Formal Education Courses Research Articles

Sexual Experience and Contraceptive Use Among Young Adults in Guatemala City

Young adults in Guatemala were surveyed about their prior sexual experience current sexual activity contraceptive use fertility and previous exposure to formal or informal sex education courses. Socioeconomic and demographic data were collected along with information about attitudes toward sex education and contraceptive use. The results revealed that a high proportion of youth engage in premarital intercourse with the vast majority not using any means of contraception. For both sexes the reasons given for unprotected intercourse were that they did not expect to have intercourse and they did not know of a method. Over 1/3 of the males surveyed responded that they believed the responsibility for birth control belonged to their female partner. Of respondents who reported their 1st intercourse to be after marriage only 4% of women used contraception. A large number of women reported that they were uneducated about contraception. This is an important factor when 1st intercourse before age 15. Current contraceptive rates for 15-24 year olds in unions are 33% for women who use the pill and IUDs most frequently and 49% for men who said they used rhythm the pill the condom and vaginal methods. The planned parenthood affiliate in Guatemala is the chief contraceptive provider for young people in unions with pharmacies the principal source for unmarried youth of both sexes. Government clinics play a minor role in providing contraceptive services. More family planning assistance to youth emphasizing the mans role in contraception and expansion of family planning education are needed to address the increase in unprotected premarital sexual intercourse among the young people in Guatemala.

Attitudes of Agronomy Teachers on Preparation for Teaching

A survey of agronomy teachers at selected land-grant universities was conducted to assess teacher preparation and the attitudes of teachers concerning formal courses in education. Of the 250 respondents, 66% had no formal training, 11% had one course, 7% had two courses, 4% had three courses, and 12% had four or more courses in education. Most of the participants (53%) began their careers as teaching assistants. There was overwhelming agreement (85%) that a formal course in education should be available for individuals joining a teaching program. Subject matter areas receiving the greatest support to be included in such a course were (i) methods of teaching, (ii) evaluation and testing of students, (iii) use of visual aids, and (iv) fundamental educational philosophies and principles. Little relationship existed between the perceived need for formal education courses and (i) formal education courses actually taken by the respondents, (ii) years of teaching experience, or (iii) the type of teaching appointment. To encourage quality teaching, many respondents noted that good teachers should be recognized and rewarded on a par with good researchers.

AMA Awards for Continuing Medical Education

<h3>To the Editor.—</h3> I recently received application forms for the 1970 American Medical Association Physician Recognition Award for participation in continuing medical education. The program places emphasis upon formal education activities but gives no credit to the physician involved in self-directed study. I suggest extension of the accreditation scheme to encompass a wider range of educational activities. It might be organized as follows. Physicians could be supplied with books similar to those given to consumers for keeping trading stamps. Stamps to be affixed in these books would be given to physicians for participating in educational pursuits. Those charged with the responsibility of organizing approved formal education courses would give stamps to physicians in attendance; the number of stamps to be given would be dependent upon the number of hours for which the course was accredited. Lecturers would receive more stamps than physicians who merely attend. Medical books might have attached

An Easy Method to Illustrate Differences in Personality Types

People who work with groups of individuals have long been aware of the variety of personalities to be found even within rela tively homogeneous populations. This study was made to deter mine the types of personalities to be found in (Basic) college classes. For purposes of study 57 students from Effective Living clas ses at Michigan State College were used. Effective Living is a formal general education course which draws concepts and ma terials from the specialized fields in the areas of the humanities and social sciences that are useful in helping one to deal realis tically and successfully with life problems. In general, these are the problems of clarifying one's life goals and increasing under standing and skill in human relationships. A random sample was obtained by choosing two sections by chance of some 58 sections among which students were divided indiscriminately at registration time. Of this group 39 were men, and 18 were women; in general about 60% of Effective Liv ing students are freshmen, 30% sophomores, and 10% juniors and seniors. During the ten weeks immediately preceding this investigation the students had made a concentrated study of Personality, (de fined as The totality of one's characteristies) its development, formation and changeability. Following this limited survey the sections studied Values. In Effective Living, Values are