchers have begun to appreciate the importance of addressing the sexual and relational context of HIV risk in prevention efforts (Carovano, 1991; Ehrhardt and Wasserheit, 1991; Ehrhardt et al., 1992; Boulton et al., 1995; Kalichman, 1998). Ehrhardt et al. conducted focus groups with predominantly Latina and black heterosexual women from high HIV seroprevalence neighborhoods in New York City, and their findings are instructive (Ehrhardt et al., 1992). According to their findings, HIV prevention messages should include sex education (including anatomy and physiology), women’s desire for pregnancy, non-HIV-related sexual negotiation, and the danger of negotiating condom use to the closeness of sexual interactions.

 

according to Assignment: Application of Sexual Principles in Everyday Life, Emotional, relational, and sexual aspects all play a role in HIV risk behavior, according to existing HIV preventive theories (Ajzen and Fishbein, 1980; Bandura, 1994; Fishbein et al., 1994; Rosenstock et al., 1994; Fishbein, 1997). We believe that a greater emphasis on sexuality is required, with special attention paid to the sexual aspects of partnerships (e.g. sexual desire, arousal, functioning and pleasure). Furthermore, modern HIV prevention models integrate sexual negotiation as a component of general self-efficacy [e.g. (Bandura, 1994; Rosenstock et al., 1994)]. We propose that sexual self-efficacy be included as a separate dimension as well. We believe that increasing sexual self-efficacy and promoting a comprehensive view of sexual health will make it easier to apply HIV knowledge and prevention skills during sexual activity.

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