Nursing research Essay Example | Topics and Well Written Essays - 250 words - 54

Nursing research - Essay Example Importantly, avoiding entrained thinking is crucial in eliminating conformist tendencies in a team. Consequently, this promotes the formation of a strong team in a healthcare facility with this team working together to achieve the objectives of a healthcare facility since nurses are equipped and well prepared to perform their roles. A nurse manager is an important component in the healthcare system’s overall objective of providing quality care to patients. In line with this, it is important that these nurses focused on engaging every staff member under their department in order to provide quality care to their clients. In line with this, a nurse manager should engage their staff members in practice by ensuring that members provided input on programs that the hospital implemented to promote quality care. By participating in development, implementation, and evaluation processes of programs, a nurse manager ensures a total engagement of all members of staff in practice since they participate in the development of program that promoted quality

Ethical Code Of Data Collection Essay Example for Free

Ethical Code Of Data Collection Essay Ethical code is vital to any survey. Researchers today are obliged to follow the different ethical codes designed and guided by different institutions like government agencies, research agencies and marketing associations pertinent to the different countries, societies and communities. This is the first thing researchers should take into consideration while developing or designing research materials. There are ethical code enforcement bodies in almost all layers of our community from local institutions to the federal level, which has the power to control all the research related activities and their impact in the community. Research is highly affected and influenced by ethical codes. One of the major aims of the MRA (Marketing Research Association) ethical code is that while conducting research; researchers should not act in such a way that it violates the general public laws which will discredit people’s confidence against the entire research profession. The research code of ethics is there to establish guidelines and principles to maneuver researchers to achieve the goals and objectives in a socially acceptable manner. Therefore, Marketing Research Association code of ethics guides researchers in almost all layers of their work from their research design phase of the research to the communication of findings of the research to the concerned parties. Some of the principle elements of the MRA ethical codes include: 1. People or the community should be involved as major participants in the all facets of the research. 2. Researchers should get written permission from the people in the community which will be involved in the research project. 3. All the resources (information collected from the community) are direct  assets of that community and therefore researchers should communicate the findings of research to the community and those data should be returned to the community. 4. While publishing the research findings, the community or the people associated with the research should be involved in decision making process. 5. And finally, researchers should make sure that the partners of the research (community) have agreed to make information available to the publication. Above mentioned principles are the major pillars of the MRA ethical code of research. It provides the power to the community and provides the decision making ability to those who are the members or a part of the community. MRA ethical code of research has become a key guiding principle of any research activity. How researchers design their research depends upon MRA’s ethical codes of research, review, and regulation. Respect of the individual person’s or participant’s privacy is the key focus of the research code. It is the degree of control which research participants have over the researchers about their own information and how researchers deal with that information about participants. This code of ethics provides exclusive rights to the research participants about whether to participate in the research or not. In the next level, research code of ethics prioritized the maximization of the benefits of the research to the concerned partner, community or society. A survey result or the research does not always provide advantages or the benefits the community. Therefore, another ethical code of the researchers is to maximize the possible benefits of the research and minimize the harm of research or research findings to its participants or community. Researchers should always have a sense of justice towards its research. Researchers can never include all the members or elements of its target population, therefore while selecting the sample they should be non-discriminatory. By doing so, researchers not only do justice to the participants or the community but also maximize the chances of integrity of the research findings. Another important issue of the research ethical code is the confidentiality of the information provided by the research participants. Researchers are  liable to provide highest level confidentiality of the data towards the participants. MRA research code of ethics makes sure that researchers provides complete confidentiality to its research participants unless the respondent or the participants of the research themselves waives their confidentiality. Besides these basic ethical codes of data collection, researchers should not falsify or omit collected data for any reason during the data collection process. And before collecting the data researchers should specify the methods of data collection, time and date of data collection, sampling frame and method and sampling size and these predetermined methodologies are not subject to change without the permission of the research participants. Data collectors should not reveal the information about the client or sponsor to the participants during the data collection phase without proper authorization. If the respondent wants to know about the sponsor or the clients then the data collectors can only reveal the information only to respondent with the authorization to do so by the clients or sponsor. The data collectors are liable to protect the confidentiality regarding the business of the client without the express written consent of the client and without the necessary ground to do so. If the data collectors are conducting the secondary data collection then revealing the source of the data to their client is their prime responsibility and they should not present secondary data as primary data to their clients or sponsor. If a respondent wants to withdraw or refused to participate in the middle of the data collection process then the data collectors or the researchers have no right to coerce them or make the cooperation obligatory by threatening them with anything. Researchers or the data collectors should always respect and protect the right to participate and right not to participate in the research by the respondent at any time from beginning to the end of data collection. The result of the study or the collected data is the property of the clients or the sponsor therefore, researchers or the data collectors should not at any cost share the findings of the collected data to the third party without the pre-consent of the clients or sponsor. Researchers are liable to follow the standard ethical code of data collections coordinated and enforced by the agencies like Marketing Research Association and federal agencies. References Marketing Research Association (2012). Retrieved on October 5, 2014 from www.mra-net.org Malhotra, N. K. (2010). Marketing Research an Applied Orientation (Sixth ed.). Upper Saddle River, NJ: Prentice Hall.

US Army Rotc Program History Essay

US Army Rotc Program History Essay The U.S. Army ROTC which stands for Reserve Officers Training Corps is by far the best of the leadership courses throughout the country and is part of most colleges curriculum. The learning involves such practices which enables you to understand what it required to lead others, take up missions and motivate your fellow mates as an active Officer of the Army. Once graduated, the cadet earns the position of a Second Lieutenant and would be part of the Active Army, Army National Guard or the Army Reserve and become a discoverer for lifetime. The United States Armed Forces and numerous other national militaries, specially the countries having firm historic ties with the United States have implemented Reserve Officers Training Corps programs. Philippines implemented this in 1912 while Korea started ROTC in 1963. The ROTC contributes to all departments of the U.S. Armed forces except for U.S. Coast Guards. All in all it contributes towards 56% of the whole U.S. Army out of which; 11% are to US Marines, 41% to US Air Force and 20% of US Navy. The combined figures for the ROTC contribution of active duty officers towards the United States Department of Defense accounts to 39% which is a notable figure. Philippines ROTC Alumni Association acknowledges that 75% of the officer corps for Armed Forces in Philippines adds up from ROTC programs. Except for the US Coast Guard each of the U.S. Armed Forces offers keen scholarships to ROTC participant students on merit basis. They even offer scholarships in exchange for periods of active military service. For instance, students who opt for an Army ROTC scholarship agree to dispense a four year period of military service with the Army after college. Army and Airforce ROTC students are cited as cadets where Naval ROTC students are called midshipmen as these terms concur with their particular services in the military academy that they carry out. US Navy and US Marine Corps both are licensed by the Naval ROTC program whereas the Coast Guard guarantor only the JROTC program. Army ROTC squads are orchestrated into companies, battalions and brigades. Similarly, Air Force ROTC units are divided into wings, squads or wings just like the active Air Force. Naval ROTC units are carved up as naval battalions. Usually, naval ROTC units are formed into Naval battalions but having the Navy educatees in sections and divisions like a ship, and the Marines in a different company is only exercised when an ROTC unit has ample amount of members to justify an extra division. Senior Army leaders are keen of the idea that perception is actually reality. Black representation and resultant progress in the combat arms branches of the US Army is deplorably lacking. Recruiting blacks into combat arms is diminutive whereas the Black combat arms officers who elevate on higher leadership and command positions at battalion and brigade command level or higher are relics at best. This is also historic fact that the selected few Blacks for senior operational commands at the battalion or division level are generally placed out of view from the American public and the African American youth without fail. Figures say that across the past thirty years only two of nine black men were taken upto command Army Divisions and that also they have been intended to do so in Conus. It is a fact that Black men and women can derive aspiration in pursuance of a given career, by seeing someone of their own ethnicity in placements of high authority, but Black Battalion Commanders have a lways remained persona non grata in percepts of the Black youth. The US army in turn lays no significant emphasis on dealing with the impact of black combat officers. Charles C. Moskos states that Blacks occupy more management positions in the military than in any other sector of American society. The incorporation of Blacks into the Army is a sensational story worth simulating; the Army figures show that Blacks do not take parts equally all around career fields. Especially Blacks are under-represented in the combat arms; the circumstance can be named as occupational segregation. U.S. Armys leaders and authorities are touched on about the low count of Black officers functioning in the combat arms for two causes. First, the low count of Blacks in the combat arms cuts down the diverseness and perhaps the believability of the U.S. Armys authority. Second, it proves to be unmanageable for Blacks to achieve appropriate internal representation among general officers because 72% of the U.S. Armys generals are picked out from the combat arms. Three-quarters of all Black officers are licensed by ROTC whereas majority of them are licensed by HBCUs (Historically Black College and Universities). Researches reveal that there were two leading factors that influenced the assignments of Black cadets and those were cadet performance as well as attitude towards service. As a result, black HBCU cadets compete appropriately in on-campus ROTC scores but are indisposed when it comes to Advanced Camp. Black cadets were less probable to regard the Army as fair and had a most negative perceptual experience about the combat arms branches. Moreover, Black cadets are also deficient when it comes to combat arms mentors to cater for the needed motivation, tutorship and counseling. The US Army must set out to extenuate these factors and inverse the under-representation of Black military officers in combat arms. Thus, to enhance the internal representation of Black officers, the Army must coach HBCU cadets to do a cut above at Advanced Camp and prepare HBCU cadets for the needs and unparalleled culture of the Army and furthermore, delegate more Black officers into combat arms branches to allow for more mentors for Black cadets and officers in the time to come. Equal opportunity was not constantly interpreted as it is today. Formerly Army directives allowed for segregation. Ever since the desegregation of the Armed Forces, the Army has efficaciously broadened their ranks as the Army acts as mannequin for other organizations to follow up on. The Blacks comprise 29% of the total Army and just 11% of all Army officers. Nonetheless, a more closelipped look at Army officer statistics points that some inequalities have existence. Nowadays, the argument is not about adequate remuneration and intervention. But the main concern is the statistical distribution of Black officers amongst the Army. The amount of Black officers in combat arms offsets of the Army is minuscule, while the amount of Black officers engaging non-combat arms emplacements is heavy and developing unevenly. A deliberate study of the demographics by vocational specialty suggests that most Black officers in the Army are based in combat support and combat military service support branches. Various considerations add to making the uneven distribution. One of the causes is the rate of progression of Black officers with their white counterparts. Counterpointing causes arise from circumstances that are present outside the Army and result from the aftermaths of sociable and ethnical determines. Nevertheless, the failure to access Black officers into the Armys combat arms occupations is a serious institutional concern. Several studies in recent years have attempted to shed some light on this issue. A good example of inequality between combat and non-combat departments is exemplified by Army Infantry demographics which says that the percentage of Blacks in the Infantry has dropped a great deal from 30% in 1980 to 15% presently, while the count of Blacks in logistics units nowadays often are more than 50%. In 1999, only one Black cadet was accessed into the Infantry by the United States Military Academy. Reports suggest that Black American students rate the grandness of earning high financial gain and contributing to society (Walpole, Bauer, Gibson, Kanyi, Toliver, 2002). Another study by Morgan Teng and Anderson (2001) about Black American community college students depicts that job protection, a good starting income, self-reliance, and a crucial position are more crucial to Black American students comparably to White students. In addition, a crave of serving others and the society is also a significant motif in Black American culture. Nevertheless, some researches endure that particularly looks into differences of opinion amongst Black American and White educatees concerning the dominance of future income, future position, college attendance and vocational choices. Moreover, Black American persons proceed to go through high values of educational shortfalls, employment stagnancy, and impoverishment in the United States of America (Hargrove and Pope-Davis, 2001). Altogether we hope is that looking into the influence of future income, status and stimulating a difference in community will lead to significances favorable in assisting Black American students in finishing high school, going to college, and arriving at a career choice. Researches depict that a Black cadets entrà ©e into combat arms offsets is ascertained into a prominent part by two components: cadet functioning and cadet mental attitude towards service. African HBCU cadets contend befittingly with other cadets when it pertains to on-campus ROTC grades but they perform badly at Advanced Camp. A cadets performance is most importantly a derivative of the personal attitude towards service. The Army needs to lay complete and prompt attention to training HBCU cadets better. Conditioning plus formulation on campus starts with attaining a satisfactory GPA. Secondly, the ROTC cell must be knowledgeable adequately to render quality conditioning for HBCU cadets. Conditioning must be concentrated on the vital performance areas the cadet is assessed at camp such as traits like management, navigation, and APFT. The program must also ascertain that HBCU Cadets incur coaching to gear them up for the shift in organizational surroundings they will come upon at Advanced Camp. The HBCU Cadets need to have early experiences in adjusting to a more structured organizational stage setting. The cadets must learn to adjust ahead of the time when he arrives at Advanced Camp. ROTC plans have in the past times carried on speciated conditioning and training to prepare cadets for functioning in various environments. This particular training had better be reevaluated for its value and re-established. Cadets can suffer from culture shock during the early days of the camp if they are not trained or carried along without this kind of preparation or training. Squad leaders and contrivers must supervise internal representation. Discouraging to leaders and contrivers will be the extended dialogue over distinguishing the suitable military representation levels of citizen groupings. The demand for plentiful figures of quality staff personnel within the Army necessitates belief on all demographic and societal sections of America. Suitable action in reception to statistic trends is essential to preserve and amend the force. The Army ought to enhance the count of Black combat arms officers teaching Black cadets. Standard Black combat arms officers capable to provide a positive example to cadets will extremely aid in impeding vocational separatism of Blacks in non-combat arms offshoots. The occupancy of thes e eminent officers will also encourage mentoring of cadets that will amend the mental attitude cadets possess of the Army and ROTC.

What is an Auteur? Essay -- essays research papers fc

What is an auteur? Answer this question with detailed reference to one film director: Alfred Hitchcock Studies of the Auteur Theory in film have often looked toward Alfred Hitchcock as an ideal auteur: an artist with a signature style who leaves his own mark on every work he creates. According to the theory, it does not matter whether or not the director writes his own films, because the film will reflect the vision and the mind of the director through the choices he makes in his film. In the case of Hitchcock’s earliest films when he was still under the control of his producers, there is still a distinct stamp upon these images. Hitchcock has said that he was influenced by the German Expressionists, and admired their ability â€Å"to express ideas in purely visual terms†. It is this expression of thought and psychology that Hitchcock achieves throughout his films, even early on. Even the psychology that is in the films can be particularly a signature of Hitchcock - critics have found throughout his films a fascination with wrongful accusation and imprisonment. They are present in even his earliest films. A particular sequence of Hitchcock’s 1935 film The 39 Steps bears the mark of Hitchcock through the visual expression of the fear of wrongful accusation and confinement.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In the shot before the sequence, we see the crofter asking his wife what has happened to his coat, as it had his hymnbook in the pocket. She, offscreen, tells him that she gave the coat to Hannay. The crofter angrily walks offscreen toward her, and we hear her terrified scream - this scream suddenly becomes the sheriff’s offscreen laughter, as the next shot is of the hymnbook with the bullet hole in it. From the beginning of the sequence, Hitchcock transmits the feeling that there is something not quite right about the sheriff. As the scene in the police station begins, Hannay has just finished telling the sheriff that he is the one that the papers have been describing as a murderer, but that he is innocent of the crime. The sheriff laughs along with Hannay and seems to believe him, but as soon as the sheriff’s colleagues come in to the room, we learn that the sheriff has been just humoring him and thinks Hannay is a murderer. Hannay is forced to esc ape. The entire scene, through the lighting, angles, ... ...and framing, Hitchcock expresses the horror of wrongful imprisonment through visual devices. Hitchcock allows Hannay to escape the snare of the police into the open world, as Hannay finds himself outside in a parade. Hannay, now free from the confines of the sheriff’s office and walking amidst the people, is now vindicated, living momentarily in the comfort of anonymity. But Hitchcock re-plays his fears, so of course Hannay will soon be back in the binding spotlight in the next sequence. Yet it is more than the fear of police and confinement that is a mark of the Hitchcock film - it is the visual expression of these psychological states that are examples of the artistry of Hitchcock as an auteur. And as seen through the first shot of the chosen sequence in which the sheriff’s laugh is merged with the crofter’s wife’s screams, Hitchcock went beyond the German Expressionists that he admired, manipulating sound to express ideas in their purest, most subtl e forms.   Ã‚  Ã‚  Ã‚  Ã‚  Bibliography: â€Å"The 39 steps† by Mark Glancy â€Å"Hitchcock on hitchcock† by Sidney Gottlieb â€Å"The Alfred Hitchcock story† by Ken Mogg   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Importance of Dignity in a Lesson Before Dying

Grant and Jefferson are on a journey. Though they have vastly different educational backgrounds, their commonality of being black men who have lost hope brings them together in the search for the meaning of their lives. In the 1940†³s small Cajun town of Bayonne, Louisiana, blacks may have legally been emancipated, but they were still enslaved by the antebellum myth of the place of black people in society. Customs established during the years of slavery negated the laws meant to give black people equal rights and the chains of tradition prevailed leaving both Grant and Jefferson trapped in mental slavery in their communities. The struggles of Grant and Jefferson share a common theme, man†s search for meaning. Grant has the advantage of a college education, and while that may have provided some enlightenment, he remains in the same crossroads as Jefferson. Grant sees that regardless of what he does, the black students he teaches continue in the same jobs, the same poverty and same slave-like positions as their ancestors. Grant has no hope of making a difference and sees his life as meaningless. Though Jefferson†s conflict is more primal, it is the same as Grant†s struggle. Jefferson is searching for the most basic identity, whether he is man or animal. It is this conflict of meaning and identity that bring Grant and Jefferson together. In this book, Ernest J. Gaines presents three views to determine manhood: law, education and religion. Jefferson has been convicted of a crime, and though he did not commit it, he is sentenced to death as a â€Å"hog† a word that denies any sense of worth or fragment of dignity he may have possessed in a world ruled by oppressive white bigots. Jefferson is at an even greater loss as he has no education and after the conviction he doubts that God can even exist in a world that would send an innocent man to his death. It is clear that Jefferson does not believe he has any value. † ‘I†m an old hog. Just an old hog they fattening up to kill for Christmas† † (83). Though Grant may have had some advantages compared with Jefferson, his position in life was not significantly better than Jefferson†s. Grant knows that if he had been the black man sitting in the courtroom, he too would have been convicted. In his powerful opening to the novel, Grant says, â€Å"I was not there yet I was there. No, I did not go to the trial, I did not hear the verdict, because I knew all the time what it would be† (1). Even his college education has not elevated his position in the eyes of the white society. When he was talking with white people, he was expected to act stupid and hide his education and assume the subservient role of a black. As in Grant†s visit to Mr. Guidry the first time. † ‘She doesn†t, huh?† Sam Guidry asked me. He emphasized doesn†t. I was supposed to have said don†t. I was being too smart† (48). Of law, education and religion, one had to empower Jefferson and Grant. The law was clearly outside their realm of influence. However, education opened the door for Jefferson and Grant to share dialogue and to explore who they were and how they could be empowered. It was religion, their search for a greater meaning and a higher power, which allowed them to begin to think not of what white men thought of them, but rather what God and what they thought of themselves. With this new way of thinking, they forged a bond and both began to understand the simple heroic act of resistance in defying the expectation of white society that they were members of a lesser race † ‘Do you know what a myth is, Jefferson?† I asked him. ‘A myth is an old lie that people believe in. White people believe that they are better than anyone else on earth-and that†s a myth. The last thing they ever want is to see a black man stand, and think and show that common humanity that is in us all. It would destroy their myth† † (192). Grant encouraged Jefferson to live beyond the stereotype white society had imposed on him. In doing that Grant began to see himself differently. He began to believe if this uneducated black man could become a hero to the black community then certainly he could return to Bayonne and help children believe in themselves. He gradually began to think that he also could escape the myth and help his students escape it with him. He could use Jefferson as a hero to encourage them. † I need you, I told him. I need you much more than you could ever need me. I need to know what to do with my life. I want to run away, but go where and do what? I†m no hero: I can just give something small, that†s all I have to offer. It is the only way we can chip away at the myth. You-you can be bigger than anyone you have ever met † (193). This new way of thinking which discounted the centuries old myth enabled Jefferson to believe that he was not a hog, that he indeed was a man, a man who would walk with dignity to his execution. Though this may seem as a minor triumph to many, to Jefferson it meant that the angry and demeaning words of the judge had no meaning. His ability to die with dignity not only gave him peace, but it made white men pause and show respect for the man labeled the hog. At the end the white, deputy, Paul says, † â€Å"I don†t know what you†re going to say when you go back in there. But tell them he was the bravest man in that room today. I†m a witness, Grant Wiggins. Tell them so.† ‘Maybe one day you will come back and tell them so.† ‘It would be an honor† † (256). This white man wanted to make the statement so it would be powerful and would be believed by the black children sitting inside the small schoolhouse. That a white man would say it would make it true in the eyes of the children. However difficult facing death may have been, it was also empowering to Jefferson. Jefferson believed that if he could walk with dignity to his death, he would not only make his grandmother proud, but that he would also be as a strong man by the black members of his community. His last quote before dying was † ‘ â€Å"Tell Nannan I walked.† ‘And straight he walked† † (254). The last words in Jefferson†s diary share his message of courage and dignity. â€Å"good by mr wigin tell them im strong tell them im a man† (234). Jefferson died with dignity and Grant returned to Bayonne believing he could make a difference. It is not clear that religion, a belief in God, made the difference for either of them. It is clear that as they struggled with the issue of a higher power, they did discover that the meaning of their lives was not attached to the white man†s beliefs and myths, but rather came from inside themselves. To the end, they both struggled with whether or not there was a God. As they end their journey together, Jefferson is at peace and becomes a hero in his community. Though Grant cannot be a hero, he does find his place and returns to the schoolhouse with new hope and a vision for making a difference, if not for himself, for his students. He doubts himself at times, but he gains determination for his students. â€Å"Yet they must believe. They must believe, if only to free the mind, if not the body. Only when the mind is free has the body a chance to be free. Yes, they must believe. They must believe. Because I know what it means to be a slave. I am a slave† (Gaines 251)

Sex Now And Then Essays - Prevention Of HIVAIDS, Midwifery

Sex Now And Then Essays - Prevention Of HIVAIDS, Midwifery Sex Now And Then Sex Now and Then Sex is one of the most heated issues in our society today. Obviously sex has always been here, but in the past people were at least a little more discreet and respectful, and it was much more common for sex to be honored in marriages only. Now, sex education is taught to junior high school students, teachers are giving out condoms, and sex is so far from being sacred that its sad. Slowly it has been revealed to in layer, in such a way that we are no longer surprised that America is one of the leading countries for sex - related problems. How did it go from sex representing a bond of love between man and wife, to multiple sex partners, sexually transmitted diseases, and pregnancies that are usually unwanted? Who or what is to blame for the obvious decline in our values? Before fingers are pointed, take a look at a few problems we are having today. There is a lack of communication between parents and children, the media is infested with sex, broadcasting it on television and theatres, and even on radios to audiences of all ages, and the thought of any principles being displayed in anyones daily life seems ancient. Everyday new commercials are aired desperately encouraging parents to discuss with their children what is going on in their lives. Most teens faced with the overwhelming decision of sex are unaware of all the consequences it can bring. Perhaps the teachers skim over the ugly part of sex, which usually includes the physical diseases and pregnancies, but parents need to re - emphasize these problems and warn their children of the emotional pain that can come with having sex before total commitment, love and trust is in the relationship. Some parents would argue that they do know what is going on their kids lives and that can learn for themselves about sex. I disagree. Too many times parents assume that their children are doing well without their help, and never even ask about how things are going. Sex is openly discussed just about everywhere, except for the one place it needs to be in the home for helpful answers to problems, and to be cherished in marriages. A parent should be the first place a child can come to just to talk about anything in their lives. Another reason sex is so popular these days is because it is publicized everywhere. I see it on television and theatres, hear it in the music, and eventually end up excited about the idea just like everyone else. There is nothing wrong about being excited, but sex is shamelessly overrated, and as it is, its sending out confusing messages to children who should not even have to deal with such decisions so early in life. Our society portrays sex carelessly, implying that because it is everywhere, than its acceptable and then they expect everyone to think for him or herself. Thats impossible when some of these kids are young, and still depend on their parents for lunch money and rides to school. Another good myth is that if it feels good then its okay to go ahead and have sex. The truth is usually it does feel good, but that doesnt make it okay all the time and it does not omit anyone from the harmful consequences it can bring such as gross diseases, early pregnancies, and guilt and pain for the rest of your life. Unless things change, a lot of children, teens, and adults will be fooled by the way our media views sex, and the result will be more clueless people messing up their lives in a way that can never be changed. The last and perhaps most relevant reason for so much sex outside of marriages is the decline of Americas morals and values. Its not uncommon at all for a person to have had sex with four or five people before getting married. Their spouse usually being one of those few, they have already slept with. Nor, does it shock anyone these days to hear about young girls having abortions because they wanted to have sex, but didnt want to