The rules for dating my daughter

The student is expected to: (A) describe various modes of disease transmission; (B) compare healthy cell growth to cell growth in the disease process; and (C) list noncommunicable and hereditary diseases and respective prevention and treatment techniques. The student comprehends ways of researching, accessing, and analyzing health information.The student is expected to: (A) list ways to evaluate health products, practices, and services such as sunblocks, dietary aides, and over-the-counter medications; and (B) use critical thinking to research and evaluate health information. The student comprehends general health information related to prescription and over-the-counter drugs.Students begin to investigate health in the broader context of community. The student is expected to: (A) analyze healthy and unhealthy dietary practices; (B) explain the importance of a personal dietary and exercise plan; (C) compare immediate and long-range effects of personal health care choices such as personal and dental hygiene; (D) identify causes and effects associated with poor body image such as eating disorders and growth patterns; (E) examine the concept of cost versus effectiveness of health care products; (F) describe the mental, physical, and social benefits of regular exercise and fitness; (G) describe the importance of establishing and implementing a periodic health-maintenance clinical assessment; and (H) demonstrate strategies for managing stress. The student recognizes ways that body structure and function relate to personal health throughout the life span.The student is expected to: (A) analyze the relationships among the body systems; (B) describe changes in male and female anatomy and physiology during puberty; (C) analyze the role of hormones as they relate to growth and development and personal health; and (D) describe menstrual health and identify the relationship to reproduction. The student comprehends and utilizes concepts relating to health promotion and disease prevention.The provisions of this subchapter shall supersede 75.29(g) and 75.45 of this title (relating to Health Education) beginning September 1, 1998. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health.Source: The provisions of this 115.21 adopted to be effective September 1, 1998, 22 Tex Reg 7740. (2) In middle school, students learn about health behaviors that will safeguard their health as well as information related to understanding puberty and the reproductive process.The student is expected to: (A) seek the input of parents and other trusted adults in problem solving and goal setting; (B) demonstrate the use of refusal skills in unsafe situations; (C) explain the impact of peer pressure on decision making; (D) compare the risks and benefits of various health behaviors such as choosing not to smoke; (E) identify the possible health implications of long-term personal and vocational goals; and (F) identify decision-making practices such as refusing invitations, knowing the risks of substance abuse, and reporting the abuse to a parent school administrator, teacher, or other trusted adult that reduce unsafe health behaviors. The student engages in behaviors that reduce the risk of bullying throughout the life span. (1) In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate.The student is expected to: (A) analyze the impact that bullying has on both victims and bullies; (B) identify strategies for prevention and intervention of all forms of bullying such as emotional, physical, social, and sexual; (C) describe healthy ways to be assertive without being aggressive; and (D) assess healthy and appropriate ways of responding to bullying. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health.

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The student is expected to: (A) discuss the influence of media and technology on social norms such as using prescription drugs and the social commitment not to use illegal drugs; (B) explain the role of media and technology in influencing individuals and community health such as watching television or reading a newspaper and billboard; and (C) explain how programmers develop media to influence buying decisions. The student understands how social factors impact personal, family, community, and world health.

The student is expected to: (A) describe personal health behaviors and knowledge unique to different generations and populations; and (B) describe characteristics that contribute to family health. The student recognizes and uses communication skills in building and maintaining healthy relationships.

The student is expected to: (A) differentiate between positive and negative peer pressure; (B) describe the application of effective coping skills; (C) distinguish between effective and ineffective listening such as paying attention to the speaker versus not making eye-contact; (D) summarize and relate conflict resolution/mediation skills to personal situations; and (E) appraise the importance of social groups. The student understands, analyzes, and applies healthy ways to communicate consideration and respect for self, family, friends, and others.

Source: The provisions of this §115.22 adopted to be effective September 1, 1998, 22 Tex Reg 7740; amended to be effective August 26, 2013, 38 Tex Reg 3413; amended to be effective August 28, 2017, 42 Tex Reg 3371. (2) In middle school, students learn about health behaviors that will safeguard their health as well as information related to understanding puberty and the reproductive process.

Students begin to investigate health in the broader context of community. The student is expected to: (A) analyze the interrelationships of physical, mental, and social health; (B) identify and describe types of eating disorders such as bulimia, anorexia, or overeating; (C) identify and describe lifetime strategies for prevention and early identification of disorders such as depression and anxiety that may lead to long-term disability; (D) describe the life cycle of human beings including birth, dying, and death; (E) identify and describe the three categories of prescription drugs and types of illegal drugs; and (F) examine the relationship between prescription drugs and illegal drugs. The student recognizes ways that body structure and function relate to personal health throughout the life span.

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