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bluestareyed Dec. 6th, 2004 05:02 pm)
bluestareyed Dec. 6th, 2004 05:02 pm)I found this after an email from the national planned parenthood network brought it to my attention. the full transcript can be found at
http://www.democrats.reform.house.gov/
this is just a sample of Bush's obviously christian agenda. Just for the record, I have no problems with Christianity in general, or any religion for that matter, as long as I am not being forced to operate based on a set of principles that I dont believe in. (anyone willing to argue that with me may go ahead. I could use a good discussion)
anyway here is an excerpt:
UNITED STATES HOUSE OF REPRESENTATIVES
COMMITTEE ON GOVERNMENT REFORM — MINORITY STAFF
SPECIAL INVESTIGATIONS DIVISION
DECEMBER 2004
(Pages 13-15 and 16-18)
THE CONTENT OF FEDERALLY FUNDED ABSTINENCE-ONLY EDUCATION PROGRAMS
C. Abstinence-Only Curricula Contain False and Misleading
Information about the Risks of Abortion
A high number of the programs receiving SPRANS funding are formally opposedto abortion access. Multiple SPRANS recipients are explicitly pro- life organization such as “crisis pregnancy centers.” Several of the curricula used by these and other recipients give misleading information about the physical and psychological effects of legal abortions.
For example, one curriculum relies on numerous outdated sources to present a distorted and exaggerated view of the dangers of legal abortion. Much of the data cited is from the 1970s, yet according to the American Medical Association Council on Scientific Affairs, “[t]he risk of major complications from abortion related procedures declined dramatically between 1970 and 1990.” The curriculum inaccurately describes the risks of sterility, premature birth and mental retardation, and ectopic pregnancies:
•The curriculum states, “Sterility: Studies show that five to ten percent of women will never again be pregnant after having a legal abortion.” In fact, obstetrics textbooks teach that “[f]ertility is not altered by an elective abortion.”
•The curriculum states, “Premature birth, a major cause of mental
retardation, is increased following the abortion of the first pregnancy.”
In fact, obstetrics textbooks teach that vacuum aspiration, the method used in most abortions in the United States, “results in no increased incidence of midtrimester spontaneous abortions, preterm delivery, or low birthweight infants in subsequent pregnancies.”
•The curriculum states, “Tubal and cervical pregnancies are increased
following abortions.” In fact, obstetrics textbooks teach that “subsequent ectopic pregnancies are not increased if the first termination is done by vacuum aspiration.”
The curriculum also misrepresents the relationship between abortion and serious mental health issues. The curriculum states: The psychological effects of the abortion choice should also be considered. . . . [A] woman could experience anxiety, grief, regret, guilt, and/or depression. In many cases, follow-up counseling for women who have had abortions has been necessary and helpful. Following abortion, according to some studies, women are more prone to suicide and therefore need extra support from family and health professionals.
In fact, an expert panel of the American Psychiatric Association found that “for the vast majority of women, an abortion will be followed by a mixture of emotions, with a predominance of positive feelings.” A longitudinal study of young women aged 14 to 21 found that “although women may experience some distress immediately after having an abortion, the experience has no independent effect on their psychological well-being over time.”
E. Abstinence-Only Curricula Treat Stereotypes about Girls and
Boys as Scientific Fact
Many abstinence-only curricula begin with a detailed discussion of differences between boys and girls. Some of the differences presented are simply biological. Several of the curricula, however, present stereotypes as scientific fact.
1. Stereotypes that Undermine Girls’ Achievement
Several curricula teach that girls care less about achievement and their futures than do boys.
One curriculum instructs: “Women gauge their happiness and judge their success by their relationships. Men’s happiness and success hinge on their accomplishments.” This curriculum also teaches: Men tend to be more tuned in to what is happening today and what needs to be done for a secure future. When women began to enter the work force at an equal pace with men, companies noticed that women were not as concerned about preparing for retirement. This stems from the priority men and women place on the past, present, and future.
Another curriculum lists “Financial Support” as one of the “5 Major Needs of Women,” and “Domestic Support” as one of the “5 Major Needs of Men.”
The curriculum states:
Just as a woman needs to feel a man’s devotion to her, a man has a
primary need to feel a woman’s admiration. To admire a man is to regard
him with wonder, delight, and approval. A man feels admired when his
unique characteristics and talents happily amaze her.
A third curriculum depicts emotions as limiting girls’ ability to focus. It states: “Generally, guys are able to focus better on one activity at a time and may not connect feelings with actions. Girls access both sides of the brain at once, so they often experience feelings and emotions as part of every situation.”
2. Stereotypes that Girls Are Weak and Need Protection
Some of the curricula describe girls as helpless or dependent upon men. In a discussion of wedding traditions, one curriculum writes: “Tell the class that the Bride price is actually an honor to the bride. It says she is valuable to the groom and he is willing to give something valuable for her.”
The curriculum also teaches: “The father gives the bride to the groom because he is the one man who has had the responsibility of protecting her throughout her life. He is now giving his daughter to the only other man who will take over this
protective role.”
One book in the “Choosing the Best” series presents a story about a knight who saves a princess from a dragon. The next time the dragon arrives, the princess advises the knight to kill the dragon with a noose, and the following time with poison, both of which work but leave the knight feeling “ashamed.” The knight eventually decides to marry a village maiden, but did so “only after making sure she knew nothing about nooses or poison.” The curriculum concludes: Moral of the story: Occasional suggestions and assistance may be alright, but too much of it will lessen a man’s confidence or even turn him away from his princess.
3. Stereotypes that Reinforce Male Sexual Aggressiveness
One curriculum teaches that men are sexually aggressive and lack deep emotions. In a chart of the top five women’s and men’s basic needs, the curriculum lists “sexual fulfillment” and “physical attractiveness” as two of the top five “needs” in the men’s section.
“Affection,” “Conversation,” “Honesty and Openness,” and “Family Commitment” are listed only as women’s needs. The curriculum teaches: “A male is usually less discriminating about those to whom he is
sexually attracted. . . . Women usually have greater intuitive awareness of how to develop a loving relationship.”
The same curriculum tells participants: “While a man needs little or no
preparation for sex, a woman often needs hours of emotional and mental
preparation.”
totally*rolls eyes* i needed *hours* of emotional and mental preparation to engage in those festival flings! it positively tore me apart! what sexist bullshit! read the rest if you think this is bad.
http://www.democrats.reform.house.gov/
this is just a sample of Bush's obviously christian agenda. Just for the record, I have no problems with Christianity in general, or any religion for that matter, as long as I am not being forced to operate based on a set of principles that I dont believe in. (anyone willing to argue that with me may go ahead. I could use a good discussion)
anyway here is an excerpt:
UNITED STATES HOUSE OF REPRESENTATIVES
COMMITTEE ON GOVERNMENT REFORM — MINORITY STAFF
SPECIAL INVESTIGATIONS DIVISION
DECEMBER 2004
(Pages 13-15 and 16-18)
THE CONTENT OF FEDERALLY FUNDED ABSTINENCE-ONLY EDUCATION PROGRAMS
C. Abstinence-Only Curricula Contain False and Misleading
Information about the Risks of Abortion
A high number of the programs receiving SPRANS funding are formally opposedto abortion access. Multiple SPRANS recipients are explicitly pro- life organization such as “crisis pregnancy centers.” Several of the curricula used by these and other recipients give misleading information about the physical and psychological effects of legal abortions.
For example, one curriculum relies on numerous outdated sources to present a distorted and exaggerated view of the dangers of legal abortion. Much of the data cited is from the 1970s, yet according to the American Medical Association Council on Scientific Affairs, “[t]he risk of major complications from abortion related procedures declined dramatically between 1970 and 1990.” The curriculum inaccurately describes the risks of sterility, premature birth and mental retardation, and ectopic pregnancies:
•The curriculum states, “Sterility: Studies show that five to ten percent of women will never again be pregnant after having a legal abortion.” In fact, obstetrics textbooks teach that “[f]ertility is not altered by an elective abortion.”
•The curriculum states, “Premature birth, a major cause of mental
retardation, is increased following the abortion of the first pregnancy.”
In fact, obstetrics textbooks teach that vacuum aspiration, the method used in most abortions in the United States, “results in no increased incidence of midtrimester spontaneous abortions, preterm delivery, or low birthweight infants in subsequent pregnancies.”
•The curriculum states, “Tubal and cervical pregnancies are increased
following abortions.” In fact, obstetrics textbooks teach that “subsequent ectopic pregnancies are not increased if the first termination is done by vacuum aspiration.”
The curriculum also misrepresents the relationship between abortion and serious mental health issues. The curriculum states: The psychological effects of the abortion choice should also be considered. . . . [A] woman could experience anxiety, grief, regret, guilt, and/or depression. In many cases, follow-up counseling for women who have had abortions has been necessary and helpful. Following abortion, according to some studies, women are more prone to suicide and therefore need extra support from family and health professionals.
In fact, an expert panel of the American Psychiatric Association found that “for the vast majority of women, an abortion will be followed by a mixture of emotions, with a predominance of positive feelings.” A longitudinal study of young women aged 14 to 21 found that “although women may experience some distress immediately after having an abortion, the experience has no independent effect on their psychological well-being over time.”
E. Abstinence-Only Curricula Treat Stereotypes about Girls and
Boys as Scientific Fact
Many abstinence-only curricula begin with a detailed discussion of differences between boys and girls. Some of the differences presented are simply biological. Several of the curricula, however, present stereotypes as scientific fact.
1. Stereotypes that Undermine Girls’ Achievement
Several curricula teach that girls care less about achievement and their futures than do boys.
One curriculum instructs: “Women gauge their happiness and judge their success by their relationships. Men’s happiness and success hinge on their accomplishments.” This curriculum also teaches: Men tend to be more tuned in to what is happening today and what needs to be done for a secure future. When women began to enter the work force at an equal pace with men, companies noticed that women were not as concerned about preparing for retirement. This stems from the priority men and women place on the past, present, and future.
Another curriculum lists “Financial Support” as one of the “5 Major Needs of Women,” and “Domestic Support” as one of the “5 Major Needs of Men.”
The curriculum states:
Just as a woman needs to feel a man’s devotion to her, a man has a
primary need to feel a woman’s admiration. To admire a man is to regard
him with wonder, delight, and approval. A man feels admired when his
unique characteristics and talents happily amaze her.
A third curriculum depicts emotions as limiting girls’ ability to focus. It states: “Generally, guys are able to focus better on one activity at a time and may not connect feelings with actions. Girls access both sides of the brain at once, so they often experience feelings and emotions as part of every situation.”
2. Stereotypes that Girls Are Weak and Need Protection
Some of the curricula describe girls as helpless or dependent upon men. In a discussion of wedding traditions, one curriculum writes: “Tell the class that the Bride price is actually an honor to the bride. It says she is valuable to the groom and he is willing to give something valuable for her.”
The curriculum also teaches: “The father gives the bride to the groom because he is the one man who has had the responsibility of protecting her throughout her life. He is now giving his daughter to the only other man who will take over this
protective role.”
One book in the “Choosing the Best” series presents a story about a knight who saves a princess from a dragon. The next time the dragon arrives, the princess advises the knight to kill the dragon with a noose, and the following time with poison, both of which work but leave the knight feeling “ashamed.” The knight eventually decides to marry a village maiden, but did so “only after making sure she knew nothing about nooses or poison.” The curriculum concludes: Moral of the story: Occasional suggestions and assistance may be alright, but too much of it will lessen a man’s confidence or even turn him away from his princess.
3. Stereotypes that Reinforce Male Sexual Aggressiveness
One curriculum teaches that men are sexually aggressive and lack deep emotions. In a chart of the top five women’s and men’s basic needs, the curriculum lists “sexual fulfillment” and “physical attractiveness” as two of the top five “needs” in the men’s section.
“Affection,” “Conversation,” “Honesty and Openness,” and “Family Commitment” are listed only as women’s needs. The curriculum teaches: “A male is usually less discriminating about those to whom he is
sexually attracted. . . . Women usually have greater intuitive awareness of how to develop a loving relationship.”
The same curriculum tells participants: “While a man needs little or no
preparation for sex, a woman often needs hours of emotional and mental
preparation.”
totally*rolls eyes* i needed *hours* of emotional and mental preparation to engage in those festival flings! it positively tore me apart! what sexist bullshit! read the rest if you think this is bad.
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