Wynn Las Vegas Business Level Strategy Assignment

Wynn Las Vegas Business Level Strategy - Assignment Example Control procedures are in place. Lastly, a general sensitization will be carried with an aim to improve the work of the strategy. An audit of Wynn Las Vegas resulted in the following (Wheelen, 2008). The marketing strategy audit revealed that Wynn targets high-end customers and its product line is luxury in nature. This kind of strategy is on point for the company however they need to incorporate pricing strategies and promotion practices such as advertisements on the internet. Promotion services are also crucial. Their operations strategy has led to a choice of an advantageous location while its planning and scheduling activities ensure efficient handling of customers. Wynn also needs to include capacity planning to ensure that their full capacity is. There is also need for quality assurance to enable feedback and standards are. Information systems is also a strategic area for Wynn Las Vegas although they have disaster recovery, and information security is maintained business intelligence need to be a notch higher. There should also be in-house experts to help them avert from any disaster. Wynn financial strategy is such that they allow for capital budgeting, and an increase in shareholders returns is observed this means that financial control is, and success is guaranteed. Human resource should include recruitment for entry-level professional and allow for employee training. Innovation in Wynn should be should incorporate rewards for entrepreneurship (Strategy Audit,

Comparison of Impressionist Artists | Essay

Comparison of Impressionist Artists | Essay Impressionism began in France in the mid 1800s. The Impressionists were not very popular because they had a different approach to painting. At this time, many artists painted in a very traditional way that involved spending hours in a studio, painstakingly creating detailed paintings. These paintings were sometimes of people, landscapes, or historical events. The Impressionists however often painted out of doors and wanted to show the immediate effect of light and colour at particular times of the day. Their works are sometimes described as captured moments and are characterized by short quick brushstrokes of colour which, when viewed up close looks quite messy and unreal. If you step back from an Impressionist painting, however, the colours are blended together by our eyes, and we you able to see the painters subject which often showed colourful landscapes, sunlight on water as well as people engaged in outdoor activities and enjoyment. Paintings by Impressionist artists have become some of the most popular artworks of all time. This is probably because their subjects were usually pleasing and uncomplicated. For the purpose of this essay, I shall compare and contrast three artists who have been inspired by and whose works are based on the natural environment. The first artist I looked at was George Leslie Hunter (7 August 1877 6 December 1931) he was born in Rothesay on the Isle of Bute. His family emigrated to California when he was 13. His early work was destroyed in the 1906 San Francisco earthquake, and he returned to Scotland shortly afterwards, living in Glasgow. He held his first one-man exhibition at the Reid Gallery in Glasgow in 1916. During the 1920s, he became part of a group of artists who came to be known as the Scottish Colourists. All were influenced, by the purity, bright colour and brushwork technique of the French Impressionists, Hunter is best known for scenes painted in Fife and in the South of France. He died in Glasgow in 1931. He belonged to the Impressionism movement. In 1930 Hunter painted Reflections, Balloch, it was painted in oils. The work is quite bright and representative of the subject, it looks rather like a photo or postcard. The painting is light and colourful, with a lot of detail; the boats are well painted and there is definitely a lot more detail gone into painting the water and that does show in the painting with the reflection seeming far more important. It has a light feel to it. The trees frame the houses and add depth to the painting. He painted the water in a very rich way so it looks shiny and reflective but deep and cold at the same time. The composition of the painting is very orderly with the background mostly taken up by the houses and trees, the middle ground a strong presence of the boats and the foreground is filled by the water, with the reflections of the boats and trees shimmering on the top of the glistening water. The colours are mostly primary with white being prominent as it is used to describe the light reflecting on the surface of the water. There is a distinct line between the land and water, the riverbank and boats being a strong divide. There is a patchwork feel to the colours, which shows in the texture of the brushstrokes. There is an older style feel to the subjects, as the houses and boats are period, but the painting could have been painted today as it has freshness. The water appears to be thinning towards the edge of the painting as Hunter is trying to show the light reflecting, but the strong presence of the boats and houses make me feel that these were his main aim, yet I feel not as much at tention was given to the painting of them, the buildings and boats do not include such fine detail. The trees are very detailed and have a strong presence. The second artist to look at was Claude Monet (1840 1926) he was born in Paris, but raised on the Normandy coast. He began his art career as a caricaturist. In 1858, painter, Eugene Boudin, introduced Monet to landscape. In 1873, Monet set up a floating studio on the Seine and began to paint landscapes in the Impressionist style. Monets family lived in LeHavre near the sea in Northern France where he spent a lot of time painting out-of-doors scenes. About 1890, he began to paint pictures in series, showing the same subject under various conditions of light and atmosphere. He bought a house at Giverney and for approx 40 yrs; he worked on pictures of his water garden. Claude Monets work Sunset on the Seine, winter 1880 which was painted in oils, is a delicate painting that is full of colour, the light seems to be the artists main focus as the main part of the painting seems to be the reflections, It seems to be painted with just a couple of colours that vary in depth. The sky also has a vibrant orange and red glow to it making it look like it is a scene from an Australian bush fire more than a sunset on the river Seine. There is not much of a difference between the sky and the water it can only be distinguished by the ripples and small waves painted on the water top.There are some bushes seen either side of the picture, they lead your eyes into the painting and you can see fishermen on boats in minute detail. The colours are one of the strengths of this painting, heightened by the texture of the paint, which is rough like sandpaper. The two bushes either side of the painting are in the foreground, with the boats in the middle, and a vague outline of the shore in the background. There are hidden in the sunset some more mottled tones that appear to be trees and bushes in the distance. The main subject of the painting is the sunset and its reflection on the water. My final artist to research was Winslow Homer an American artist, 1836-1910 he was a realist painter, and painted confrontations between humans and nature. Homer was an illustrator for magazines such as Harpers Weekly. During the Civil War, he visited the front as an illustrator and documented military camp life. After the war he studied painting in New York and Paris. In the 1870s and 1880s, Homer started painting rural scenes and worked in both oil and watercolour. He travelled a lot and painted in Canada, Bermuda, Florida, and the Caribbean. Winslow Homer painted Deer Drinking in 1892, It was in watercolours. It is a painting of a Deer drinking from a stream, the deer is looking at its reflection and is laying across a tree, the reflection is so good that it is hard to see which is real, the deer or the reflection It sort of looks like in this painting the deer is kissing itself through the water or it is like two deer stuck together, one on land one under the water. It has a much darker background with the forest behind, but the light and water is where you want to look mostly. The colours used are very earthy, giving you a great sense of the forest. The body of the deer is captured with the lighter colours giving you a sense of sunshine landing on it. The texture of the water is captured by his heavy brushwork, with a lot of movement seen in the use of white implying light, as it makes you feel the water is moving with the deers drinking. The deer in the foreground of the painting takes up most of the canvas, the log h e rests on leads your eye towards the forest in the background. Conclusion I think the three paintings are very different, each one looking at a different part of the natural environment, Hunters painting Reflections, Balloch is showing a modern picture of houses and boats, man living and doing things in the environment. Claude Monets work Sunset on the Seine, winter 1880 seems more as if he is trying to capture something from the past, memories of life that was, it has an atmosphere that is moody, warm, reflective, of an environment that had gone. Winslow Homers painting Deer Drinking seemed far more real, a lot more natural for an interpretation of the natural environment it also seemed a lot more creative and far more easier and nicer to look at. My personal opinion of the first painting by George Leslie Hunter is that it is a really pretty rural scene of a river boat going along a very reflective well painted river. The reflections in the river are very good especially of the trees overall, I like this painting a lot. The painting Sunset on the Seine by Claude Monet this is also a water scene but the sky stands out far more then the water for me. In this painting, I really like the warm glow. Its marvellous rich fiery colours are a feast for the eye and great to look at overall. I also really liked this painting. The third painting Deer Drinking by Homer Winslow has amazing detail and beautiful range and tone of colours making it look more like a photograph instead of a painting and for this I also really like this painting. Although I think, the three paintings are very different, all these artists were interested in capturing nature in the moment, and did by bringing painting traditionally an indoor activity outdoors where they could observe their subject directly. By using various methods used in impressionists style, loose brushwork and suggestive lines, opposing colours and tonal values, sometimes a suggestion of form as opposed to an illustrated approach, they have all captured a moment, that might have gone unnoticed, for the viewer to enjoy for many years to come. Sources http://www.suite101.com/content/art-lesson-plan-on-how-to-paint-like-the-impressionists-a307383 http://www.artcyclopedia.com/artists/hunter_george_leslie.html http://www.richard-green.com/Hunter-George-Leslie-DesktopDefault.aspx?tabid=45HYPERLINK http://www.richard-green.com/Hunter-George-Leslie-DesktopDefault.aspx?tabid=45tabindex=44artistid=918HYPERLINK http://www.richard-green.com/Hunter-George-Leslie-DesktopDefault.aspx?tabid=45tabindex=44artistid=918tabindex=44HYPERLINK http://www.richard-green.com/Hunter-George-Leslie-DesktopDefault.aspx?tabid=45tabindex=44artistid=918HYPERLINK http://www.richard-green.com/Hunter-George-Leslie-DesktopDefault.aspx?tabid=45tabindex=44artistid=918artistid=918 http://en.wikipedia.org/wiki/Impressionism http://giverny.org/monet/welcome.htm http://www.artic.edu/artexplorer/search.php?tab=2HYPERLINK http://www.artic.edu/artexplorer/search.php?tab=2resource=480HYPERLINK http://www.artic.edu/artexplorer/search.php?tab=2resource=480resource=480

Role of Women in the Social Transformation of England Essay -- Europea

Role of Women in the Social Transformation of England The traditional idea of movement that changes the world is global movement: the explorers and adventurers that sailed around the world, the people who moved and colonized new lands. Michael Adas in Machines as the Measure of Men stated that the ideas that drove the European colonization were the "products of male ingenuity and male artifice" (14). Most of the exploration and first colonization was done by men. It would not have been socially correct for women. But women did have an integral role in other processes, mainly in the social transformation of countries. While men set up the first connections and created global trading, small changes were happening with in countries. Women helped in these, especially in England. The women alive during the European exploration were not very involved in physical traveling. They sat around, keeping houses together as husbands discovered new lands. But while they made none of the early contributions to traveling, they played an integral role in drawing cultures together, especially when England began to focus on a mercantile economy. Between the 16th and the 18th centuries, the world economy was beginning to grow, and England needed to make a place for itself in the world. To do this, it needed a product that it could use at home as well as export to other countries as material for trade. The English economy found this in its textile industry, although the industry had to be changed slightly. And so England began to establish itself as a textile provider. The process of making cloth requires many different steps. First a material needs to be grown and collected. England used three of these: cotton, wool, and flax. Cotton and ... ...that was considered proper work for women, they were immediately drawn into the system. This slight shift changed many things about English society. It provided a way in which women could move socially without repercussions, grow financially independent, and created a link through which ideas could flow. Much social and intellectual movement was done by women, even if it was under the guise of simply walking over to a neighbor's house to spin flax. Sources Cited: Adas, Michael, "Machines as the Meaure of Men: Science, Technology, and Ideologies of Western Dominance", Cornell Univ. Press 1989 Schneider, Jane. Rumpelstilskin's Bargain: Folklore and the Merchant Capitalist Intensification of Linen Manufacture in Early Modern Europe. In Cloth and Human Experience, edited by Annette B. Weiner and Jane Schneider. Washington: Smithsonian Institution Press 1993.

Introduction to Working with Children

Unit 1 – An introduction to working with children E1) Statutory care and education must, by law, be provided by the government and be free of charge. An example of a statutory education setting is Primary School. While some Primary Schools are private, there must also be Primary Schools that are free of charge to attend. Private care and education is education or care that must be paid for. An example of a private education setting is a private Nursery. Most Nurseries are private and require a fee for admitting children. Voluntary care and education settings do not charge a fee for admittance and are staffed by volunteers.They are mainly funded by charities and small donations from parents. An example of a voluntary care and education setting is a Parent and Toddler group. E2) Primary Schools aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children a variety of subj ects with much focus on literacy and numeracy skills. Primary Schools help to identify children’s learning needs and relay useful information to parents on their children’s development. They also offer extra support for children who need it.Primary Schools offer family liaison officers and children’s liaison officers should parents feel they need help. Primary Schools also offer the chance for parents to go to work during the hours they’re educating their children. Nurseries aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children colours, numbers, the alphabet and various other skills and subjects children need to help them learn more in the future. They teach using the EYFS.Most Nurseries provide flexible hours so parents can go to work. Some Nurseries provide an out-of-school club, where children can play, be fed and socialise until their pa rents are able to pick them up. Nurseries also work to help identify any special needs of children and communicate with parents on the best way to deal with any issues their child may have. Parent and Toddler groups aim to support children in social development, helping children gain confidence and make friends, which is a good way to get children comfortable with socialising before they go to a Nursery.Parent and Toddler groups aim to support families by giving them the opportunity to socialise with other parents and, if needed, teach them how to play with children as often, parents are unsure of how to communicate and have fun with their child. In many Parent and Toddler groups, a health visitor will be on-hand to give out health advise and check their children’s physical development. E3) One of the main pieces of legislation in the UK that supports the rights of children is the United Nations Convention on the Rights of the Child (UNCRC).The UNCRC covers all the basic righ ts of a child including health, education, emotional care, privacy and human rights. The Child Care Act 2006 provides the framework to the Early Years Foundation Stage (EYFS) and the Every Child Matters scheme (now known as ‘Help Children Achieve More’). Under this Act, child care settings have to meet National Standards to help children achieve their full potential. It incorporates the welfare standards that all settings working with children under the age of 8 must comply with.This Act outlines the importance of standards in child care settings and children being kept safe, healthy and being able to enjoy their lives, which are all directly related to articles 19, 23, 24, 28, 29, 36, 33 and 37 in the UNCRC. Education Act 2002 promotes the local authorities’ and educational facilities’ duty regarding safeguarding and child welfare. This relates to protection from physical abuse, sexual abuse, mental abuse and kidnapping. It also relates to the authorities and educational facilities providing privacy and allowing children their dignity.Articles 11, 16, 17, 19, 34, 35, 37 and 39 in the UNCRC also cover this. Education Act 2004 was designed to ensure different services, such as social workers and GPs, work and communicate with each other effectively. This Act was largely a consequence of the Victoria Climbie inquiry, which also was also largely responsible for the Every Child Matters (Help Children Achieve More) programme. Education Act 2004 relates to articles 3, 4, 24, 28, 39 and 40 in the UNCRC. Equality Act 2010 replaced previous anti-discrimination laws, for example, Disability Discrimination Act 1995.The Act was brought in to try to stop discrimination in settings and the workplace. The Equality Act 2010 covers 9 protected characteristics: gender reassignment, age, disability, pregnancy and maternity, marriage and civil partnership, sexual orientation, race, sex and religion or belief. Equality Act 2010 relates to articles 2, 12, and 14. E4) E5) A child should be valued, respected and treated as an individual with opinions of their own. It is easier to value yourself if other people value you too. If you don’t value yourself, you may end up permanently afraid of being rejected so you may push people away for your own protection.All children are different and should be treated for their individual needs so that they can accomplish everything to the best of their ability. All families are different also, and knowing a child as the individual they are, you can help them through situations such as their parents splitting up, as some children cope with things in a different way. Due to all children having different personalities, likes and dislikes, emotions and ways of thinking, you should help them to learn in different ways that suit the kind of person they are.For example, one child may learn better through listening, while another child may learn better by doing practical tasks. Knowing how different children like to learn can help you teach them more effectively and let them get the best of their education. Children should also be valued for being of a different culture or religion which may take them out of the setting for religious events with their families, which must be a decision that you respect, even if the culture or religion isn’t your own. Special arrangements must be made for some religions such as Jewish children only eating kosher foods.Decisions made by parents must also be respected as parents are children’s primary educators. If a family doesn’t want something taught to a child, you must respect their wishes. E6) A professional skill needed by practitioners is teamwork. Teamwork is necessary for the care of children because children must be kept an eye on at all times to keep them safe, and in a room of twenty three year olds, one person cannot keep watch on all of them. Also, different people have different knowledge, and collaborating kn owledge and ideas is helpful to keep things interesting and new for children.Another professional skill needed by practitioners is organisation. This is because you must keep an organised environment to avoid chaos and also because children must be observed for the benefit of knowing the child’s limitations, strengths and skills so they can be taught and handled accordingly. Problem solving is also another professional skill that is needed in order to keep order. It is needed to solve problems, whether they be between people or the way things are run in the setting. An example of this is staff to child ratios.A manager may need to work out how many children are going to be in the setting and how many staff they’ll need to meet the needs of the children. E7) Study skills such as time management can help in your training because it means you’ll be able to get to your classes and placements on time and get the full benefit of your allotted time in class. Note-takin g can help you in your assignments and research, making it easier to do your work and remember what you’ve been taught. It also helps with observations in settings, making it easier to write them up.Flashcards can help you memorise specific terms, words and pieces of information in preparation for exams and essay-writing. This can be helpful in settings for learning children’s names. Communication can help you read and write your essays and work to the best of your ability. Asking someone else how they would word something can give you a good idea of how you should word it. Communication skills in a setting are vital for the welfare and education of the children because a lack of communication can mean that errors that put children in jeopardy can occur.Reading is a good study skill to have, as you can learn much by reading and it can give you quotes and examples for your essays. Being able to read in a setting can help you learn more about children if you’re re ading their file. Concentration is essential for studying as becoming distracted could make you late for handing in essays or you may miss something vital in class. In a setting, you must concentrate on your task of looking after the children or accident may occur.Writing skills are important in class as your essays must be clear to read and if you have good writing skills, essays are easier to write. In a setting, writing skills are needed to teach children how to write and so you can write up clear reports and observations on the children. D1) Practitioners should develop and maintain good relationships with parents because that way, it will be easier to communicate with them about the child’s needs and progress and for the parents to listen to them without being hindered by a dislike for the practitioner.Practitioners should also listen to what the parent has to say, as it may be beneficial in getting to know the child, how to deal with the child and how to meet the childà ¢â‚¬â„¢s needs. Relationships with parents should be kept appropriate and professional. Should a practitioner wish to discuss a problem they’re having with a child, the practitioner should do it through appropriate means, such as writing a letter or talking to the parent face to face within the setting, not through a social network site or texting. Arguing with a parent, for example, about the needs of their child would be inappropriate.Practitioners must respect that, as the child’s parents and primary educators, they know what is best for their children (unless it poses a serious risk to the child, in which case a practitioner would have the right to report the issue). Practitioners may make suggestions on what the child needs to parents, but if the parent doesn’t accept what the practitioner is saying, the practitioner must accept the parent’s decision. Appropriate relationships with other practitioners should be maintained also. Maintaining a proper r elationship with co-workers will make working as a team easier and allow you to be able to carry out your job effectively.Maintaining good relationships with your co-worker could help you if you have a problem in the setting that you’re not sure how to deal with as they may have knowledge on how to deal with it. You can learn new things from your co-workers which could help you carry out your job effectively. If you’re arguing with a co-worker, this would make for an inappropriate relationship, which could hinder your work and create a bad atmosphere for children. Arguing with your fellow co-workers could cause a problems with teamwork which would not be beneficial to children. It could also make you and your co-workers unhappy and may cause more arguments.If you’re preoccupied with arguing with a co-worker, it may distract you from your job and from meeting the children’s needs. D2) Working in a team with other agencies collaborates different practitione rs from different sectors and professions to provide a more effective way of working with children. Children who need additional support can get the right support for their needs. An example of when a multi-agency team would be considered effective and relevant would be if a practitioner follows the Common Assessment Framework because the practitioner believes the child may have some form of learning disability.If proper protocols and procedures are followed, a plan would be tailor-made to suit the child’s needs, which may include agencies such as social workers, Doctors, specialists in the disability, and teachers, who would meet to discuss with the child’s parents how best to deal with the child’s needs. The agencies involved would share information on the child to make sure everybody involved in the child’s care knows how to effectively care for the child and meet the child’s needs.Working with different agencies if beneficial to a child with sp ecial needs because each agency specialises in a different sector of care and the information different sectors can provide will be provided to the other agencies involved with the child’s care, meaning new knowledge will be passed to different people which could also apply to caring for other children too. An example of when a multi-agency team has failed and the repercussions of their failure is the Baby P case. Many different agencies had information regarding Baby P, that, if shared, could have saved him from death.Agencies such as social workers and Doctors were involved in the welfare of Baby P, but they didn’t communicate effectively. The Baby P case happened after Children Act 2004 was created, which was largely a consequence of the murder of Victoria Climbie, another case of a multi-agency team not communicating effectively, meaning that there are still flaws within a multi-agency team working for the welfare of children. C) Early Years practitioners should li sten to the views and opinions of children because what children have to say is important in learning about the ersonality of the child, and knowing the personality of the child will let you care for them more effectively because you will know how the child learns best and what their likes and dislikes are. Listening to the views of children and valuing their opinions will also higher the child’s self esteem and make them rightfully feel like their opinions have worth and are important to people. It will give them confidence to speak up for themselves and the ability to communicate their opinions and ideas more effectively.If a child feels that their opinion doesn’t matter, they could become hesitant to join and contribute in social groups and feel shy and feel unable to stand up for themselves and what they believe in, which may upset and frustrate them and make it hard for them to make friends. B) Education Act 2002 relates to safeguarding children and making their w elfare top-priority. Knowing the boundaries and limitations of your job will help you conform to this piece of legislation and make sure that what you’re doing for a child will not put them in danger or put you in danger of going against this Act by accident.It is important that practitioners understand limits and boundaries of their role. An example of when limits and boundaries should be set is with confidentiality. You must know when it’s okay to share information about a child and when it is not. Sharing information with another parent about a child that isn’t theirs would be inappropriate and would break confidentiality rules but sharing information about a child with another practitioner in the setting would be appropriate as long as the practitioner is also involved in the care of that child.The setting a practitioner is working will also have their own set of policies and procedures. Not following these policies and procedures may get the practitioner in to trouble in their workplace and/or put children in danger. Some settings may ask that their practitioners not hug or kiss children. While some parents are happy to let the people who also care for their children to hug and kiss their child, it may go against the setting’s policies. When working in partnership with parents, it is essential to know your limits and boundaries as a practitioner.Practitioners must remember that the parent is the child’s primary educator and carer and that they have the right to do what they think is best for the child, even if it goes against what the practitioner thinks is best (unless it would put the child in danger). Some parents may not wish for their child to eat certain things, and as a practitioner this must be respected; if you gave their child a food that a parent has requested their child not eat, this would be crossing boundaries. A) A child centered approach promotes the child’s right to make connections, communicate a nd make decisions for themselves.It gives children the freedom to experience, question, search for answers and think independently in a safe environment. Practitioners take a role in letting play develop without them directing it. This enhances a child’s creativity and enhances their communication skills. An example of a popular child centered approach is the Reggio Emilia Approach. This educational philosophy was created by Loris Malaguzzi, a teacher, and the parents of the villages around Reggio Emilia, Italy, after World War II.A school was built from the ruins of the villages because it was the belief of Loris Malaguzzi and the parents of the children who attended the school that the education and care of their children was paramount to rebuilding their society. The Reggio Emilia Approach puts at the heart of its system the image of a child being powerful in their own right. â€Å"Children are seen as expressing themselves in varied ways – known as the hundred lan guages of children. † (www. leixs. gov. uk/using_the_reggio_Emilia_approach_to_personalise_learning. df) Reggio educators do not see children as empty vessels that require educating. They see children as capable of building their own knowledge and being full of potential and competence. â€Å"Time, and how adults use it, is central to Reggio philosophy. The rhythm and pace of the child is always given overriding importance†¦ This means really having time for children’s thoughts and ideas, and giving value to their work, their conversations and their feelings by slowing down to listen to them†. The Reggio Emilia Approach, page 21) Reggio schools allow children to direct their own projects and have free reign of materials and methods. They are watched over by Reggio teachers, but not guided by them. The children learn creativity, communication and problem solving without the guidance of adults. Loris Malaguzzi believed â€Å"Our task, regarding creativity, is to help children climb their own mountains, as high as possible†. (www. community

Adolescent Sexuality

SEXUALITY OVERVIEW Most teens and pre-teens have a lot of questions about sex and sexuality. This is normal and natural. It also is normal to feel shy or embarrassed about raising these issues with adults or healthcare providers. Sexual development is an important part of health, similar to other measures of physical growth, such as height and weight. Sexual behavior, which is related to sexual development, has important health implications for everyone, and especially for teens. It is particularly important that to be well informed about all aspects of sex and sexual health. Some basic information on sex and sexuality is provided in this review, which may answer some questions and raise others. Find an adult you feel comfortable with — perhaps a healthcare provider, parent, or teacher — to discuss any questions or concerns you may have. SEXUALITY: WHAT IS IT? Human sexuality is more than just whether you are male or female, and it is more than just the act of sex. It is a complex idea that involves your physical make-up, how you think about yourself, and how you feel about others and the society you live in. Here are some of the things that contribute to sexuality: Anatomic sex — Anatomic sex refers to the sex organs with which you were born. That is, you are either a boy (with a penis and testicles) or a girl (with breasts, a uterus, vagina, and ovaries). Occasionally, a baby is born with sex organs that are not normally developed and/or may appear to resemble both sexes; these individuals are said to have ambiguous genitalia or to be intersex. Anatomic sex is only one component of sexuality. Gender identity — Gender identity relates to how you feel inside, and whether you â€Å"feel† like a boy or a girl. Most people have a combination of feelings, including some that are thought of as â€Å"male† or â€Å"masculine† and some that are thought of as â€Å"female† or â€Å"feminine†. In most cases, someone feels mostly like a boy or mostly like a girl. Gender identity and anatomic sex sometimes do not match. For example, a person can be born as a boy but feel like a girl. This is sometimes referred to as transgender. Sexual orientation — Once you begin puberty, you are likely to begin to have strong physical and emotional attractions to others. Sexual orientation refers to whether you are primarily attracted to people of the opposite sex (heterosexual), the same sex as you (homosexual, gay, or lesbian), or both (bisexual). Sexual orientation is influenced by many factors, including your anatomic sex, your gender identity, the society you live in, and other factors, some of which are not completely understood. Sexual orientation is believed to exist on a continuum. That is, you may feel mostly attracted to people of the same sex as you but still have some feelings for people of the opposite sex, or vice versa. These feelings are normal and may change throughout life. ADOLESCENT SEXUAL DEVELOPMENT Sexual development begins in the pre-teen years and continues into adulthood. The body produces hormones that cause outward changes, including breast development in girls, the appearance of facial hair in boys, and growth of hair under the arms and in the genital area of both boys and girls. However, puberty is more than physical changes. As your body grows into adulthood, your way of thinking, emotions, and wants and needs will change as well. The factors discussed above (your anatomic sex, your gender identity, and your sexual orientation) will all become a part of how these changes affect you as a person. You will probably start to feel strong attractions toward others. Sometimes these feelings include developing friendships with other teenagers. Other feelings include wanting to be physically close to another person. You may find yourself attracted to someone of the opposite sex, someone of the same sex, or both. It's important to remember that these physical attractions can shift and change and that they develop at different times in different people. You may find you are attracted to someone of the same sex for a time, then find stronger attractions to someone of the opposite sex. Alternately, the reverse could occur. Over time, most teens will come to identify themselves as primarily heterosexual, homosexual, or bisexual. However, you should not be surprised if you feel confused about some of these issues during your teen years. This time of life may be troubling for teens who begin to identify themselves as homosexual or bisexual, especially if these ideas are not openly accepted by family members, friends, or the society in which they live. In this case, it is especially important for the teen to find a trusted adult and friends with whom he or she can talk openly. Several of the online resources listed below can also be of benefit (see ‘Where to get more information' below. It also is important to know that in the early years of puberty, it's normal to want to experiment with sexual activity. This often happens before a teenager is fully aware of how this activity might affect his or herself or others. As teens continue to grow and mature, they are better able to make choices about intimacy and physical relationships that will enhance their lives, rather than making choices that will cause problems for themselves or others. Adults generally recommend that teens not rush into sexual activity too soon, but rather wait until they are more mature. (See ‘Health issues related to sex' below. ) When you are sexually mature, you'll have a more developed sense of your preferences and desires. You will understand the possible consequences of having sexual relationships with others, and you will be ready to take responsibility for whatever occurs. You will be more ready to engage in the satisfying, intimate relationships that are an important part of life. SEXUAL ACTIVITY: THE FACTS There are many ways to express intimacy. Spending time with another person, holding hands, and kissing are all ways to show affection and begin to explore physical intimacy. As you develop attractions toward others, you will probably want to explore these and other types of physical intimacy. What might this involve? Most teens have questions about sex and sex acts. Here are some basic facts and definitions, including some important information about sexual boundaries; that is, what is and what is not OK as part of a sexual relationship. Genitals — Genitals are the external sex organs that are sensitive to and stimulated by being touched, which typically occurs during sexual activity. The male external organs are the penis and scrotum, which holds the testicles (figure 1). The female external organs are the vulva, clitoris, and the opening to the vagina (figure 2). Petting — Petting is feeling parts of another person's body. This usually refers to touching the genitals or other sexually sensitive areas, such as breasts. Orgasm — Orgasm is an intensely pleasurable release of tension felt in the genital area and elsewhere in the body. It usually results from stimulation of the genitals. In men and boys, orgasm is associated with the release of semen (called ejaculation), which contains sperm. The term â€Å"come† is a slang word for orgasm. Sexual intercourse — In general, this refers to sex involving a man's penis being placed inside a woman's vagina. When the man ejaculates during sexual intercourse, this semen is released into the woman's vagina. Pregnancy occurs if sperm, contained in the semen, are able to fertilize the egg released by a woman's ovary. However, semen can be released even if the man does not have an orgasm. Oral sex — Oral sex involves using the mouth and/or tongue to stimulate the genitals. Oral sex can occur between a man and a woman, between two men, or between two women. Anal sex — Anal sex is sexual activity involving penetration of the anus (the opening where bowel movements leave the body). A penis or another object is inserted into the anus during anal sex. Both men and women are able to engage in anal sex. Masturbation — Masturbation involves using the hands, or sometimes a device such as a vibrator or other sex toy, to stimulate one's own or someone else's genitals. Some people believe â€Å"having sex† only means sexual intercourse. But other activities, including oral sex, anal sex, or masturbation can also be considered as â€Å"having sex†. Even things like kissing or petting are considered to be sexual activity because they are part of how one person responds sexually to another person. Sexual boundaries — The only kind of sexual activity that is OK is activity that occurs between people who want to have sex with each other. Activity that occurs when a person is alone, such as masturbation, is also OK. If two people are having sex, both of them must be old enough and mature enough to participate without feeling pressured to prove something or try something new. If a sex act is forced upon a person who does not want to participate, this is called rape. Rape is a serious crime that can result in being arrested, spending time in jail, and having a permanent criminal record. Having sex with someone who is not sure they want to have sex can also be called rape. For teens, feelings about sex can be new and confusing. For example, sometimes a person begins kissing or petting but then changes their mind and wants to stop. The other person must always listen, even if it is very difficult to stop. It is not harmful to stop sex before orgasm occurs. Teens sometimes get into difficult situations if they are drinking or using drugs and having sex. In these cases, someone may seem to want sex, but they may be too drunk or high to know what they are doing. Later, the sex can be called rape. Teens may be lured into having sex with an adult. It is never OK for an adult to behave in this way. If an adult wants to engage in any type of sexual activity (kissing, petting, oral sex, intercourse), the teen should talk to a parent, healthcare provider, law officer, or other trusted adult at once. Even if you feel like you have done something to cause the adult to be attracted or have sexual feelings, the adult is responsible for controlling his or her behavior, regardless of the circumstances. Certain state laws, which vary from state to state, impose certain regulations or rules on sexual activity, even among teens. As discussed above, it is always a crime for anyone to force or coerce you into having sex against your wishes, no matter if it is an adult or someone around your own age. However, in some states, sex between teens below a certain age may also be illegal, even if both people want to have sex. Rules may depend upon the age of both partners and upon the sex of your other partner(s). Before deciding to have sex, speak to a trusted adult about these important issues. HEALTH ISSUES RELATED TO SEX The main reason it is important to postpone sexual activity until you are mature is that sexual activity affects both the physical and emotional health of the people involved. Here are some facts. Sexually transmitted infections (STIs) — There are a number of infections that can be spread during sexual activity. Infections can be spread through sexual intercourse, anal sex, oral sex, and using fingers, other body parts, or sex toys that have come in contact with another person's genitals or body fluids. These diseases are called sexually transmitted infections, or STIs (often called sexually transmitted diseases, or STDs). Common places STIs can occur are the genital organs, anus, and throat. Research has shown that young people are at an increased risk of developing STIs. The reasons for this are not completely understood. However, the younger you are when you start having sex, the more likely it is that you will get an STI. Also, having one STI can make it easier to acquire other STIs at the same time. In many cases, you can get an STI and not know it. This is because STIs often do not have any noticeable signs or symptoms. All of the STIs can have serious consequences for future health. For example, a woman who gets an STI may have difficulty becoming pregnant later in life or may be more prone to developing certain types of cancer, such as cervical cancer. Some of the most important STIs are: HIV — HIV (Human Immunodeficiency Virus) is the virus that causes AIDS (Acquired Immune Deficiency Syndrome). AIDS is a serious, incurable disease of the immune system. Until recently, everyone who developed AIDS died. Although new treatments are now helping many people with HIV infection live longer, there is still no cure for this serious disease or vaccine to prevent it. Many people still die each year from AIDS. Each year, between 40,000 and 80,000 people are newly infected with HIV. Half of these new infections are in people younger than 25 years old. New recommendations call for those who have been sexually active to be tested routinely for HIV infection. The earlier HIV is detected, the sooner a person can obtain treatment and the better their chances are of survival. Speak to your healthcare provider about HIV testing. (See â€Å"Patient information: Testing for HIV†. ) Human papillomavirus — Human papillomavirus (HPV) is the most common STI in adolescents. Most people who get HPV do not know they have it. Some types of HPV cause genital warts. Other types of HPV cause cervical cancer in woman, penile cancer in men, and anal cancer in either sex. A Pap smear is one important way your healthcare provider can screen for cervical cancer associated with HPV. (See â€Å"Patient information: Condyloma (genital warts) in women† and â€Å"Patient information: Cervical cancer screening†. ) In addition, there is a vaccine for girls age 9 to 26 years to protect against four common types of HPV. Speak to your healthcare provider about this important vaccine. (See â€Å"Patient information: Human papillomavirus (HPV) vaccine†. ) Gonorrhea and chlamydia — These are serious bacterial infections of the genital tract. They can lead to pelvic inflammatory disease (PID) in women, which can cause severe pain and can lead to infertility (inability to become pregnant). Both gonorrhea and chlamydia can be cured with antibiotics. It is important to be screened for these infections if you have had sex, because you may not always have symptoms. (See â€Å"Patient information: Gonorrhea† and â€Å"Patient information: Chlamydia†. ) Herpes simplex virus — This is a viral infection that causes painful or itchy sores or blisters in the genital area. The sores heal but can reappear at any point later in life. There is no cure. The virus can be spread even when there are no blisters present. Medications are available from your healthcare provider to shorten the length of time the blisters last and decrease your risk of repeat outbreaks. (See â€Å"Patient information: Genital herpes†. ) Hepatitis B virus — This is a viral infection that can cause liver disease. In most cases, the disease resolves after the initial illness. But in some people, serious liver damage or liver failure can occur. Most children and adolescents are being vaccinated against this infection with a series of three shots. You should speak to your healthcare provider if you are not sure if you have had this vaccine. (See â€Å"Patient information: Hepatitis B†. ) Syphilis — This is an infection caused by a small organism called a spirochete (/SPY-ro-keet/), which can cause an ulcer on a person's genitals or anus. It is fairly uncommon in teens but more common in certain populations. Sometimes you may not notice the ulcer, because it does not usually cause pain or may be on the inside of the vagina (in females) or anus (in both sexes). It is important to see your healthcare provider right away if you notice any sores or ulcers. The sore usually heals but can cause important long-term problems if untreated. Trichomonas — Trichomonas (â€Å"trich†) is a common infection caused by a tiny parasite that can cause itching and/or a discharge from a person's genital organs. Females notice symptoms far more often than males, although both sexes can be affected and require treatment by a healthcare provider. This infection can be cured with antibiotics. PREVENTING AND SCREENING FOR STIS The only way to be sure you will not get an STI is to not have sex. STIs can be transmitted through sexual intercourse, oral sex, anal sex, and using fingers, other body parts, or sex toys that have come in contact with another person's genitals or body fluids. STIs can be transmitted between a male and a female, between two females, and between two males who have sex. It is not possible to tell by looking at someone whether he or she has an STI. Even if the other person tells you they do not have an STI or says they are â€Å"clean†, you cannot be sure this is true. That is because the person may not know if they are infected. Also, it is common for teens to not be completely truthful about many things in relationships, including whether they may have been exposed to an STI. Condom use — People who are sexually active can reduce their risk of getting an STI by using a latex or polyurethane condom every time they have sex. Male condoms are worn on the penis, helping to prevent body fluids from passing to another person. Female condoms are also available, and can be placed in the vagina to help prevent fluids from passing from one person to another. (If a male and female are having sex, only one should wear a condom. If both the male and female wear a condom, the condoms could rub together and move out of place. ) Dental dams are another barrier device that can be used when performing oral sex on a female. (See â€Å"Patient information: Barrier methods of birth control†. ) Condoms and dental dams reduce the risk of getting an STI, but they do not take away the risk completely. Condoms can break or leak, allowing passage of body fluids and transmission of infection. In addition, condoms do not completely cover all of the skin that is exposed during sex; herpes and HPV can be passed by skin-to-skin contact. Other birth control methods do not reduce the risk of STIs. You can reduce the risk that a male condom will break or slip off in two ways. First, make sure the penis is completely hard before putting on the condom. Also, be sure to squeeze and hold the tip of the condom as you roll the rest of it down the penis, making sure there is no air pocket (like a small balloon) at the end of the penis. Immunizations — Another way to reduce the risk of two specific STIs (HPV and hepatitis B) is to talk to a healthcare provider about immunizations. As previously mentioned, most children and adolescents are routinely immunized against hepatitis B in the United States. The HPV vaccine is now available to females aged nine years and older. Check ups — Regular check-ups by your healthcare provider are important to all adolescents, but it is particularly important to speak with a healthcare provider if you decide to have sex. This talk should include ways to prevent pregnancy and STIs, as well as the need for regular testing for STIs, including HIV. Since STIs can occur in different body sites (genital organs, anus, and throat) and may have no symptoms, it is important to speak honestly with the provider about sexual behavior to get appropriate testing. If your healthcare provider is not comfortable or able to screen you for STIs, ask for a referral to a provider who can. Pregnancy and birth control — Pregnancy is a serious consequence of sexual activity between males and females. Each year in the United States, about 1 million adolescents become pregnant. Pregnancy in teens has serious health consequences. Pregnant teens are more likely to have babies who are premature or sick. A pregnant adolescent is more likely to drop out of school and live in poverty. Although some teens who become pregnant choose to have an abortion, this choice also carries risks. As with STIs, the only way a young woman can be sure she will not become pregnant is to not have sexual intercourse. There is no reliable way to determine a â€Å"safe† time when she will not become pregnant; menstrual cycles at this age can be irregular. Teens should know that pregnancy is possible each time they have sexual intercourse, including the first time and during the menstrual period. Birth control methods are available that can reduce the risk of pregnancy. However, birth control methods other than condoms do not reduce the risk of STIs. The most reliable methods (other than abstinence) must be prescribed by a doctor or nurse. These include birth control pills, patches, and injections. Other newer options for females include a vaginal ring that is worn in the vagina or a small device that must be inserted under the skin by a healthcare provider. (See â€Å"Patient information: Hormonal methods of birth control†. ) Some methods, such as condoms and contraceptive foam, can be purchased without a prescription. A condom should be used every time you have sex, even if another method is used to prevent pregnancy. (See â€Å"Patient information: Barrier methods of birth control†. ) If you use birth control but have an accident (the condom breaks, you forget a pill), you can take a â€Å"morning after pill† to reduce the risk of pregnancy. (See â€Å"Patient information: Emergency contraception (morning after pill)†. ) Teens who engage in sexual activity must be sure they have accurate information about the available birth control options. The best time to decide on a method of birth control is before you start having sex.