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Headlines for a few years have been pointing to a “sex-drought” among millennials who are supposedly having (gasp) some 2.79 less sexual encounters a year than people of the same age were having a few decades ago.
Clickbait aside, is this slight decline in sexual intercourse really the whole picture?
Maybe not. As a Cosmopolitan article this summer claimed: “The Millennial Sex Recession Is Bullsh*t: Despite what the media says, we’re not lonely, porn-addicted careerists who are too selfish or busy to get it on. According to top experts, Cosmo’s exclusive data, and, um, actual millennials, we’re the most experimental, enlightened, and sexually fulfilled generation yet.”
Quoting Cosmo? Yep, we're not above that!
There’s no question that sexual mores are changing. The #metoo movement, as well as a rise in sexual autonomy—bolstered, in no small part, by the LGBTQ movement—has made sex more about personal choice and less about what anyone else says you should be doing with your private parts.
Maybe the {unfinished} sexual revolution (eh hem) cums down to quality, not quantity anyway. In fact, according to Match’s 2016 Singles in America survey, millennials are 40 times more likely than other generations to believe that an emotional connection makes for better sex.
Venus Matters because you deserve to be having the kind of sex, how and when (and even if) you want it.
Claiming our individual, sexual sovereignty is the real fruit of what I like referring to as the Pleasure Revolution—it's all about making sexual agreements we want to keep, and keeping the agreements we want to make.
And if you feel like overflowing the limits of what you thought was possible, let a Venus Mat remove any worries about body fluids or the bedding.
May your sex-life be satisfying, liberating, and exquisitely true to you!
in delight,
Jules
* * *
Creatrix & CEO
Venus Matters
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The coronavirus pandemic has studied universities to change-over to coolness learning. college essay community service thesis phd medical essay writing service.
But what is happening nowadays can be called an emergency delivery of content to listeners in isolation . A lot of varsities and educators themselves were not prepared for the teach online. According to a 2019 HSE study, University professors with an academic degree rate their level of proficiency in remote technologies at 3.2 points out of five. One in four people has never used remote video services get in webinars or video conferences in the past three years.
But professors are not required to own online studying technologies. They were simply not prepared for this, although education and its advanced methods are the main function of universities. Try to oblige the surgeon to do their work in self-isolation. Let him explain to the patient via Skype how to remove his appendicitis. It sounds absurd. Therefore, the resourcefulness with which educators adapt to the remote format is commendable.
In some cases it gets funny. Colleagues from regional academies said that some professors asked to write summary by hand and send them scans for verification.Today, people communicate remotely in real time thanks to modern digital technologies, students can “raise their hands” with a single button, they can write with a finger on a tablet as on a blackboard, and they are told: “Please write a handwritten conspectus and send the scan.” Or, for example, this case: a physical education professor asked students to shoot five-minute videos where they show physical exercises. Although remote physical excercises can be more unique, for example, you can select of ready-made videos on YouTube, find checklists in the public domain, and teach them to play sports in self-isolation, while you can’t go outside anywhere.
University educators are faced with a lack of guidance and problems in dealing with organizational matters. Some of them conduct classes on Skype, some of them -in Zoom, some of them only sends questions to WhatsApp. Some teachers record lectures on a webcam and send them to students. The quality of such materials is minimal, and it is quite difficult to perceive them. At least because the videos on YouTube, which students are used to, is shot and edited professionally and the viewer is spoiled by the quality of video materials.
There are also difficulties with monitoring attendance. Some professors ask you to put a " + " in the chat, others require you to turn on Webcams and take screenshots of students. Against the background of all the misunderstandings and troubles, one element of academic life remains unchanged – assessment. Students don’t get an educational experience on campus, but they will get grades, even formal ones.
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Online learning does not have these disadvantages, because it is built on a carefully designed learning process in an electronic information and educational environment. Educators have instructions, manuals, memos,checklists, templates for emails and notifications, and even presentations. Everything is thought out here-from the screen saver before the lesson to the slide with homework.
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