text:
Title: Sex education
Subject: Safe sex, Adolescent sexuality in the United States, Condom, Sexuality in the Philippines, Teenage pregnancy in the United States
Collection: Prevention of Hiv/Aids, Sex Education, Sexuality and Society
Barbara Hastings-Asatourian of the University of Salford demonstrates "Contraception", a sex education board game played in UK schools.
Sex education is instruction on issues relating to sexual anatomy, sexual reproduction, sexual activity, reproductive health, emotional relations, reproductive rights and responsibilities, sexual abstinence, and birth control. Common avenues for sex education are parents or caregivers, formal school programs, and public health campaigns.
Traditionally, adolescents in many cultures were not given any information on sexual matters, with discussion of these issues being considered taboo. Such instruction as was given was traditionally left to a child's parents, and often this was put off until just before a child's marriage. The progressive education movement of the late 19th century, however, led to the introduction of "social hygiene" in North American school curricula and the advent of school-based sex education.[1] Despite early inroads of school-based sex education, most of the information on sexual matters in the mid-20th century was obtained informally from friends and the media, and much of this information was deficient or doubtful value, especially during the period following puberty when curiosity of sexual matters was the most acute. This deficiency became increasingly evident by the increasing incidence of teenage pregnancies, especially in Western countries after the 1960s. As part of each country's efforts to reduce such pregnancies, programs of sex education were instituted, initially over strong opposition from parent and religious groups.
The outbreak of Planned Parenthood consider that broad sex education programs have global benefits, such as controlling the risk of overpopulation and the advancement of women's rights (see also reproductive rights). The use of mass media campaigns has sometimes resulted in high levels of "awareness" coupled with essentially superficial knowledge of HIV transmission.[3]
According to SIECUS, the Sexuality Information and Education Council of the United States, 93% of adults they surveyed support sexuality education in high school and 84% support it in junior high school.[4] In fact, 88% of parents of junior high school students and 80% of parents of high school students believe that sex education in school makes it easier for them to talk to their adolescents about sex.[5] Also, 92% of adolescents report that they want both to talk to their parents about sex and to have comprehensive in-school sex education.[6] Furthermore, a "...study, conducted by Mathematica Policy Research Inc. on behalf of the U.S. Department of Health and Human Services, found that abstinence-only-until-marriage programs are ineffective."[7]
Definitions 1
Evidence 2
Sources 3
Public opinion 4
By area 5
Africa 5.1
Asia 5.2
Thailand 5.2.1
India 5.2.2
Other countries 5.2.3
Europe 5.3
Finland 5.3.1
France 5.3.2
Germany 5.3.3
Poland 5.3.4
Portugal 5.3.5
The Netherlands 5.3.6
Slovak Republic 5.3.7
Sweden 5.3.8
Switzerland 5.3.9
United Kingdom 5.3.10
England and Wales 5.3.10.1
Scotland 5.3.10.2
North America 5.4
Canada 5.4.1
United States 5.4.2
Virginia 5.4.2.1
Texas 5.4.2.2
Oceania 5.5
Australia 5.5.1
New Zealand 5.5.2
Morality 6
LGBT sex education 7
Further reading 10
Burt defined sex education as the study of the characteristics of beings: a male and female. Such characteristics make up the person's sexuality. Sexuality is an important aspect of the life of a human being and almost all people, including children, want to know about it. Sex education includes all the educational measures which - regardless of the particular method used - may center on sex. He further said that sex education stands for protection, presentation extension, improvement and development of the family based on accepted ethical ideas.[8]
Leepson sees sex education as instruction in various physiological, psychological and sociological aspects of sexual response and reproduction.[8] Kearney (2008) also defined sex education as "involving a comprehensive course of action by the school, calculated to bring about the socially desirable attitudes, practices and personal conduct on the part of children and adults, that will best protect the individual as a human and the family as a social institution." Thus, sex education may also be described as "sexuality education", which means that it encompasses education about all aspects of sexuality, including information about family planning, reproduction (fertilization, conception and development of the embryo and fetus, through to childbirth), plus information about all aspects of one's sexuality including: body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods.[8] Various aspect of sex education are considered appropriate in school depending on the age of the students or what the children are able to comprehend at a particular point in time. Rubin and Kindendall expressed that sex education is not merely a unit in reproduction and teaching how babies are conceived and born. It has a far richer scope and goal of helping the youngster incorporate sex most meaningfully into his present and future life, to provide him with some basic understanding on virtually every aspect of sex by the time he reaches full maturity.[9]
Evidence shows that a combination of comprehensive sex education and access to birth control appears to decrease the rates of unintended pregnancies among teenagers.[10] A meta-analysis compared comprehensive sex education programs with abstinence-only programs found that abstinence-only programs did not reduce the likelihood of pregnancy, but rather may increased it.[11]
"Few sexual health interventions are designed with input from adolescents. Adolescents have suggested that sex education should be more positive with less emphasis on anatomy and scare tactics; it should focus on negotiation skills in sexual relationships and communication; and details of sexual health clinics should be advertised in areas that adolescents frequent (for example, school toilets, shopping centres)."[12]
Also, a U.S. review concludes that "the overwhelming weight of evidence shows that sex education that discusses contraception does not increase sexual activity".[13][14] The 2007 study found that "No comprehensive program hastened the initiation of sex or increased the frequency of sex, results that many people fear." Further, the report showed "Comprehensive programs worked for both genders, for all major ethnic groups, for sexually inexperienced and experienced teens, in different settings, and in different communities."[14]
A 67 m (220 ft) long "condom" on the Obelisk of Buenos Aires, Argentina, part of an awareness campaign for the 2005 World AIDS Day
Sex education may be taught informally, such as when someone receives information from a conversation with a parent, friend, religious leader, or through the media. It may also be delivered through sex self-help authors, magazine advice columnists, sex columnists, or sex education web sites. Formal sex education occurs when schools or health care providers offer sex education. Slyer stated that sex education teaches the young person what he or she should know for his or her personal conduct and relationship with others.[15] Gruenberg also stated that sex education is necessary to prepare the young for the task ahead. According to him, officials generally agree that some kind of planned sex education is necessary.[16]
Sometimes formal sex education is taught as a full course as part of the curriculum in junior high school or high school. Other times it is only one unit within a more broad biology class, health class, home economics class, or physical education class. Some schools offer no sex education, since it remains a controversial issue in several countries, particularly the United States (especially with regard to the age at which children should start receiving such education, the amount of detail that is revealed, including LGBT sex education,[17] and topics dealing with human sexual behavior, e.g. safe sex practices, masturbation, premarital sex, and sexual ethics).
Wilhelm Reich commented that sex education of his time was a work of deception, focusing on biology while concealing excitement-arousal, which is what a pubescent individual is mostly interested in. Reich added that this emphasis obscures what he believed to be a basic psychological principle: that all worries and difficulties originate from unsatisfied sexual impulses.[18] Leepson asserted that the majority of people favors some sort of sex instruction in public schools, and this has become an intensely controversial issue because, unlike most subjects, sex education is concerned with an especially sensitive and highly personal part of human life. He suggested that sex education should be taught in the classroom.[8] The problem of pregnancy in adolescents is delicate and difficult to assess using sex education.[19] But Calderone believed otherwise, stating that the answer to adolescents' sexual woes and pregnancy can not lie primarily in school programmes which at best can only be remedial; what is needed is prevention education and as such parents should be involved.
When sex education is contentiously debated, the chief controversial points are whether covering child sexuality is valuable or detrimental; whether LGBT sex education should be integrated into the curriculum;[17] the use of birth control such as condoms and hormonal contraception; and the impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of STIs. Increasing support for abstinence-only sex education by conservative groups has been one of the primary causes of this controversy. Countries with conservative attitudes towards sex education (including the UK and the U.S.) have a higher incidence of STIs and teenage pregnancy.[20]
A survey conducted in Britain, Canada and the United States by Angus Reid Public Opinion in November 2011 asked adult respondents to look back to the time when they were teenagers, and describe how useful several sources were in enabling them to learn more about sex. By far, the largest proportion of respondents in the three countries (74% in Canada, 67% in Britain and 63% in the United States) said that conversations with friends were "very useful" or "moderately useful." The next reputable source was the media (television, books, movies, magazines), mentioned by three-in-five British (65%) and Canadians (62%) and more than half of Americans (54%) as useful.
There are some striking differences on two other sources. While half of Canadians (54%) and Americans (52%) found their sex education courses at school to be useful, only 43% of British share the same view. And while more than half of Americans (57%) say conversations with family were useful, only 49% of Canadians and 35 percent of British had the same experience.[21]
Sex education in Africa has focused on stemming the growing [22] The Global Gag Rule was again suspended as one of the first official acts by United States President Barack Obama.[23] The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion).[24] According to Ugandan AIDS activists, the Global Gag Rule undermined community efforts to reduce HIV prevalence and HIV transmission.[25]
UNDP, UNICEF, and the ministries of health and education promotes sexual education at a larger scale in rural areas and spreads awareness of the dangers of female genital mutilation.
The state of sex education programs in Asia is at various stages of development.
Only in Thailand has there been progress on sex education, with the boundaries being pushed forward with each revision of the curriculum. Thailand has already introduced sexuality education. The first national policy on sexuality education in schools was announced in 1938, but sex education was not taught in schools until 1978. Then it was called "Life and Family Studies", and its content consisted of issues related to the reproductive system and personal hygiene. The education curriculum has been revised several times, involving efforts from both government and non-government sectors, and sex education has been accepted as a problem solving tool for adolescent SRH issues. This has been a consequence of educational reform following the National Education Act B.E. 2542, increasing awareness of problems related to adolescents' sexual practices, and the emergence of women's sexuality, and queer movements. Another new approach in sexuality education curricula in Thailand has been the Teenpath Project developed by PATH, Thailand. PATH has also succeeded in institutionalizing sexuality education curricula in schools since 2003.
Know Aids - No Aids road sign in Spiti Valley, Himachal Pradesh, India, 2010
AIDS Clinic, McLeod Ganj, Himachel Pradesh, India, 2010
In India, there are many programs promoting sex education including information on AIDS in schools as well public education and advertising. AIDS clinics providing information and assistance can be found in most cities and many small villages.[26][27]
India has a strong prevention program which goes hand in hand with care, support and treatment. We have been able to contain the epidemic with a prevalence of just 0.31%. We have also brought about a decline of 50% in new infections annually.
— Shri Gulam Nabi Azad, Hon'ble Minister of Health and Family Welfare, 2011.[28]
Indonesia, Mongolia and South Korea have a systematic policy framework for teaching about sex within schools. Malaysia and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials.
Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.[29]
In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation.[30]
In China and Sri Lanka, sex education traditionally consists of reading the reproduction section of biology textbooks. In Sri Lanka young people are taught when they are 17–18 years old. However, in 2000 a new five-year project was introduced by the China Family Planning Association to "promote reproductive health education among Chinese teenagers and unmarried youth" in twelve urban districts and three counties. This included discussion about sex within human relationships as well as pregnancy and HIV prevention.[31]
The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide.[32]
Bundeszentrale für gesundheitliche Aufklärung recommend sex education of children at all ages.[33]
In Finland, sexual education is usually incorporated into various obligatory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues.[34]
In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades 8 and 9. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students.[35] In September 2013, the government launched a new program called "les ABCD de l'égalité" (the ABCD of equality) whose main aim is to "fight gender stereotypes at school". The ultimate goal is to foster mutual respect between boys and girls early on so that it impacts their conception of the world later on.[36]
In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is a governmental duty by law.[37]
It normally covers all subjects concerning the process of growing up, bodily changes during puberty, emotions involved, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases. It is comprehensive enough that it sometimes also includes things in its curricula such as sex positions. Most schools offer courses on the correct usage of contraception.[38]
A sex survey by the
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HIV prevention tools
Sexuality and society
Miscegenation
Survival sex
Child sexuality
Child sex tourism
Prostitution of children
Child-on-child sexual abuse
Age of consent (reform)
Outline of human sexuality
Female and male ejaculation
Hyposexuality
Sexual fetish
Sexual surrogate
Criminal transmission of HIV
Feminist sex wars
History of erotic depictions
and society
Anarchism and love/sex
Extramarital sex
Premarital sex
Sexual abstinence
Sexual capital
Sexual objectification
Sexual slang
Sexual activities
Child sex
Coprophilia
Emetophilia
Mechanics of sex
Non-penetrative sex
Foot fetishism
Mammary intercourse
Sumata
Irrumatio
Orgasm control
Pompoir
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Stimulation of nipples
Urolagnia
Wet T-shirt contest
Zoophilia
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Sex museum
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Religion and sexuality
Christian demonology
Family planning and reproductive health
Compulsory sterilization
Contraceptive security
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Circumcision controversies
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Self-report sexual risk behaviors
Options counseling
Pregnancy from rape
Pregnant patients' rights
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History of condoms
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Timeline of reproductive rights legislation
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: VIR
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drug (, , , )
Sexuality Information and Education Council of the United States (SIECUS)
Facts on Sex Education in the United States From the Guttmacher Institute
Doinitright.org Place where teens can ask anonymous questions about sexual health
STD Testing Resource for STD test clinics in the United States
Sex information website by the Nederlandse Vereniging voor Seksuele Hervorming (Dutch Society for Sexual Reform)
Sexwise Sex information for teenagers in the UK
Youth-Policy Youth reproductive health and HIV/AIDS policy in developing countries
TeenSource.org Sex education site for teens
Sex, Etc. The national magazine and Web site written by teens, for teens, on sexual health issues.
The SexEdLibrary A comprehensive resource for sexuality education teachers.
Standards for Sexuality Education in Europe Research site from the field of sex education, contraception and family planning (Federal Centre for Health Education (BZgA))
Youth sexuality in the internet age - a qualitative study of the social and sexual relationships of young people (commissioned by the Federal Centre for Health Education (BZgA))
Teaching Immorality In Schools By Ugochukwu Ejinkeonye, May 7, 2013
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^ Piya Sorcar (1 December 2010). "A New Approach to Global HIV/AIDS Education".
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^ DiCenso, A; Guyatt, G; Willan, A; Griffith, L (Jun 15, 2002). "Interventions to reduce unintended pregnancies among adolescents: systematic review of randomised controlled trials.". BMJ (Clinical research ed.) 324 (7351): 1426.
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^ Slyer (2000)
^ Gruenberg (2000)
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^ Deschamps, 1999
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^ National AIDS Control Organisation
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^ Vincent Peillon, Assemblée nationale, 28 janvier 2013 (2014-01-13). "Les ABCD de l'égalité : un outil pour lutter dès l'école contre les inégalités filles-garçons | Portail du Gouvernement". Gouvernement.fr. Retrieved 2014-08-05.
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^ "NAEA Executive Summary of Key Findings". National Abstinence Education Association. 2007-05-03. Retrieved 2007-05-24.
^ Comprehensive Sex Education is More Effective at Stopping the Spread of HIV Infection
^ AMA Policy Finder - American Medical Association
^ NASP Position Statement on Sexuality Education
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^ a b Adolescent Health
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^ a b c Formby, Eleanor (August 2011). "Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: views from young people". Sex Education 11 (3): 255–266.
^ Sanchez, Marisol. "Providing inclusive sex education in schools will address the health needs of LGBT Youth". Center for the Study of Women UCLA. Retrieved October 17, 2013.
^ a b Slater, Hannah. "LGBT-Inclusive Sex Education Means Healthier Youth and Safer Schools". Center for American Progress. Retrieved 11/02/13.
^ Goodman, Josh. "5 Reasons Schools Should Adopt LGBTQ-inclusive Sex Ed". The Huffington Post. Retrieved 11/02/2013.
^ Villalva, Brittney. "Sex Education in Schools Should Include a Gay Agenda, Report Claims". The Christian Post. Retrieved 11/02/2013.
^ Ellis, Viv; High (April 2004). "Something More to Tell You: Lesbian, Gay, or Bisexual Young Peoples". Journal of Adolescence 30 (2): 213–225.
The ABC of Sex Education for Trainables, a short film informing people about the need to educate the mentally disabled ("trainables") about sex
About Your Sexuality
Adolescent sexuality
AIDS Education and Training Centers (AETCs) in the US
Harmful to Minors, a book by Judith Levine, which deals with sexual morality and sex education in the United States
Permissive society
Refusal skills
Section 28 (UK)
Sex manual
Social conservatism
World War II U.S. Military Sex Education
Proponents of LGBT sex education argue that encompassing homosexuality into the curricula would provide LGBT students with the sexual health information they need,[97] and help to ameliorate problems such as low self-esteem and depression that research has shown can be present in LGBT individuals.[98] They also claim that it could reduce homophobic bullying.[98][99] Opponents often argue that teaching LGBT sex education would be disrespectful to some religions[17] and expose students to inappropriate topics.[96] They say that including homosexuality in the curriculum would violate parents' rights to control what their children are exposed to and that schools should not inflict a particular political view on students.[100] Currently, many sex education curricula do not include LGBT topics and research has reported that students often feel that they do not receive adequate instruction in LGBT sex topics.[96][101]
One major source of controversy in the realm of sex education is whether LGBT sex education should be integrated into school curricula.[17] LGBT sex education includes safe sex practices for lesbian, gay, bisexual, and transsexual individuals and general instruction in topics related to homosexuality. Studies have shown that many schools do not offer such education today.[96]
LGBT sex education
Many religions teach that sexual behavior outside of marriage is immoral and/or psychologically damaging, and many adherents desire this morality to be taught as a part of sex education. They may believe that sexual knowledge is necessary, or simply unavoidable, hence their preference for curricula based on abstinence.[95]
Some claim that certain sex education curricula break down pre-existing notions of modesty or encourage acceptance of what they consider immoral practices, such as homosexuality or premarital sex. A supporting web site is the Coalition for Positive Sexuality. Naturally, those that believe that homosexuality and premarital sex are a normal part of the range of human sexuality disagree with them.
Another question in the sex education debate is whether the state or the family should teach sexual mores. Some believe that sexual mores should be left to the family, and sex-education represents state interference.
Another viewpoint on sex education, historically inspired by sexologists like sexual oppression and to make up their own minds. In addition, sexual oppression may be viewed as socially harmful. Sex and relationship experts like Reid Mihalko of "Reid About Sex"[93] suggests that open dialogue about physical intimacy and health education can generate more self-esteem, self-confidence, humor, and general health.[94]
One approach to sex education is to view it as necessary to reduce the risk of certain sexual behaviors and equip individuals to make informed decisions about their personal sexual activity.
The Health / Hauora curriculum, including the sexuality education component, is the only part of the New Zealand Curriculum / Te Matauranga o Aotearoa (the former for English-medium schools, the latter for Māori-medium schools) in which state and state-integrated schools must legally consult with the school community regarding its delivery, and the consultations must occur at least once every two years.[91] Parents can ask for their children to be removed from the sexuality education component of the health curriculum for any reason, provided they apply in writing to the school principal, and do so at least 24 hours beforehand so alternative arrangements can be made.[92] However, this does not prevent a teacher answering sexuality education questions if a student, excluded or not, asks them.[90]
In New Zealand, sexuality education is part of the Health and Physical Education curriculum, which is compulsory for the first ten years of schooling (Years 1 to 10) but optional beyond that. Sexual and reproductive health education begins at Year 7, although broader issues such as physical, emotional and social development, personal and interpersonal skills, and (non-sexual) relationships begin as early as Year 1.[90]
In 1981 the Consultative Council recommended the adoption of a set of guidelines for the provision of Health and Human Relations Education in schools as well as a Curriculum Statement to assist schools in the development of their programs. These were presented to the Victorian Cabinet in December 1981 and adopted as Government policy.
Support services for the Consultative Council were provided by a new Health and Human Relations Unit within the Special Services Division of the Education Department of Victoria and was responsible for the implementation of the Government's policy and guidelines in this area. The Unit advised principals, school councils, teachers, parents, tertiary institutions and others in all aspects of Health and Human Relations Education.
to advise and to be consulted on all aspects of Health and Human Relations' Education in schools;
to develop, for consideration of the Government, appropriate curriculum for schools;
to advise and recommend the standards for in-service courses for teachers and relevant members of the school community.
The Council had three major functions:
A Consultative Council for Health and Human Relations Education was established in December 1980 under the chairmanship of Dame Margaret Blackwood; its members possessed considerable expertise in the area.
The Government of Victoria (Australia) developed a policy for the promotion of Health and Human Relations Education in schools in 1980 that was introduced into the State's primary and secondary schools during 1981.[89] The initiative was developed and implemented by the Honorable Norman Lacy MP, Minister for Educational Services from 1979-1982.
Human Vitae teaches that the faithful must form their 'consciences' as a guide to Christ-like decision making in regard to sex education.[88]
the young should not engage in premarital sex, adultery, fornication or other acts of impurity or scandals to others
Pope John Paul II says that sex education is "a basic right and duty of parents."
The Catholic Church believes that parents are the first educators and should rightfully fight for their duty as so in regard to sex education:[86][87]
Catholic schools in Texas follow Catholic Church teachings in regard to Sex Education. Some opponents of sex education in Catholic schools believe sex ed programs are doing more harm to the young than good. Opponents of sex education contend that children are not mentally and emotionally ready for this type of instruction, and believe that exposing the young to sex ed programs may foster the students with the preoccupation of sex.
HB 1567/ SB 1076[85] – Introduced in 2009 by Villarreal, this bill would have required instruction on contraceptive use to be scientifically accurate when it is taught as part of a school's sexual health curriculum. It did not receive a hearing.
HB 741/SB 515[84] – In 2011, Representatives Joaquin Castro and Mike Villarreal introduced a bill calling for abstinence-plus sexual health education bill. The bill would have medically accurate information, including: abstinence, contraception, and what it really takes to be a parent. The bill received a hearing but was left in committee.
SB 852/HB 1624[83] – In Feb 2011, Senator Ellis proposed The Education Works bill. This bill would require schools that teach sex education to provide evidence-based, age-appropriate information that emphasizes the importance of abstinence as the only 100% effective method of avoiding sexually transmitted infections (STIs) and pregnancy, while also teaching about contraceptive methods to avoid STIs and pregnancy.
According to Texas State Representative Mike Villarreal, "We have a responsibility to ensure that our children receive accurate information in the classroom, particularly when students' health is at stake," Villarreal said. "We're dealing with a myriad of problems in Texas as a result of our sky high teen pregnancy rates. We cannot allow our schools to provide erroneous information - the stakes are far too high."[82] With this in mind, many state legislators have proposed bills to improve the sexual education in Texas Schools.
Shaming and fear-based instruction are commonly used for teaching Sex Ed
Gender stereotypes are promoted
A majority of students receive no information about human sexuality except abstinence
The materials used regularly contain factual errors and distort the truth about condoms and STDs
Since the enactment of this policy, several research studies have been done to evaluate the Sex Ed Policy, namely the abstinence-only aspect of the teaching. Drs. David Wiley and Kelly Wilson published the Just Say Don't Know: Sexuality Education in Texas Public Schools[81] report where they found that:
Additionally, school districts are not authorized to distribute condoms in connection with instruction relating to human sexuality.[80]
present abstinence from sexual activity as the preferred choice of behavior in relationship to all sexual activity for unmarried persons of school age;
devote more attention to abstinence from sexual activity than to any other behavior;
emphasize that abstinence from sexual activity, if used consistently and correctly, is the only method that is 100 percent effective in preventing pregnancy, sexually transmitted diseases, infection with Human Immunodeficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS), and the emotional trauma associated with adolescent sexual activity;
direct adolescents to a standard of behavior in which abstinence from sexual activity before marriage is the most effective way to prevent pregnancy, sexually transmitted diseases, and infection with HIV or AIDS; and
teach contraception and condom use in terms of real-world failure rates, not statistics based on laboratory rates, if instruction on contraception and condoms is included in curriculum content.
Sex education in Texas has recently become a policy of much focus in the state. With the rise of recent protests and proposed bills in the Texas House, the current policy has been the focus of much scrutiny. As of 1997, when Senate Bill 1 was enacted, Texas has left the decision of inclusion of sex education classes within schools up to the individual districts. The school board members are entitled to approve all curricula that are taught; however the bill has certain criteria that a school must abide by when choosing to teach Sex Ed. These include:
Virginia uses the sex education program called The National Campaign to prevent teen and unplanned pregnancy.[77] The National Campaign was created in 1996 and focuses on preventing teen and unplanned pregnancies of young adults. The National Campaign set a goal to reduce teen pregnancy rate by 1/3 in 10 years. The Virginia Department of Health[78] ranked Virginia 19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1000 girls aged 15–19 in 2006. The Healthy people 2010 goal[79] is a teen pregnancy rate at or below 43 pregnancies per 1000 females age 15-17.
According to Anna Mulrine of U.S. News & World Report, records show that professionals still do not know which method of sex education works best to keep teens from engaging in sexual activity, but they are still working to find out.[76]
According to a Centers for Disease Control and Prevention report in 2007, teen pregnancies in the United States showed a 3% increase in the teen birth rate from 2005 to 2006, to nearly 42 births per 1,000.[56]
The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse.[58] In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not.[74] Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects.[75]
On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach their standard of moral behavior; they maintain that a morality which is based on sex only within the bounds of marriage is "healthy and constructive" and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs.[68] Some 25 states now decline the funding so that they can continue to teach comprehensive sex education.[69][70][71][72] Funding for one of the federal government's two main abstinence-only funding programs, Title V, was extended only until December 31, 2007; Congress is debating whether to continue it past that date.[73]
Proponents of comprehensive sex education, which include the American Psychological Association,[62] the American Medical Association,[63] the National Association of School Psychologists,[64] the American Academy of Pediatrics,[65] the American Public Health Association,[66] the Society for Adolescent Medicine[67] and the American College Health Association,[67] argue that sexual behavior after puberty is a given, and it is therefore crucial to provide information about the risks and how they can be minimized; they also claim that denying teens such factual information leads to unwanted pregnancies and STIs.
The difference between these two approaches, and their impact on teen behavior, remains a controversial subject. In the U.S., teenage birth rates had been dropping since 1991, but a 2007 report showed a 3% increase from 2005 to 2006.[56] From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines.[57] However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world.[58] Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the opposite conclusion.[59][60][61]
Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their school's main message was abstinence-only.
Only two forms of sex education are taught in American schools: "abstinence plus" and "abstinence-only".[55] "Abstinence plus" (also known as comprehensive sex ed) covers abstinence as a positive choice, but also teaches about contraception and the avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as "abstinence plus".[53]
For example, a 1999 study by the Guttmacher Institute found that most U.S. sex education courses in grades 7 through 12 cover puberty, HIV, STIs, abstinence, implications of teenage pregnancy, and how to resist peer pressure. Other studied topics, such as methods of birth control and infection prevention, sexual orientation, sexual abuse, and factual and ethical information about abortion, varied more widely.[54]
Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics in grades 5 or 6.[52] However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes and contain provisions to allow parents to opt out. Some state laws leave curriculum decisions to individual school districts.[53]
As education is a provincial concern, sex education varies across Canada. Ontario has a provincial curriculum created in 1998. An updated version was first proposed in 2010, but was shelved by the Liberal government under Dalton McGuinty.[50] Mandatory sex education was removed from the Quebec provincial curriculum in 2005. It is currently based on the discretion of each teacher. With rates of syphilis and gonorrhea rising in the province since this change, several researchers and sex educators are criticizing the current policy, most notably Lisa Trimble and Stephanie Mitelman.[51]
The main sex education programme in Scotland is Healthy Respect, which focuses not only on the biological aspects of reproduction but also on relationships and emotions. Education about contraception and sexually transmitted diseases are included in the programme as a way of encouraging good sexual health. In response to a refusal by Catholic schools to commit to the programme, however, a separate sex education programme has been developed for use in those schools. Funded by the Scottish Government, the programme Called to Love focuses on encouraging children to delay sex until marriage, and does not cover contraception, and as such is a form of abstinence-only sex education.[49]
In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, foetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary[45] and discussion about relationships is often neglected.[46] Britain has one of the highest teenage pregnancy rates in Europe[47] and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14- to 15-year-olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception.[46] However, in a 2008 study conducted by YouGov for Channel 4 it was revealed that only three in ten teenagers say they need more sex and relationships education.[48]
In the German part of the country, the situation is somewhat different. Sex education as a school implemented program is a fairly recent subject, the responsibility given to school teachers. Though federal structures give authority to each State to decide, there are efforts, notably under the auspices of Santé sexuelle Suisse - the Swiss branch of IPPF (International Planned Parenthood Federation) - to look for and propose possible models of application which take into account all factors of sex education according to their different levels of concern, parents, teachers, and external experts.
Finally, the objectives include an enforcement of their capacity to decide for themselves and their ability to express their feeling about a situation and say "No". In secondary schools, there are programs at ages 13–14 and 16-17 with the basic objective to give students a secure moment with caring, well informed adults. With confidentiality and mutual respect, students can talk to an adult who understands youth needs and what they should know about sexual life in conformity with age and maturity.
Interventions in primary schools were started during the '80s, with the basic objective of empowering children, strengthening their resources, and giving the capacity to discriminate what is right or wrong based upon what is and isn't allowed by law and society. They are also given knowledge of their own rights, told that they can have their own feelings about themselves, and informed on who to talk to in case they feel uncomfortable about a private matter and wish to talk about it.
In Switzerland, the content and amount of sex education is decided at the cantonal level. In Geneva, courses have been given at the secondary level first for girls since 1926 and compulsory programs have been implemented at secondary level for all classes since the 1950s.[44] In most French-speaking cantons since the '70s, generalized courses have been implemented by states with duly formed and trained specialists working within school health services at the secondary level.
In Sweden, sex education has been a mandatory part of school education since 1956. The subject is usually started between ages 7 and 10, and continues up through the grades, incorporated into different subjects such as biology and history.[30]
In the Slovak republic (sometimes shortened to "Slovakia") the content of sex education varies from school to school, most frequently as a segment of a larger lesson plan of a subject akin to "Nature science" in English (this course covers both biology and petrology). Generally the sex ed content taught in Slovakia is quite basic, sometimes lacking, though exactly what any given lesson contains varies among schools and is dependent on the teacher's knowledge of the subject. It is not uncommon for teachers to rely on students asking questions (as opposed to documentaries, discussions, textbooks and in-class debates). Classes are usually divided into boys and girls. Boys are taught the basics of sex, usually limited to dialogue between student and teacher of annotated diagrams of genitalia; while girls are additionally taught about menstruation and pregnancy.
Subsidized by the Dutch government, the "Long Live Love" package (Lang leve de liefde), developed in the late 1980s, aims to give teenagers the skills to make their own decisions regarding health and sexuality. Nearly all secondary schools provide sex education, as part of biology classes and over half of primary schools discuss sexuality and contraception. Starting the 2012 school year, age-appropriate sex education - including education about sexual diversity - will be compulsory in all secondary and primary schools. The curriculum focuses on biological aspects of reproduction as well as on values, attitudes, communication and negotiation skills. The media has encouraged open dialogue and the health-care system guarantees confidentiality and a non-judgmental approach. The Netherlands has one of the lowest teenage pregnancy rates in the world, and the Dutch approach is often seen as a model for other countries.[43]
Some sex education is taught as part of biology-related curricula. There is also an official program intended to provide sex education for students.[42]
From a Western point of view, sex education in Poland has never actually developed. At the time of the People's Republic of Poland, since 1973, it was one of the school subjects; however, it was relatively poor and did not achieve any actual success. After 1989, it practically vanished from the school life - it is currently a subject called "Family Life Education" (wychowanie do życia w rodzinie) rather than "Sex Education" (edukacja seksualna) - and is confined to several schools that explicitly require parental consent in order to attend sex ed classes. This policy is largely due to the strong objection against sex education raised by the Catholic Church.[41]
German Constitutional Court and later, in 2011, the European Court of Human Rights, rejected complaints from several Baptists against Germany concerning mandatory sex education.[40]
Pregnancy, Abortion, Family planning, Condom, Teenage pregnancy
Gender identity, Transgender, Third gender, Lgbt, Asexuality
Sexual orientation, Sigmund Freud, Love, Sex education, Sexual fetishism
Adolescent sexuality in the United States
Pornography, United States, Sex education, %s%s, Human sexuality
Birth control, Masturbation, Food and Drug Administration, Sex education, Sexual intercourse
Sexuality in the Philippines
Philippines, Pornography, Sex education, Sexual fetishism, Marriage
Teenage pregnancy in the United States
Pregnancy, Sex education, Sexual fetishism, Abortion in the United States, Human sexuality


A 22-year-old, unidentified man was shot and killed, according to police, in the backyard of a house in Santa Clara early Sunday morning.
According to Lt. Kurt Clarke of the Santa Clara Police Department, officers were dispatched before 1 a.m. to an apparent shooting in the 2500 block of Glade Drive — the scene of a house party. Upon arrival, officers found a young man in the backyard with gunshot wounds. Officers attempted to provide CPR to the victim, but could not revive him.
Anyone with more information should call Sgt. Derek Rush at 408- 615-4814.


text:
Сильвия Арбер (Silvia Arber; род. 16 октября 1968, Женева) — швейцарский нейробиолог, специалист по нейронным сетям. Доктор, профессор  и старший групп-лидер , член Швейцарской АМН (2004) и иностранный член НАН США (2020).

Биография
Дочь Вернера Арбера, швейцарского микробиолога и генетика, лауреата Нобелевской премии по медицине.
Изучала биологию в  (в 1987—1991 гг., окончила его как магистр цитологии), где ныне состоит профессором нейробиологии, а докторскую диссертацию подготовила в  (получила степень в 1995 году), где ныне также старший групп-лидер. В 1989 году практиковалась в лаборатории Сиднея Бреннера в Кембридже (Англия). По  занималась в лаборатории Томаса Джессела в Колумбийском университете в Нью-Йорке. С 2000 года в Базельском университете: первоначально ассистент-профессор, с 2004 года ассоциированный профессор, с 2008 года полный профессор.
Член Европейской академии (2014) и EMBO (2005), а также Американской ассоциации содействия развитию науки (2015).
С 2017 года член .

Член редколлегий  (с 2005), Neural Development (с 2006),  (с 2012), Cell (с 2014),  (с 2016).

Автор публикаций в Nature, Cell, .

Награды и отличия

 Pfizer Research Prize (1998)
 EMBO Young Investigator award (2000)
  (2003)
 Schellenberg Prize, International Foundations for Research in Paraplegia (2005)
 Friedrich Miescher Prize (2008)
 ERC Advanced Investigator Grant (2010, 2016)
  (2014)
 City of Basel Science Award (2014)
  (2017)
 Novartis VIVA Leading Scientists Award (2017)
  НАН США (2018)
  (2018)
  (2018)
  (2019)
  (2019)
 Brain Prize (2022)

Примечания

Женщины-биологи
Биологи по алфавиту
Биологи Швейцарии
Иностранные члены Национальной академии наук США
Члены EMBO
Члены Европейской академии
Члены Американской ассоциации содействия развитию науки
Выпускники Базельского университета

redpajama_set_name: RedPajamaWikipedia


This category is for the transcriptions and summaries of the meetings of the Bureau. Following the statutes, the decisions which have been taken there enter into force only after a summary of the meeting in French has been written on the page of the meeting.
Pages in category "Bureau meeting"
This page was last edited on 23 October 2007, at 20:00.


text:
Iraq civilian death toll lowest since invasion: study
By Reuters Staff
BAGHDAD (Reuters) - The number of Iraqi civilians killed in violence in Iraq this year fell to its lowest level since the 2003 U.S.-led invasion, but the decline is slowing as low-level conflict takes root, a study showed on Thursday.
The crater created by a bomb attack is seen in Ramadi, 100 km (60 miles) west of Baghdad, December 27, 2010. REUTERS/Stringer
Human rights group Iraq Body Count (IBC) put the 2010 civilian death toll in Iraq at 3,976 up to December 23, compared to 4,680 in the 2009 year. IBC said that the annual decline in the number of violent deaths had slowed to 15 percent, compared to declines of 50 percent and 63 percent in the previous two years.
"Taken as a whole and seen in the context of immediately preceding years, the 2010 data suggest a persistent low-level conflict in Iraq that will continue to kill civilians at a similar rate for years to come," IBC said in its yearly study.
The all-out sectarian slaughter between once dominant Sunnis and majority Shi'ites has eased in Iraq but Sunni Islamist insurgents, groups linked to Saddam Hussein's outlawed Baath party and armed Shi'ite militia, stage daily attacks.
"The within-year trend for 2010 is somewhat more hopeful: the U.S. 'end of combat mission' on 31 Aug 2010 was followed by an immediate halving in the number of civilian deaths between August and September, and lowered levels have continued into the winter months," IBC said.
IBC said the northern city of Mosul and the capital Baghdad continued to be Iraq's two most violent cities.
The study's numbers are higher than those provided by the Iraqi government.
While December figures are not available yet, the number of violent civilian deaths from January through November 2010 was 2,416, according to monthly Ministry of Health data.
About 4,748 foreign soldiers have also been killed in combat in Iraq since the war began, according to www.icasualties.org, which tracks casualties in Iraq and Afghanistan.
The annual foreign military toll in Iraq has fallen sharply, too, especially as Iraqi forces have taken the lead on security.
IBC said the data would be updated on its website to capture the full year. The website can be viewed at: here
Writing by Caroline Drees

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: addEventHandler to every element in a class I'm trying to add an event listener to all elements with a class of section, however it only applies it to the last object in the node list.
var section = document.querySelectorAll('.section');
for(var i=0;i<section.length;i++){
var elem = section[i];
elem.addEventListener('click', function () {move (elem)}, false);
}

Is there a way I can add the event listener for each one?

A: The issue is that there's no block scope in JavaScript. So elem is overwritten each iteration, instead of being declared as a new variable each time. The only way to declare new variables in each iteration is through a function:
for(var i = 0; i < section.length; i++){
  (function(elem) {
    elem.addEventListener('click', function() { move(elem); }, false);
  })(elem);
}

But addEventListener sets this to the element, so in your case you can neatly do:
for(var i = 0; i < section.length; i++){
  elem.addEventListener('click', function () { move(this); }, false);
}

A: that's because you are referencing elem and i inside function. I can suggest trying
var section = document.querySelectorAll('.section');
for(var i=0;i<section.length;i++){
    var handler = (function(ind){
        return function () {
             move (section[ind]);
        }
    })(i)

    elem.addEventListener('click', handler, false);
}

redpajama_set_name: RedPajamaStackExchange


I was very excited today to receive my copy of the brand new Classic Amiga game called Tanks Furry. I fired up the Amiga 4000T after work to try it out!
Tanks Furry is written by Project R3D, and is available to purchase from their website here. It costs 33PLN or around $11.60 AUD. A nice price in my opinion!
This game can run on any Classic Amiga with a 68020 processor, 1MB Chip memory and 0.5MB fast memory.
It was originally written as an entry in a demo competition at RetroKomp/Loaderror 2015 demo party, and then developed further into a full game for release in March 2016.
The game itself is a tank shootem-up of the Classic Amiga gaming style we all enjoyed during the Amiga heyday in the late 1980's and early 1990's.
Power up icons are explained, and the Skull one is to be avoided since you will be killed if you collect it!
Installing is simply copying the tf program somewhere on the hard disk.
This game can be played with up to 4 players. It is a shame that I can't try it out in this way as I am sure it would be the most fun to play in this multiplayer mode.
I plan to bring my Amiga 4000T to the next Adelaide Retro Computing meeting this month so I can try out Tanks Furry with some of Retro game fans!
Apparently there are 42 stages to get through this game!
In the main menu you can access the Game Options to change parameters for the game itself, such as the Friendly fire option, how many stages in multiplayer, difficulty and so on.
As the game opens, the game screen is 2D, with your home base covered by your tank, and enemy tanks to be destroyed around the map.
Your tanks bullets are initially slow moving, but as you destroy enemies, bonuses appear that you can collect to speed this up, teleport, and more!
You can also destroy the walls in the map too, adding an extra dimension to the game as it makes the strategy of hiding from enemy fire more difficult.
From time to time as you progress you will see prisoners you can rescue. Luckily you can't shoot them by accident.
You are required to kill a certain number of tanks to progress to the next stage, and your progress is shown in the player score area. As I am playing single player I only have to watch my own section, but if there are multiple players then the number of kills your opponents have needs to be watched too of course!
Each time you shoot a enemy tank is regenerates in a new position, sometimes very close to you and in my case I was killed quickly! Game over!
I quickly moved through Stage 1 - hurray!
I ran out of time for today as it is midnight here - for sure I want to play this game some more over the weekend!
Tanks Furry is a lot of fun - in a good retro Amiga gaming way. Graphics are nice, music and sound effects work well, and the difficulty level is well balanced.
I hope to find someone else to play multiplayer mode with soon!
It brought a big smile to my face playing it and was worth every cent. This is an Amiga only game, and brand new Amiga game in 2016 and definitely recommended!


text:
Analysts' Updates
Health & Biotech
Eli Lilly Reports Successful Trial Of New Migraine Drug
Posted by Teri Schroder on May 12th, 2017
A new drug from Eli Lilly (NYSE:LLY) has reached its main goals in late-stage clinical trials, according to a statement from the company released Friday. The drug, galcanezumab, was in three Phase 3 clinical trials. Galcanezumab is part of a new class of drugs that interfere with a protein thought to play a role in transmitting pain. Blocking this protein is believed to stop the onset of migraine pain.
Migraines are one of the most common neurological disorders. Data from the Migraine Research Foundation shows that migraines affect 38 million people in the U.S. Roughly 13 million patients are afflicted with a severe form of the condition. The condition affects three times more women than men.
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Migraines can last from several hours to several days. The affected suffer symptoms that extend beyond head pain, including vomiting and disturbed vision. In addition to the healthcare costs associated with treating migraines, lost productivity from migraines costs the U.S. an estimated $13 billion annually. Few effective treatments to manage migraine episodes are currently available.
Eli Lilly's trials involved patients who experienced episodic and chronic migraine headaches. The patients in the study had an average of 19.4 migraine headache days per month at baseline. Patients were randomized to receive either the new drug or a placebo over a three-month treatment period. While the injectable drug did not stop migraines from developing entirely, patients given the new drug experienced fewer headaches per month compared to the group that received a placebo.
Eli Lilly says its drug beat a placebo at both the 120 mg and the 240 mg doses. The company reported that patients with chronic migraine getting once monthly 120 mg doses experienced a reduction of 4.8 days from baseline in monthly migraine days, while those on 240 mg experienced reduction of 4.6 days. Those given the placebo experienced a reduction of 2.7 days.
The drugmaker now plans to file for FDA approval of the drug in the second half of this year. The company also plans to submit the data to peer-reviewed journals and present it at future scientific meetings. Shares of Eli Lilly rose 1.6 percent in premarket trade Friday, after the announcement. The company's shares have gained 9 percent in 2017 through Thursday.
Several other companies are testing similar drugs. Allergan paid $250 million to acquire a similar compound from Merck two years ago. Alder Biopharmaceuticals reported positive results from a mid-stage clinical trial of its drug, ALD403, last year. Amgen reported successful results from its second Phase 3 trial of its new drug, called erenumab, last November.
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Read the short story, and write a summary, similar to a book report. In your summary, include the following elements in your summary of the short story: plot, setting, character, conflict, and resolution.
Write your summary in Google Docs, then copy and paste here to the class blog.
AFTER you have typed and reviewed your letter to the next president, upload your letter here. Copy and paste your work by adding a comment.
Review your journal's table of contents. Find the entry where you wrote a description of your journey to school. In Google Docs, transcribe (type) your description. Make sure your description of your journey to school is rich in imagery: sights, smells, feelings, tastes, etc.
Check over your work for grammar, punctuation and spelling. Notice the word count, and add that to the end of your description. For example, in parentheses: [(200 words)].
Then copy your typewritten description and paste it into the comments section. Enter your identifiation.
Review your journal's table of contents. Find your introductory paragraph on "Reality TV." The introduction contains the claim; three reasons or three sets of evidence, or two reasons and a counterclaim; and a conclusion.
In Google Docs, type the class header at the top of the page, then type your Reality TV paragraph.
Copy and paste your paragraph into the comments section of this post. Upload.
A letter to Dudley's incoming students . . .
Before we say farewell, and before you forget me and all the activities, such as the "ball game," or the play that you wrote and performed, Genius Hour that was a failure, and the other fun and not so fun work we did this year, take the time to give some advice to the next students who will have me as their English teacher next year.
What have you learned this year in your English class? Which were your favorite assignments, activities, and/or projects? Your least favorite?
Transcribe your penultimate journal entry here.
What were your goals today during Genius Hour? Did you meet them? What obstacles, challenges, successes did you experience? Describe your process.


Is it OK to have multiple asserts in a single unit test?
In the comment to this great post, Roy Osherove mentioned the OAPT project that is designed to run each assert in a single test.
Proper unit tests should fail for exactly one reason, that's why you should be using one assert per unit test.
My guideline is usually that you test one logical CONCEPT per test. you can have multiple asserts on the same object. they will usually be the same concept being tested.
I think that, there are some cases where multiple assertions are needed (e.g. Guard Assertion), but in general I try to avoid this. What is your opinion? Please provide a real world example where multiple asserts are really needed.
I don't think it's necessarily a bad thing, but I do think we should strive towards only having single asserts in our tests. This means you write a lot more tests and our tests would end up testing only one thing at a time.
Having said that, I would say maybe half of my tests actually only have one assert. I think it only becomes a code (test?) smell when you have about five or more asserts in your test.
How do you solve multiple asserts?
Tests should fail for one reason only, but that doesn't always mean that there should be only one Assert statement. IMHO it is more important to hold to the "Arrange, Act, Assert" pattern.
The key is that you have only one action, and then you inspect the results of that action using asserts. But it is "Arrange, Act, Assert, End of test". If you are tempted to continue testing by performing another action and more asserts afterwards, make that a separate test instead.
I am happy to see multiple assert statements that form parts of testing the same action. e.g.
You could combine these into one assert, but that's a different thing from insisting that you should or must. There is no improvement from combining them.
But this is not better - the error message out of it is less specific, and it has no other advantages. I'm sure you can think of other examples where combining two or three (or more) asserts into one big boolean condition makes it harder to read, harder to alter and harder to work out why it failed. Why do this just for the sake of a rule?
NB: The code that I am writing here is C# with NUnit, but the principles will hold with other languages and frameworks. The syntax may be very similar too.
I have never thought that more than one assert was a bad thing.
Here I use multiple asserts to make sure complex conditions can be turned into the expected predicate.
I am only testing one unit (the ToPredicate method), but I am covering everything I can think of in the test.
When I'm using unit testing to validate high-level behavior, I absolutely put multiple assertions into a single test. Here's a test I'm actually using for some emergency notification code. The code that runs before the test puts the system into a state where if the main processor gets run, an alarm gets sent.
It represents the conditions that need to exist at every step in the process in order for me to be confident that the code is behaving the way I expect. If a single assertion fails, I do not care that the remaining ones won't even get run; because the state of the system is no longer valid, those subsequent assertions wouldn't tell me anything valuable.* If assertAllUnitsAlerting() failed, then I wouldn't know what to make of assertAllNotificationSent()'s success OR failure until I determined what was causing the prior error and corrected it.
In my test I simply want to test that service.process() returns the correct number in Inner class instances.
I think there are plenty of cases where writing multiple asserts is valid within the rule that a test should only fail for one reason.
If the test fails it is because of one reason, the parsing is incorrect. If you would argue that this test can fail for three different reasons, you would IMHO be too fine grained in your definition of "one reason".
Having multiple assertions in the same test is only a problem when the test fails. Then you might have to debug the test or analyse the exception to find out which assertion it is that fails. With one assertion in each test it's usually easier to pinpoint what's wrong.
I can't think of a scenario where multiple assertions are really needed, as you can always rewrite them as multiple conditions in the same assertion. It may however be preferrable if you for example have several steps to verify the intermediate data between steps rather than risking that the later steps crash because of bad input.
That allows me to see all failed assertions at once. I use several lines because most IDEs will display string differences in a compare dialog side-by-side.
// It is okay if you have multiple asserts checking dd, mm, yyyy, hh, mm, ss, etc.
// that is a different test and may be with multiple or single assert statement.
Having a lot of tests (even when you feel that it is probably an overkill) is not a bad thing. You can argue that having the vital and most essential tests is more important. SO, when you are asserting, make sure your assert statements are correctly placed rather than worrying about multiple asserts too much. If you need more than one, use more than one.
I don't know of any situation where it would be a good idea to have multiple assertions inside the [Test] method itself. The main reason people like to have multiple Assertions is they are trying to have a one [TestFixture] class for each class being tested. Instead, you can break up your tests into more [TestFixture] classes. This allows you to see multiple ways in which the code may not have reacted in the way you expected, instead of just the one where the first assertion failed. The way you achieve this is you have at least one directory per class being tested with lots of [TestFixture] classes inside. Each [TestFixture] class would be named after the specific state of an object you will be testing. The [SetUp] method will get the object into the state described by the class name. Then you have multiple [Test] methods each asserting different things you would expect to be true, given the object's current state. Each [Test] method is named after the thing it is asserting, except perhaps it might be named after the concept instead of just an English readout of the code. Then each [Test] method implementation only needs a single line of code where it is asserting something. Another advantage of this approach is it makes the tests very readable as it becomes quite clear what you are testing, and what you expect just by looking at the class and method names. This will also scale better as you begin to realize all the little edge cases you want to test and as you find bugs.
Usually this means that the final line of code inside the [SetUp] method should store a property value or return value in a private instance variable of the [TestFixture]. Then you might assert multiple different things about this instance variable from different [Test] methods. You also might make assertions about what different properties of the object under test are set to now that it is in the desired state.
Sometimes you need to make assertions along the way as you are getting the object under test into the desired state in order to make sure you did not mess up before getting the object into the desired state. In that case, those extra assertions should appear inside the [SetUp] method. If something goes wrong inside the [SetUp] method, it will be clear that something was wrong with the test before the object ever got into the desired state you intended to test.
One other problem you may run into is you may be testing an Exception that you expected to be thrown. This can tempt you into not following the above model. However, it can still be achieved by catching the exception inside the [SetUp] method and storing it into an instance variable. This will allow you to assert different things about the exception, each in it's own [Test] method. You can then also assert other things about the object under test to make sure there were no unintended side effects from the exception being thrown.
The goal of the unit test is to give you as much information as possible about what is failing but also to help accurately pinpoint the most fundamental problems first. When you know logically that one assertion will fail given that another assertion fails or in other words there is a dependency relationship between the test then it makes sense to roll these as multiple asserts within a single test. This has the benefit of not littering the test results with obvious failures which could have been eliminated if we bailed out on the first assertion within a single test. In the case where this relationship does not exist the preference would naturally be then to separate these assertions into individual tests because otherwise finding these failures would require multiple iterations of test runs to work out all of the issues.
If you then also design the units/classes in such a way that overly complex tests would need to be written it makes less burden during testing and probably promotes a better design.
Yes, it is ok to have multiple assertions as long as a failing test gives you enough information to be able to diagnose the failure. This is going to depend on what you're testing and what the failure modes are.
I've never found such formulations to be helpful (that a class should have one reason to change is an example of just such an unhelpful adage). Consider an assertion that two strings are equal, this is semantically equivalent to asserting that the length of the two strings are the same and each character at the corresponding index is equal.
We could generalize and say that any system of multiple assertions could be rewritten as a single assertion, and any single assertion could be decomposed into a set of smaller assertions.
So, just focus on the clarity of the code and the clarity of the test results, and let that guide the number of assertions you use rather than vice versa.
The answer is very simple - if you test a function that changes more than one attribute, of the same object, or even two different objects, and the correctness of the function depends on the results of all of those changes, then you want to assert that every one of those changes has been properly performed!
I get the idea of a logical concept, but the reverse conclusion would say that no function must ever change more than one object. But that's impossible to implement in all cases, in my experience.
Take the logical concept of a bank transaction - withdrawing an amount from one bank account in most cases HAS TO include adding that amount to another account. You NEVER want to separate those two things, they form an atomic unit. You might want to make two functions (withdraw/addMoney) and thus write two different unit tests - in addition. But those two actions have to take place within one transaction and you also want to make sure that the transaction works. In that case it's simply not enough to make sure the individual steps were successful. You have to check both bank accounts, in your test.
There might be more complex examples that you wouldn't test in a unit test, in the first place, but instead in an integration or acceptance test. But those boundaries are fluent, IMHO! It's not that easy to decide, it's a matter of circumstances and maybe personal preference. Withdrawing money from one and adding it to another account is still a very simple function and definitely a candidate for unit testing.
This question is related to the classic problem of balancing between spaghetti and lasagna code issues.
Having multiple asserts could easily get in the spaghetti problem where you do not have an idea what the test is about, but having single assert per test could make your testing equally unreadable having multiple tests in a big lasagna making the finding which test does what impossible.
There are some exceptions, but in this case keeping the pendulum in the middle is the answer.
I don't even agree with the "fail for one reason only" in general. What is more important is that tests are short and reads clearly imo.
This is not always achievable though and when a test is complicated a (long) descriptive name and testing fewer things makes more sense.
How to (or should I) have one assert per test with object comparisons?
Split tests by method or behavior?
Testing a list…All in the same test or one test for each condition?
Single or multiple files for unit testing a single class?
Should Multiple Data Items be in Multi Unit Test Methods?
Does the "one assertion per test" rule apply for checking initial conditions?
If you should only have one assertion per test; how to test multiple inputs?
When to use asserts vs unit tests or both?


J.Manuel: Way better than 2017! Lots of good music came out. Electronic music is on a good path again.
Putting out our second record, which is my first solo EP. This year's highlight was just the music that came out! SO MUCH GOOD STUFF!
Bring out more releases, co-operate with interesting labels and crews to gain new, exciting experiences!


Home > Cine suntem > Misiunea noastră > Evenimente > Movie Night & Discussion: St Ignatius of Loyola – Soldier. Sinner. Saint.
How does the "graced history" of Ignatius of Loyola impact my own "graced history"?
This modern and very human take on the story of St. Ignatius of Loyola, the founder of the Jesuits, often called "The Saint of Second Chances" is an incisive and thrilling look at the life of the real man behind the legend. In his lifelong quest to become the heroic knight of his fantasies, Ignatius stares death in the face again and again, having his leg shattered by a cannonball in battle; driven to near suicide by his inner demons; finding himself imprisoned, accused of being an illuminati; and finally finding his life in the hands of the Inquisition. Through it all, he would come to see the hand of God working in his life, shaping the self-obsessed sinner into the loyal and passionate soldier-saint.


I was in my sophomore year of college before it even occurred to me that a person might order something other than pizza at Hideaway Pizza.
A guest lecturer had come to OSU to talk about journalism and a few of us from the newspaper took him to the original Hideaway for lunch, at which point he completely flummoxed me by ordering a Dagwood sandwich ($8.95) with spicy brown mustard.
I mean...there are non-pizza items on the menu, which means they're okay with making and serving things that aren't pizza to customers. And, given Hideaway's somewhat storied history in the state, it's a good bet they wouldn't let people order food that wasn't up to the same standard as their pizzas.
Fast forward to [LOUDLY COUGHING OVER THE WORDS "20 YEARS"] later and Hideaway Pizza has opened a new location (5022 N. Western Ave.) that is somehow both fancy AND schmancy.
And while I fully intend to someday rank the specialty pizzas at Hideaway from the least favorite to the Hideaway Special (which we all agree is the best, right?), I decided to honor the memory of that one guy who ordered a sandwich that one time whose name I couldn't remember for $100 million by reviewing the restaurant's non-pizza menu.
If you don't start with a 50/50 ($8.95) — that's a mix of fried mozzarella sticks and fried mushrooms — then why are you even here, man? This is Hideaway 101. You eat the mozzarella sticks while they're still melty and gooey, taking great care not to burn the top of your mouth and then accidentally doing it anyway, and then the mushrooms once they've cooled down enough to not squirt hot fryer oil on your tongue.
But if I'm being honest, I think I might prefer the recently returned fried raviolis ($4.95) to the mozzarella sticks. The outside is coated in buttery crisp fried breadcrumbs, but once you bite through those and the pasta, you're rewarded with a perfect melted center of mozzarella. The ratio of cheese to crust is better and the form factor is ideal for piling on the chunky marinara and eating it with a fork, like a gentleman.
Perhaps you're going for something healthier before indulging in a carb-a-thon, in which case I still love a Just-a-Beginner salad ($3.45) after all these years. Mixed greens. Black olives. Diced tomatoes. A single pepperoncini. Douse that bad boy with bleu cheese or Hideaway ranch and just feel the health coursing through your veins.
Okay, I'm not going to tell you not to order pizza at Hideaway Pizza. It's in the name, which is a pretty decent indicator that it's their specialty. But! If you're having pizza that night or you had pizza yesterday or maybe you're rolling solo and you don't want to buy a whole pizza, then there are options.
Because when you try the pesto chicken florentine pasta ($10.95), you're suddenly going to be struck with the following dilemma: Next time you come to Hideaway with friends, they're going to want pizza and you are going to be craving this pasta again.
It's an assertive pesto; flavorful, but not offensively so. There's feta and mushrooms and chunks of chicken interspersed in the pasta, so you're always getting a different bite, but it's always green and bursting with basil. I loved it.
Not everyone likes pesto, because some people are born evil, but if you're one of the damned, there's a second option I recommend: Big Kid Mac 'N' Cheese ($10.95).
Who was the first person to combine chicken, bacon and ranch dressing? I'd like to shake their hand and lean in slowly for some butterfly kisses, because this is just a great combo. Hideaway's chicken bacon ranch sandwich ($9.95) comes on a Hawaiian sweet roll with shredded lettuce and tomato slices and melted mozzarella holding the whole mess together. And it is definitely a mess. A delicious mess, but a mess nonetheless. Ask for extra napkins or just wear that face full of ranch like the badge of honor it is.
Now, you shouldn't still be hungry at this point, but the heart wants what the heart wants, and the heart might be trying to impress the stomach by ordering a lemon-blueberry sweetza ($5.99). This dessert for two (or more) is a big, freshly baked lemon sugar cookie filled with lots of juicy blueberries. The whole thing comes topped with vanilla ice cream and a blueberry puree drizzle.
It. Tastes. Like. Froot Loops.
Maybe that's not your thing, but it's definitely my thing. Chewy, gooey sugar cookie is such a treat and the tart pop of blueberry is a perfect balance with the smooth ice cream. I'd tell you to save room for it, but I'm fairly certain your stomach will magically manifest a cookie-shaped space for it.
I'm still not going to tell you to go to Hideaway Pizza and not get pizza. They make good pizza. But if you're looking for something different, different can be really good, too.


Thank you to all our guests, sponsors, auction donors, and supporters who helped raise more than $185,000!
Click here to visit our main Spring Gala webpage. Listing current as of 4/2/16.
John F. Adamson, Jr. & Nichelle A. Mitchem, Esq.


The following commits use C++11 lambdas.
regex patterns in gimp-mkenums, which requires perl >= 5.10.0.
* configure.in: use the macro.
* app/Makefile.am: fiddle with the LDFLAGS for binreloc.
to detect which of a set of compiler options a compiler supports.
into their own library, so we can use automake's per-target CFLAGS.
libappcomposite.a out of the resulting objects.
* app/composite/gimp-composite.c: remove useless cpu-accel.h include.
* m4macros/pythondev.m4: ... and put them here.
* m4macros/Makefile.am: dist the above files.
CVS doesn't require alsa.m4 to be installed.
add a new autogen dependency.
some testing. We'll figure out policy later.
upgrade libtool. If that does not help, let us know.
ltconfig and ltmain.sh is taken from your libtool installation.
* autogen.sh: check for presence of libtool.
* docs/gimptool-1.4.1.in: ... and added them back here.
* m4macros/gimp-1.4.m4: ... and added it back here.
use the regex functionality in glib once it has it.
* plug-ins/Makefile.am: conditionally compile pygimp.
* acinclude.m4: added python detection macros.


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The Suicide Squad's James Gunn: 'I was given full freedom to kill anyone – and I mean anyone – by DC'
October 26, 2020, 10:02 AM ET
From the comics alone, fans should be wary of getting too attached to any of the members of filmmaker James Gunn's upcoming The Suicide Squad film. That he's already implemented several nods to The Dirty Dozen should be a secondary warning. Now it's strike three for those hoping that the entire cast would survive the DC superhero film, as Gunn has given an interview explaining that DC put all the characters' lives in his hands.
Speaking to Empire, Gunn said that his pseudo-sequel to Suicide Squad — filled with talent ranging from Margot Robbie's Harley Quinn to David Dastmalchian's Polka Dot Man to John Cena's Peacemaker (the latter of which is actually getting his own HBO Max series from Gunn) — isn't safe for anyone in the cast.
"I think you know, from pretty close to the beginning, that all of the Guardians are good — apart from Nebula, who's the outlier," Gunn said. "But in The Suicide Squad, some of the characters end up being good, some end up being terrible. They don't just get in fights and say they're going to kill each other, they actually do get in fights and kill each other. You really don't know who's going to live and who's going to die. I was given full freedom to kill anyone – and I mean anyone – by DC."
That's in keeping with the spirit of the Suicide Squad comics, where in-fighting is common in every issue (especially during the '80s run by John Ostrander and Kim Yale that Gunn cites as an influence). That's one of the bigger changes from David Ayer's 2016 film, which took mostly from the New 52 version of the Squad. Gunn, for what it's worth, had one big complement to give Ayer.
"Listen, David Ayer's gotten trouble for the movie," Gunn noted. "I know it didn't come out how David wanted it to come out. But he did one really, really great thing, and that is he picked fantastic actors to work with, and he dealt with these actors in building their characters in a really deep and fearless way. It's something David definitely deserves to be lauded for, and it's definitely added to this movie."
And now those characters are going to die. Some, anyways. Perhaps to rub in his insider knowledge, Gunn hosted a small poll on his personal Twitter account, posting some teasing responses to those guessing:
What two characters do you think are most likely to survive #TheSuicideSquad? @SuicideSquadWB https://t.co/7ry3GBQ20W
— James Gunn (@JamesGunn) October 24, 2020
No character was protected by DC. They gave me carte blanche to do what I wanted. That was one of the things we agreed to before I came to work for them. I wasn't looking for shock value but I wanted the audience to know anything could happen. #StoryReignsSupreme #TheSuicideSquad https://t.co/VxH2ChdqWf
Following in Gunn's footsteps, who do YOU think will survive being in The Suicide Squad once it hits theaters on Aug. 6, 2021?
It could've been brutal: James Gunn breaks down the much darker Suicide Squad ending we didn't get to see
Meet John Cena's new squad and get a hug from an eagle(?) in first 'Peacemaker' trailer at DC FanDome
TV THIS WEEK: Peacemaker, Supernatural Academy, Boba Fett, Resident Alien
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