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Bakgrund: Under ungdomsåren är utvecklingen av sexualitet och den sexuella hälsan en viktig del av livet. Kunskap om sex och samlevnad främjar den sexuella hälsan, att för första gången få en sexuell upplevelse med en annan person blir mer positiv om ungdomar har kunskap om sex- och samlevnad. Syfte: Syftet med studien var att belysa ungdomars upplevelser av sex och samlevnadsundervisningen i skolan. Metod: Tre intervjuer med fokusgrupper genomfördes med totalt nio ungdomar i åldern 17 år. Data analyserades med kvalitativ innebördsanalys. Resultat: Tre innebördstemanmed åtta subteman framkom under analysen. Omgivningens påverkan: Attityder bland klasskamrater, Familj stöttar eller hindar, Föreställningar om hur tjejer och killar ska vara. Utbildningens upplägg: Undervisning när den behövs, Trygghet och engagemang skapar lärande, Erfarenheter av hur skolsköterskan deltar i undervisningen. Önskemål i relation till given undervisning: Kunskap om samtycke, kommunikation och inkludering, Prata om känslor och relationer. Konklusion: Denna studie visar att ungdomar saknar vissa delar i den sex- och samlevnadsundervisning som erhålls i skolan. Ungdomar önskar mer undervisning kring känslor, relationer och samtycke. Skolsköterskor ska involveras i undervisningen i större utsträckning. Skolsköterskan upplevs vara den som har god kunskap om kroppens fysiska och emotionella pubertetsutveckling. Resultatet bör synliggöras för att möta ungdomars önskemål om undervisningens innehåll och genomförande i syfte att främja ungdomars sexuella hälsa. / Background: In adolescence, the development of sexuality and sexual health is animportant part of life. Having a sexual experience with another person for the first timewill be better if the young people have a clear basic knowledge of sex and cohabitation. Purpose: Adolescence experience of sex and cohabitation in school Method: Three interviews with focus groups were conducted with a total of nine young people aged 17 years. The data were analyzed with qualitative meaning analysis. Result: Three meaning themes with eight subthemes emerged during the analysis. The influence of the environment: Attitudes among classmates, Family support or hinders,Perceptions of how girls and boys should be. The structure of the education: Teaching when it is needed, Safety and commitment create learning, Experiences of how the school nurse participates in teaching. wishes in relation to given teaching: Knowledge about consent, communication and inclusion and talk about feelings and relationships. Conclusion: This study shows that young people lack certain elements in the sex and cohabitation education that is obtained in school. Young people want more education about emotions, relationships, and consent. School nurses will be involved in teaching to a greater extent. The school nurse is perceived to be the one who has good knowledge of the body's physical and emotional puberty development. The result should be made visible to meet young people's wishes regarding the content and implementation of teaching to promote the sexual health of young people.

The most famous argument for anti-natalism is David Benatars asymmetry argument, which argues that the impossibility of a lived life being better than never existing leads us to the conlusion that having children is morally wrong. In this essay I discuss an alternative route to reach the same conclusion. My argument is inspired by Seana Shiffrins consent-based argument and is an alternative to Erik Magnussons risk-based argument. After discussing ways to avoid common objections to the asymmetry argument I proceed to argue whether my risk based argument stands up to an array of hypothetical counterarguments

<p>This research examines the opinions and viewpoints of former Crown Wards regarding the Assessment and Action Record (the AAR), which is the main documentation associated with the Looking After Children approach implemented for use with all children in care by the Ministry of Children and Youth for the Province of Ontario. This documentation, which consists of hundreds of questions and a research-based, check-list format, forms a significant component of the contact that Children’s Service Workers with Children’s Aid Societies have with children in care. Crown Wards, because they are in the permanent care of their Society, are subjected to the AAR yearly throughout their time in care. Open-ended interviews were conducted with four former Crown Wards from three separate Children’s Aid agencies in southwestern Ontario. While the findings did not bear out the anticipated overt criticism of the AAR documentation, what was salient was the hope that all of the information they gave over the years was being put to good use (that it might help themselves and other Crown Wards), that these former Crown Wards were not aware that they could decline to answer the AAR questions in whole or in part, and that the AAR document is felt to be too long and repetitive. In addition, issues of automatic compliance by children in care with requests made by CAS personnel became a discomforting theme.</p> / Master of Social Work (MSW)

Between the late 1960s and early 1980s, state and federal lawmakers made a number of unprecedented changes to the minimum age laws that define the legal boundaries between childhood and adulthood in the United States. By altering the voting age and the legal age of majority during the early 1970s, legislators effectively lowered the legal age of adulthood from twenty-one to eighteen, and launched a broader, more wide-ranging debate over other minimum age laws that would preoccupy legislators for much of the decade that followed. These reforms can be grouped into two distinct stages. Early 1970s reforms to the voting age and age of majority placed a great deal of faith in eighteen- to twenty-year-old Americans’ ability to make mature, responsible decisions for themselves, and marked a significant departure from the traditional practice of treating young people as legal adults at the age of twenty-one. During the late 1970s and early 1980s, however, a second set of reforms revoked much of the faith that legislators had placed in the nation’s young people, raising some key minimum age limits – such as the drinking age – and expanding adults’ ability to supervise and control teenaged youth. This dissertation analyzes political and public debates over the legal boundaries between childhood and adulthood during the 1970s, focusing in particular on reforms to the voting age, the age of majority, the drinking age, and the minimum age laws that regulate teenagers’ sexuality. It seeks to explain how and why American lawmakers chose to alter these minimum age laws during the 1970s, and how they decided which age should be the threshold for granting young people specific adult rights and responsibilities. The dissertation suggests that legislators often had difficulty accessing information and expertise that they could use to make well-informed, authoritative decisions on the subject of minimum age laws. Instead, they often based their choices on broader public images and perceptions of the nation’s young people, and on their subjective experiences of interacting with American youth. Throughout the 1970s, a wide range of lawmakers, activists, and interest groups – including many young people – sought to control the legal boundaries between childhood and adulthood, both by lobbying lawmakers directly and by trying to alter public images and perceptions of the nation’s youth. During the early 1970s, some young activists, liberal lawmakers, and interest groups met with considerable success in their attempts to grant young people greater adult rights and responsibilities at earlier ages, successfully framing eighteen- to twenty-year-old youth as mature, responsible young people who were quite capable of shouldering adult rights and duties. But these positive perceptions of young people were short-lived. By the mid-1970s, they were being supplanted by much more negative and unsettling images of young people who were thought to be exhibiting “adult” behaviors too soon, and were portrayed as being both in danger and a danger to American society. As a result, lawmakers became increasingly focused on protecting and controlling young people in their late teens and early twenties, and on drawing clear, firm boundaries between childhood and adulthood. These shifts demonstrate that images and perceptions of American youth played a key role in shaping 1970s reforms to the legal boundaries between childhood and adulthood. Rather than the product of a sober, careful evaluation of young Americans’ capacity to make responsible decisions for themselves, these reforms were often the product of adult Americans’ visceral, emotional responses to shifting public perceptions of the nation’s youth. / History

In the current healthcare landscape, parents generally make decisions regarding whether or not their children are allowed to take part in clinical research, with the general assumption being that parents know what is best for children. Investigations have been conducted regarding what is likely to lead parents to consent or not consent to their child’s participation in a trial, but research plans seldom incorporate the consideration that not all parents come into the consent process with equal social, academic, and economic footing. Since the burden of the ultimate decision lies primarily on the parents, it is supremely important that they are capable of making a well-informed and thoughtful choice. Bioethical understanding of the influence of parental decisions in clinical research must consider demographic variables and how they may affect parents’ decisions to allow or disallow their child to participate in a clinical trial. Those differences could affect the consent process and have ramifications for the research findings, as research results are affected in numerous ways by which children do, and do not, participate in studies. This paper looks specifically at parents in the process of informed consent for pediatric research, taking into account several social determinants of health and how they affect who participates in research and how that affects research as a whole. / Urban Bioethics

The pediatric emergency department (PED) provides a unique environment to consider ethical issues faced in modern healthcare. Using a combination of personal reflections and a review of current literature, ethics within the PED is explored as it pertains to four categories: informed consent, health literacy, language barrier, and implicit bias. Parental consent is generally required for pediatric care, but there are exceptions encountered in the PED. Although children typically cannot provide consent, soliciting assent respects their autonomy and maturing cognitive development. Limited health literacy is a prominent issue in the U. S., yet healthcare information continues to be delivered in ways that do not adequately account for this. Change will necessitate creative solutions and reorientation to a focus on health equity and justice. Physician implicit bias may be related to a patient’s negative behaviors or inherent characteristics (e.g. race), and can result in adverse health outcomes for affected children. Physicians should confront their subconscious biases through introspection, open discussion, and implicit-bias training. Access to healthcare information in one’s native language is a basic human right protected by law. Use of qualified medical interpreters can alleviate disparities faced by patients with limited English proficiency, but may be underutilized in the PED. / Urban Bioethics

People with dementia account for a growing number of patients requiring end-of-life medical care each year in the United States. The clinical application of bioethical principles is rarely more important than in the context of end-of-life decision making, and determining the appropriate clinical treatment plan can be difficult and complex for clinicians, patients, and medical proxies. While the current bioethical literature offers a wealth of information on the principles underlying ethical medical practice, real-world clinical scenarios are often fraught with confusion, complexity, and conflicting understandings of best practices. There is a need for clinical decision-making tools that are both comprehensive yet simple, and broadly-applicable enough to be clinically useful. This thesis explores the cultural factors that necessitate further discussion and understanding of the issues surrounding end-of-life care for people with dementia, uses a clinical case to demonstrate a real-world approach to the ethical complexities surrounding such care, and proposes a basic ethical decision-making algorithm with the potential for broad application by students and clinicians encountering complex ethical scenarios. / Urban Bioethics

This thesis reveals relationships between the neoliberal subject and the suburban subject relative to the built environment. It argues that today's "architecture" is an integration of digital and analog worlds. The thesis articulates that American society's subjectivity is imposed by a consumer condition that is tied to the iconography of suburban landscape, such as the iconic house shape or a recognizable brand icon. The advent of the internet accelerated this condition by providing additional conduits of capital-based icons to emerge from and merge with the suburbs. The work focuses on creating parallels between the American suburban landscape, the suburban home, digital infrastructure, and the emerging structures which merge with the internet. The thesis asserts that the suburban project dominates the entirety of the landscape and is the governing force building an incipient landscape. The written part of the thesis discusses how our modern identity, influenced by both physical and digital worlds, has evolved from suburban roots, while the visual commentary uses architectural drawings to reveal four modalities which frame our environment and shape our lives and interactions. / Master of Science / This thesis looks at how architecture shapes our lives and frames our interactions with the world around us. It specifically focuses on how suburban landscapes influence our identity and behavior, emphasizing the typical suburban elements like single-family housing, commercial strip development, and global consumer goods that define this environment. The rise of the internet has intensified these suburban influences by connecting the suburban environment more deeply with the flow of money and data. The research interrogates and uses images and symbols from the suburban landscape to comment on their latent impact on our surroundings and how they now blend with digital technology. The thesis develops the connections between the physical suburban environment and developing digital infrastructures to articulate emergent structures in their combination. The written part of the thesis discusses how our modern identity, influenced by both physical and digital worlds, has evolved from suburban roots. A visual commentary uses architectural drawings to reveal four modalities which frame our environment and shapes our lives and interactions.