GOP & Policies toward/treatment of Transgender & other LGBTQ Americans

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“… Mark Richards, who had taught at St. Francis Xavier Catholic School in Metairie, Louisiana, was allegedly terminated for violating his contract’s morality clause, which prohibits engaging in “homosexual activity.” However, Richards claims that administrators knew he was gay; a previous school administrator had told him his job would be safe if he kept his sexuality private, People reports. But when a parent looked into Richard’s past and saw he had been married to a man, the parent alerted the archdiocese. Richards told WDSU that he felt he was “stabbed in the back,” reflecting, “It’s just a sad reality that this is the world we live in today. It’s heartbreaking. I enjoyed teaching at this school. I loved those kids.” More than 1,500 parents have signed a petition to change the morality clause and allow Richards to return, according to the New York Post.…”
 
nycfan said:


“… Mark Richards, who had taught at St. Francis Xavier Catholic School in Metairie, Louisiana, was allegedly terminated for violating his contract’s morality clause, which prohibits engaging in “homosexual activity.” However, Richards claims that administrators knew he was gay; a previous school administrator had told him his job would be safe if he kept his sexuality private, People reports. But when a parent looked into Richard’s past and saw he had been married to a man, the parent alerted the archdiocese. Richards told WDSU that he felt he was “stabbed in the back,” reflecting, “It’s just a sad reality that this is the world we live in today. It’s heartbreaking. I enjoyed teaching at this school. I loved those kids.” More than 1,500 parents have signed a petition to change the morality clause and allow Richards to return, according to the New York Post.…”
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The Catholic church must only like gay priests!
 
nycfan said:


“… Mark Richards, who had taught at St. Francis Xavier Catholic School in Metairie, Louisiana, was allegedly terminated for violating his contract’s morality clause, which prohibits engaging in “homosexual activity.” However, Richards claims that administrators knew he was gay; a previous school administrator had told him his job would be safe if he kept his sexuality private, People reports. But when a parent looked into Richard’s past and saw he had been married to a man, the parent alerted the archdiocese. Richards told WDSU that he felt he was “stabbed in the back,” reflecting, “It’s just a sad reality that this is the world we live in today. It’s heartbreaking. I enjoyed teaching at this school. I loved those kids.” More than 1,500 parents have signed a petition to change the morality clause and allow Richards to return, according to the New York Post.…”
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Which, again, just shows that the target for right-wingers (and I know this is a Catholic school) is all LGBTQ people, and not only transgenders.
 
ZenMode said:
The lean muscle advantage that males have over females is a well-documented, biological fact. This makes males bigger, faster, stronger and more athletic than females. This is reflected in sports competition outcomes at every level of sports, including the very, very highest.

This is something we all know and have known for decades, but some have apparently "forgotten" due to their political and emotional leanings.
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Thanks for restating this, again. I don't see how it addresses my post.
 
stankeylegjones said:
Thanks for restating this, again. I don't see how it addresses my post.
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This topic isn't about me, as you and others have tried to make it.

For decades we've separated males and females. For decades we've separated by age groups. For decades we've separated by weight in some sports.

Those methods of separating were done for safety and fairness and was viewed as necessary until politics and emotions were introduced.
 
ZenMode said:
This topic isn't about me, as you and others have tried to make it.

For decades we've separated males and females. For decades we've separated by age groups. For decades we've separated by weight in some sports.

Those methods of separating were done for safety and fairness and was viewed as necessary until politics and emotions were introduced.
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I understand your position, you've stated it numerous times. What I don't understand is why you quoted my post, if you weren't going to address it.
 
stankeylegjones said:
Thanks for restating this, again. I don't see how it addresses my post.
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He will not. He will rather repeat his old tired retoric

He thinks that muscle mass is the only variable in the equation, fuck the psychology of it. Fuck inclusion. Fuck equality. Fuck everything that doesn't fit neatly in his transphobic LBGTQ hating narrative.
 
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EyeballKid said:
What grade level? What topics? Do you teach abstinence?
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9th grade health and 10th-12th weight training.

Here are the NC state standards for the heath course, I have lessons for all these standards and clarifying objectives:

Personal and Consumer Health
Standard
Objectives
9.PCH.1.1
Identify controllable versus uncontrollable risk factors for communicable and chronic diseases.
9.PCH.1.2
Identify the procedures for organ donation, local and state resources, as well as the pros and cons.
9.PCH.1.3
Explain the procedures for health screenings, checkups, and other early detection measures in terms of their health-related benefits.
9.PCH.1
Understand wellness, disease prevention, and recognition of symptoms.

9.PCH.2
Evaluate messages conveyed in media, social media, and technology to determine their influence on health behaviors.
9.PCH.2.1
Discuss the potential short term and long-term health and social impacts of body art.

9.PCH.2.2
Evaluate the effect of media on personal and family health.
9.PCH.3
Describe necessary steps to prevent and respond to unintentional injury.
9.PCH.1.4
Formulate an effective long-term personal health plan for reducing the risk of chronic disease.
9.PCH.1.5
Identify measures to improve sleep and rest habits.
9.PCH.1.6
Identify strategies for the prevention and early detection of skin cancer.
9.PCH.1.7
Assess personal health practices and overall health status.
9.PCH.3.1
Explain the risks associated with operating firearms and motor vehicles.
9.PCH.3.2
Discuss strategies for reducing unintentional injuries.

9.PCH.4
Apply critical literacy/thinking skills related to personal, family and community wellness.
9.PCH.4.1
Use knowledge of relevant medical and healthcare terminology, to ask questions and make decisions about health benefits.

9.PCH.4.2
Discuss immediate and long-term impact on individual, family, community, and environment when making health-related decisions.

9.PCH.4.3
Discuss individual, family, community, and environmental influences when making health- related decisions.
2 (6/24)
9 ICHR.1
Analyze how effective interpersonal communication can benefit personal health and well-being.
9.ICHR.1.2
Implement negotiation and collaboration skills in solving problems or resolving conflicts.
9.ICHR.1.3
Develop healthy strategies for dating and prevention of intimate partner violence.
Interpersonal Communication and Healthy Relationships
Standard
Objectives
9.ICHR.1.1
Demonstrate how to effectively communicate kindness, empathy, compassion, and care for others.
9.ICHR.1.4
Explain the concept of consent, in relation to communicating and maintaining personal boundaries.
9.ICHR.1.5
Analyze harmful cultural messages conveyed in sexually explicit media that objectify or sexualize people, normalize sexual violence and exploitation, encourage teenage sex, and ignore negative consequences.
9.ICHR.1.6
Examine applicable state laws governing the age of sexual consent and how violating such laws can lead to serious legal consequences.
9.ICHR.2
Evaluate abstinence from sexual intercourse until marriage as a positive choice for young people.
9.ICHR.2.1
Evaluate skills and strategies to utilize safer sex options, including abstinence until marriage, postponing participation in sexual activity, and contraceptive use.
9.ICHR 2.2
Explain the potential risks of STIs, including HIV and HPV, and describe their mode of transmission, symptoms, testing, and treatment.
9.ICHR.3
Identify strategies that develop and maintain reproductive and sexual health.
9.ICHR.3.2
Summarize the importance of prenatal care to minimize preventable risks during pregnancies.
9.ICHR.3.3
Explain the importance for regular STI screenings for optimal sexual health.
9.ICHR.2.3
Explain the limitations of FDA approved methods of contraception in reducing the risk of STIs and pregnancy.
9.ICHR.3.1
Identify a parent, guardian, or trusted adult and medically accurate resources to address sexual and reproductive health questions.
3 (6/24)

9 ICHR 3.4
Identify local resources for STI screenings and sexual healthcare, including for those who have been sexually abused to heal physically, mentally, and emotionally.
Nutrition and Physical Activity
Standard
Objectives
9.NPA.1.1
Summarize evidence-based approaches for individual prevention of disease.
9.NPA.1
Describe the prevalence, causes and long-term consequences of poor nutrition, extended screen time, and sedentary lifestyle.
9.NPA.2
Develop strategies to consume a variety of foods and beverages.
9.NPA.3
Analyze health behaviors in relation to community and global disease prevention.
9.NPA.4
Apply lifelong nutrition and physical activity concepts to enhance quality of life.
9.NPA.1.2
Summarize evidence-based approaches for community prevention of disease.
9.NPA.2.2
Summarize the effects of hydration and dehydration and preventive measures for dehydration.
9.NPA.3.2
Advocate for those experiencing local and global barriers that interfere with optimal health.
9.NPA.4.1
Design and implement a personal physical activity program with safety and effectiveness.
9.NPA.4.3
Evaluate your personal fitness plan.
9.NPA.2.1
Summarize the benefits of consuming the six essential nutrients in adequate amounts in a variety of foods.
9.NPA.3.1
Evaluate how the school and community culture can affect personal health practice and behaviors.
9.NPA.4.2
Identify appropriate methods to avoid/respond to the climate-related conditions during physical activity that impact overall health.

Alcohol, Nicotine, Cannabis, and Other Drugs

Standard
Objectives

9.ANCOD.1
Apply avoidance behaviors to protect self and others from alcohol, nicotine, cannabis, and other drug use.
9.ANCOD.1.1
Identify the consequences of driving or riding with someone under the influence of alcohol or other drugs.

9.ANCOD.1.2
Develop a set of personal standards to resist the use of alcohol, nicotine, cannabis, and other harmful substances and behaviors.
4 (6/24)
9.ANCOD.2
Evaluate effects of alcohol and other substances on brain function, behavior, and human body systems.
9.ANCOD.2.2
Evaluate positive and negative influences on health practices and behaviors.
9.ANCOD.2.3
Describe the trends in use and misuse of prescription and non-prescription drugs.
9.ANCOD.2.4
Summarize the risks of IV drug use, including blood borne diseases.
9.ANCOD.2.5
Discuss the complexity of addiction and its effects on individuals and society.
9.ANCOD.2.1
Explain the short-term and long-term effects of performance-enhancing drugs on health and eligibility to participate in sports.
9.ANCOD.2.6
Examine the consequences of alcohol or nicotine use/exposure during different stages of growth and development.
 
EhringhausSouth said:
9th grade health and 10th-12th weight training.

Here are the NC state standards for the heath course, I have lessons for all these standards and clarifying objectives:

Personal and Consumer Health
Standard
Objectives
9.PCH.1.1
Identify controllable versus uncontrollable risk factors for communicable and chronic diseases.
9.PCH.1.2
Identify the procedures for organ donation, local and state resources, as well as the pros and cons.
9.PCH.1.3
Explain the procedures for health screenings, checkups, and other early detection measures in terms of their health-related benefits.
9.PCH.1
Understand wellness, disease prevention, and recognition of symptoms.

9.PCH.2
Evaluate messages conveyed in media, social media, and technology to determine their influence on health behaviors.
9.PCH.2.1
Discuss the potential short term and long-term health and social impacts of body art.

9.PCH.2.2
Evaluate the effect of media on personal and family health.
9.PCH.3
Describe necessary steps to prevent and respond to unintentional injury.
9.PCH.1.4
Formulate an effective long-term personal health plan for reducing the risk of chronic disease.
9.PCH.1.5
Identify measures to improve sleep and rest habits.
9.PCH.1.6
Identify strategies for the prevention and early detection of skin cancer.
9.PCH.1.7
Assess personal health practices and overall health status.
9.PCH.3.1
Explain the risks associated with operating firearms and motor vehicles.
9.PCH.3.2
Discuss strategies for reducing unintentional injuries.

9.PCH.4
Apply critical literacy/thinking skills related to personal, family and community wellness.
9.PCH.4.1
Use knowledge of relevant medical and healthcare terminology, to ask questions and make decisions about health benefits.

9.PCH.4.2
Discuss immediate and long-term impact on individual, family, community, and environment when making health-related decisions.

9.PCH.4.3
Discuss individual, family, community, and environmental influences when making health- related decisions.
2 (6/24)
9 ICHR.1
Analyze how effective interpersonal communication can benefit personal health and well-being.
9.ICHR.1.2
Implement negotiation and collaboration skills in solving problems or resolving conflicts.
9.ICHR.1.3
Develop healthy strategies for dating and prevention of intimate partner violence.
Interpersonal Communication and Healthy Relationships
Standard
Objectives
9.ICHR.1.1
Demonstrate how to effectively communicate kindness, empathy, compassion, and care for others.
9.ICHR.1.4
Explain the concept of consent, in relation to communicating and maintaining personal boundaries.
9.ICHR.1.5
Analyze harmful cultural messages conveyed in sexually explicit media that objectify or sexualize people, normalize sexual violence and exploitation, encourage teenage sex, and ignore negative consequences.
9.ICHR.1.6
Examine applicable state laws governing the age of sexual consent and how violating such laws can lead to serious legal consequences.
9.ICHR.2
Evaluate abstinence from sexual intercourse until marriage as a positive choice for young people.
9.ICHR.2.1
Evaluate skills and strategies to utilize safer sex options, including abstinence until marriage, postponing participation in sexual activity, and contraceptive use.
9.ICHR 2.2
Explain the potential risks of STIs, including HIV and HPV, and describe their mode of transmission, symptoms, testing, and treatment.
9.ICHR.3
Identify strategies that develop and maintain reproductive and sexual health.
9.ICHR.3.2
Summarize the importance of prenatal care to minimize preventable risks during pregnancies.
9.ICHR.3.3
Explain the importance for regular STI screenings for optimal sexual health.
9.ICHR.2.3
Explain the limitations of FDA approved methods of contraception in reducing the risk of STIs and pregnancy.
9.ICHR.3.1
Identify a parent, guardian, or trusted adult and medically accurate resources to address sexual and reproductive health questions.
3 (6/24)

9 ICHR 3.4
Identify local resources for STI screenings and sexual healthcare, including for those who have been sexually abused to heal physically, mentally, and emotionally.
Nutrition and Physical Activity
Standard
Objectives
9.NPA.1.1
Summarize evidence-based approaches for individual prevention of disease.
9.NPA.1
Describe the prevalence, causes and long-term consequences of poor nutrition, extended screen time, and sedentary lifestyle.
9.NPA.2
Develop strategies to consume a variety of foods and beverages.
9.NPA.3
Analyze health behaviors in relation to community and global disease prevention.
9.NPA.4
Apply lifelong nutrition and physical activity concepts to enhance quality of life.
9.NPA.1.2
Summarize evidence-based approaches for community prevention of disease.
9.NPA.2.2
Summarize the effects of hydration and dehydration and preventive measures for dehydration.
9.NPA.3.2
Advocate for those experiencing local and global barriers that interfere with optimal health.
9.NPA.4.1
Design and implement a personal physical activity program with safety and effectiveness.
9.NPA.4.3
Evaluate your personal fitness plan.
9.NPA.2.1
Summarize the benefits of consuming the six essential nutrients in adequate amounts in a variety of foods.
9.NPA.3.1
Evaluate how the school and community culture can affect personal health practice and behaviors.
9.NPA.4.2
Identify appropriate methods to avoid/respond to the climate-related conditions during physical activity that impact overall health.

Alcohol, Nicotine, Cannabis, and Other Drugs

Standard
Objectives

9.ANCOD.1
Apply avoidance behaviors to protect self and others from alcohol, nicotine, cannabis, and other drug use.
9.ANCOD.1.1
Identify the consequences of driving or riding with someone under the influence of alcohol or other drugs.

9.ANCOD.1.2
Develop a set of personal standards to resist the use of alcohol, nicotine, cannabis, and other harmful substances and behaviors.
4 (6/24)
9.ANCOD.2
Evaluate effects of alcohol and other substances on brain function, behavior, and human body systems.
9.ANCOD.2.2
Evaluate positive and negative influences on health practices and behaviors.
9.ANCOD.2.3
Describe the trends in use and misuse of
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Thanks. You needn’t have posted the specs.


So you’re a PE teacher teaching health to 9th graders. And you do teach abstinence.

Do you have any background in biological sciences, beyond whatever couple credit hours you might’ve had to take to be a PE teacher?
 
EyeballKid said:
Thanks. You needn’t have posted the specs.


So you’re a PE teacher teaching health to 9th graders. And you do teach abstinence.

Do you have any background in biological sciences, beyond whatever couple credit hours you might’ve had to take to be a PE teacher?
Click to expand...

Yes, I teach what the state standards are. My undergraduate degrees were History/Political Science from UNC. I taught World History for several years prior to moving to Health and PE which was more conducive to the amount of coaching I was doing. I did complete my M.Ed. in Physical Education online through University of Arkansas.
 
EhringhausSouth said:
Yes, I teach what the state standards are. My undergraduate degrees were History/Political Science from UNC. I taught World History for several years prior to moving to Health and PE which was more conducive to the amount of coaching I was doing. I did complete my M.Ed. in Physical Education online through University of Arkansas.
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So that’s a no, you don’t have any training in human biology/biological sciences.

Thanks.
 
EyeballKid said:
So that’s a no, you don’t have any training in human biology/biological sciences.

Thanks.
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The M.Ed was mostly Biomechanics and Sports Movement to go with some educational psychology. I did do the courses to get AP certified to teach AP Psychology, so I teach a section of that here and there when needed. But correct, outside of my Undergrad Biology course for non science majors, and some basic biology contained in parts of masters program, no, I do not have coursework in that area.
 
EhringhausSouth said:
The M.Ed was mostly Biomechanics and Sports Movement to go with some educational psychology. I did do the courses to get AP certified to teach AP Psychology, so I teach a section of that here and there when needed. But correct, outside of my Undergrad Biology course for non science majors, and some basic biology contained in parts of masters program, no, I do not have coursework in that area.
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Do you think it might be good to brush up on that stuff at some point? Perhaps then you’d understand more about the difference between gender and sex, which would likely make you a better health teacher.
 
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