When payments sync to Viewpost there are some instances when a transaction may fail to send. When this occurs, the issue causing the failure needs to be identified, corrected in QuickBooks Online, and then you can sync the payment again.
1. Determine reason for failure. There are two paths to find the reason the payment failed.
Email - When a payment fails to sync, you will be notified by email. The title of the email is [Failure] # of your Viewpost payments could not be processed, # is the number of payments that did not sync. The email lists the payment(s) and the errors that need to be corrected. Also included is a button to go to Sync History on Viewpost.
2. Go to QuickBooks Online and correct the errors identified in Step 1.
There are multiple reasons a transaction can fail to sync. The correction can be made to the Vendor record, the bill, or the payment transaction. Some helpful notes on how to correct the issue in QuickBooks Online are below.
Failures due to missing all or part of vendor Payee Address - This issues can be corrected two ways.
Update the Vendor record - Edit the vendor record and enter the missing address information and click save. This will update all outstanding payment transaction and prevent you from having to enter an address on payment transactions in the future. This is the Recommended Method.
Update the payment transaction - Go to Payment screen and enter the missing address data in the mailing address field. This will update the current transaction only.
Failure due to missing Payable Invoice Number - In QuickBooks Online, go to the Bill(s) associated with the payment and add the missing invoice number. Click Save and Yes on error message notifying you that other transactions could be effected. Updating the bill will update the payment transaction.


text:
The 'Coach' Revival Series Is Officially Dead In The Water At NBC
Aaron Pruner 08.31.15 4 years ago 8 Comments
Soon after the X-Files revival series was announced, NBC hopped on the reboot train with their decision to bring a new Coach series to the network. In April, a 13-episode straight-to-series order was placed on the followup to the original '90s series. However, after months of development, Deadline is reporting the Craig T. Nelson-starring reboot is now dead in the water due to "creative issues":
The series was set in the present, picking up 18 years after the ABC sitcom went off the air after nine seasons. Coach Fox (Nelson) — now retired from coaching — is called back to become assistant coach to his grown son, Tim (Andrew Ridings), who is the new head coach at an Ivy League school in Pennsylvania that is starting up a new team
Since the series order was placed by the network, only a pilot episode was filmed. This was allegedly NBC's idea as they wanted to "take time to reevaluate the project" before moving on with the rest of the 12 episodes. The cast and crew received the news of the cancelation late Monday evening which is sure to be a disappointment to everyone involved. However, it looks like Nelson has some pretty stellar representation behind him as he is contractually obligated to receive pay for all 13 episodes, while the rest of the cast will only be compensated for the pilot episode referenced above.
With Fuller House in full (er) steam at Netflix and that Prison Break reboot in the works, there may be demand for another network or streaming service to pick up the project. And sure, this may be disappointing news for all involved, but I can't help but wonder what the fate is of that Alf reboot series NBC threatened us all with. This is strange to say, but I kind of want me some of that.
(Via Deadline)
TAGSCANCELATIONScoachNBCTV Reboots

redpajama_set_name: RedPajamaCommonCrawl


text:
Home > Library > Explore our collection > Local history > Council history > Electing the first Council > First councillors > George Thornton (1819-1901)
George Thornton was born on 23 December 1819 in Macquarie Street, Sydney, the son of Samuel Thornton (c1782-1842) and Sarah Thornton (nee Madden; c.1790-1827). Samuel and Sarah were married in London in about 1810. In 1813 Sarah was arrested and tried (as Sarah Thorn), along with two other women, for stealing cards of lace from a shop in London. She was found guilty, despite one of the three confessing to being the only perpetrator of the crime, and transported to New South Wales for life. Sarah travelled on the Broxbornebury, arriving in Sydney on 28 July 1814. Samuel followed her a few months later as a free passenger on the Somersetshire. Sarah, who had travelled with their young daughter and gave birth to another son on board the ship, was placed in the Female Factory at Parramatta until Samuel arrived.
Initially working as a tailor, Samuel later set up a business as a publican in George Street, Sydney. In 1839 he received a grant of 100 acres at Bankstown, where he raised about 20 head of cattle and sold salt pork. As a child George was provided with a good education – first at St Phillip's primary school, then W.T. Cape's academy in King Street and Rev. J.D. Lang's Australian College.
George married Mary Ann Solomon at St Phillips Church of England, Sydney, on 4 August 1840. They had five children between 1841 and 1856: George, Frances, James, Florence and Fanny. In the 1850s George and his family were living at Nelson's Bay, Coogee.
In about 1836 George joined the Customs Department as a storekeeper and by 1840 he had set up his own business as a customs house agent in Elizabeth Street. In April 1849 he advertised the formation of a partnership with Walter Church operating as customs house agents and shipbrokers. The business was known as Thornton and Church and was based at Customs House, Circular Quay. In 1859 he joined the firm Tucker & Co., wine and spirit merchants situated in George Street.
Political career and public life
George Thornton's political career began in 1847 when he was elected to the Sydney Municipal Council for Cook Ward. He served as mayor in 1853 and again in 1857.
In 1858 he was elected to the Legislative Assembly, holding the seat of Sydney until April 1859. In 1867 he was returned to the Legislative Assembly for Goldfields West holding this seat until December 1868 when he resigned his position to travel to England. He was appointed to the Legislative Council in 1877, serving until shortly before his death in 1901.
In 1880 he became a founding councillor of the New South Wales Aborigines Protection Association, and on 29 December 1881 he was officially appointed Protector of the Aborigines. He was founding chairman of the Aborigines Protection Board in 1883. He was interested in indigenous place names and in 1892 with the politician Richard Hill he published Notes on the Aborigines of New South Wales.
Throughout his career Thornton held various positions on numerous boards, such as director and chairman of the City Bank of Sydney, trustee of the Savings Bank of New South Wales, and chairman of the Mutual Insurance Society of Victoria. He was a New South Wales commissioner for five international exhibitions and in 1880 he sat on the royal commission into the fisheries. He was appointed a magistrate for the district of Sydney in the mid 1850s. He was a Freemason under the Irish constitution, and founding provincial grand master from 1857-67.
Thornton had a great passion for water sports and participated in regattas on Sydney Harbour. He was vice-commodore of the Sydney Yacht Club in 1859, a founding member of the Royal Sydney Yacht Squadron in 1862, and founding president of the Sydney Rowing Club and of the New South Wales Rowing Association. He was treasurer on the committee of the inaugural Double Bay Amateur Regatta held on 1 January 1867.
Living in Woollahra
In August 1856 a number of allotments at Darling Point along Yarranabbe Road were offered for sale by the auctioneers Bowden and Threlkeld. On one of these allotments facing present day Thornton Street a house called Longwood was built. George Thornton purchased this house at an auction sale in March 1859 for £2500. In 1862 Thornton engaged the architect William Weaver to carry out alterations and additions to the house, with further alterations and additions carried out to the design of the architect G. Allen Mansfield in 1872.
Thornton and his family made a number of trips to England and in preparation for his planned trip in 1864, Thornton advertised the sale of his household furnishings for sale – including items such as pianos, cut glass and sterling silver as well as outdoor items such as buggies, dogcarts, sailing skiff and chaffcutter, and also 'four thorough good Cows and Spanish fowls'.
A further sale of Thornton's effects at Longwood was advertised in 1876, after which Thornton left the Woollahra district – his next address being Manly, where he built the house Altamira. By late 1884 he had left Manly, and in the ensuing years he moved to a number of different suburbs. According to the Pictorial History of Canterbury Bankstown during the 1880s Thornton built the house Carysfield at Bankstown. This house still stands at 2 Sussman Avenue, Bass Hill. He eventually settled in Parramatta at another house he reportedly built, Lang Syne in Sorrell Street.
Thornton continued to lease Longwood at Darling Point until it was sold in the early 1890s.
In 1967 Longwood, by then known as 9 Thornton Street, was demolished and replaced with high-rise residential flats. At the same time Longwood's neighbours in Thornton Street, Hopewood House and Retford Lodge were similarly demolished and redeveloped, forever transforming the appearance of the street and local environment.
Woollahra Council
George Thornton was officially nominated as councillor for the new Woollahra Council on 21 May 1860 by John V Gorman and seconded by Mr Durham. At the poll taken on the 28 May he received 63 of the votes counted and was subsequently declared elected.
At the first meeting of Council held on 6 June 1860 George Thornton, in his absence, was elected the first chairman of Woollahra. His nomination was proposed by John Gorman, seconded by Thomas Bowden and carried unanimously. George Thornton's background with the Sydney Municipal Council enabled him to provide the fledgling council with invaluable experience and advice. He was one of three councillors appointed in 1862 to prepare by-laws for the new municipality. Thornton declined to seek re-election as chairman and was replaced in this position by Samuel Thompson in February 1861.
Thornton resigned from council in February 1864 due to his planned departure for England. On his return from England the following year, the ship on which he was travelling, the Duncan Dunbar, was wrecked on a reef off the coast of Brazil on 7 October 1865. Thornton took a leading role in establishing some order after the accident, and following their rescue 10 days later, the passengers presented him with an address thanking him for 'his untiring exertions' on their behalf noting that is was 'impossible to over-estimate the value of such services'. He was further honoured for his role in the rescue on his return to Australia in 1866.
Final years
George Thornton had moved to his house Lang Syne, at Parramatta by 1896. He died there of dysentery on 23 November 1901, aged 82. He was buried in Rookwood cemetery and was survived by his wife Mary Ann and daughter Fanny. Thornton's obituary in the Sydney Morning Herald lamented the passing of 'one of the most picturesque characters which have graced the political and sporting life of New South Wales'. He is commemorated in Woollahra in the street Thornton Street in Darling Point, in the City of Sydney by an obelisk (Thornton's 'scent bottle') erected in 1857 in Hyde Park, and by a figurehead on the Westpac Bank in Kiama, built in 1887 as the City Bank of Sydney.
Broomham, Rosemary, The Coopers of Woollahra: Land dealings on the Point Piper Estate 1820-1920, Woollahra Council, 2001
Broomham, Rosemary, Thematic history of Darling Point, Woollahra Council, 2002
Directories: NSW Directory 1839, City of Sydney Directory 1844-45, Sydney Directory 1851, Sands Sydney Directories 1858-1932/3
Lawrence, J, Madden, B and Muir, L, A Pictorial History of Canterbury Bankstown.
NSW Heritage Branch, Potts Hill Reservoirs 1 & 2 and site,
NSW Registry of Births Deaths and Marriages
Sydney Morning Herald, 4 April 1849, p.1; 19 March 1859, p.6; 25 January 1864, p.7; 22 January 1866, p.5; Obituary 25 November 1901, p.7
The Scattered leaves of Thornton et al With extract from: Hook, Elizabeth, Journey to a new life: the story of the ships Emu in 1812 and Broxbornebury in 1814, including crew, female convicts and free passengers on board, Minto, N.S.W., 2000.
Thornton, George, in the Australian Dictionary of Biography online, ANU, copyright 2006
Trove, NLA
Woollahra Council archives – rate and assessment books, valuation lists, minute books, building registers, maps and plans
Woollahra local history research files and online index to council minutes 1860-1875


text:
\section*{Introduction}
The almost periodic and weakly almost periodic continuous functions on a locally compact group $G$ form ${C^\ast}$-subalgebras of $L^\infty(G)$, usually denoted by $\mathcal{AP}(G)$ and $\mathcal{WAP}(G)$, respectively: this is fairly elementary to prove and well known (see \cite{Bur} for instance). In a more abstract setting, one can define, for a general Banach algebra ${\mathfrak A}$ the spaces $\mathcal{AP}({\mathfrak A})$ and $\mathcal{WAP}({\mathfrak A})$ of almost periodic and weakly almost periodic functionals on ${\mathfrak A}$; if ${\mathfrak A} = L^1(G)$, we have $\mathcal{AP}({\mathfrak A}) = \mathcal{AP}(G)$ and $\mathcal{WAP}({\mathfrak A}) = \mathcal{WAP}(G)$.
\par
For ${\mathfrak A} = A(G)$, Eymard's Fourier algebra (\cite{Eym}), the spaces $\mathcal{AP}({\mathfrak A})$ and $\mathcal{WAP}({\mathfrak A})$ are usually denoted by $\mathcal{AP}(\hat{G})$ and $\mathcal{WAP}(\hat{G})$: they were first considered by C.\ F.\ Dunkl and D.\ E.\ Ramirez (\cite{DR}) and further studied by E.\ E.\ Granirer (\cite{Gra} and \cite{Gra2}), A.\ T.-M.\ Lau (\cite{Lau}), and others. Except in a few special cases, e.g., if $G$ is abelian or discrete and amenable, it is unknown whether $\mathcal{AP}(\hat{G})$ and $\mathcal{WAP}(\hat{G})$ are ${C^\ast}$-subalgebras of the group von Neumann algebra $\operatorname{VN}(G)$.
\par
Recently, M.\ Daws considered the almost periodic and weakly almost periodic functionals on the predual of a Hopf--von Neumann algebra with underlying von Neumann algebra $M$ (\cite{Daw}). He proved: \emph{If $M$ is abelian}, then both $\mathcal{AP}(M_\ast)$ and $\mathcal{WAP}(M_\ast)$ are ${C^\ast}$-subalgebras of $M$ (\cite[Theorems 1 and 4]{Daw}). Unfortunately, the demand that $M$ be abelian is crucial for Daws' proofs to work (see \cite{Run} for a discussion).
\par
Over the past two decades, it has become apparent that purely Banach algebraic notions aren't well suited for the study of $A(G)$: one often has to tweak these notions in a way that takes the canonical operator space structure of $A(G)$---as the predual of the group von Neumann algebra---into account. For instance, Banach algebraic amenability of $A(G)$ forces $G$ to be finite-by-abelian (\cite{FR}) whereas $A(G)$ is \emph{operator} amenable if and only if $G$ is amenable (\cite{Rua}), a much more satisfactory result.
\par
We apply this philosophy to almost periodicity. A functional $\phi$ on a Banach algebra ${\mathfrak A}$ is called almost periodic if the maps
\begin{equation} \tag{\mbox{$\ast$}} \label{period}
  {\mathfrak A} \to {\mathfrak A}^\ast, \quad a \mapsto \left\{ \begin{array}{c} a \cdot \phi \\ \phi \cdot a \end{array} \right.
\end{equation}
are compact. Suppose now that ${\mathfrak A}$ is a completely contractive Banach algebra. Then the maps (\ref{period}) are completely bounded. There are various definitions that attempt to fit the notion of a compact operator to a completely bounded context (see \cite{Saa}, \cite{Web}, \cite{Oik}, and \cite{Yew}, for instance). We focus on the definition of a completely compact map from \cite{Saa}, and define $\phi \in {\mathfrak A}^\ast$ to be completely almost periodic if the maps (\ref{period}) are completely compact.
\par
Our main result is that, if $(M,\Gamma)$ is a Hopf--von Neumann algebra such that $M$ is injective, then the completely almost periodic functionals on $M_\ast$ form a ${C^\ast}$-subalgebra of $M$. This applies, in particular, to $A(G)$ in the cases where $G$ is amenable or connected.
\section{Completely compact maps}
There are various ways to adapt the notion of a compact operator to an operator space setting: operator compactness (\cite{Web} and \cite{Yew}), complete compactness (\cite{Saa}), and Gelfand complete compactness (\cite{Oik}).
\par
The notion of a completely compact map between ${C^\ast}$-algebras was introduced by H.\ Saar in his Diplomarbeit \cite{Saa} under G.\ Wittstock's
supervision. The starting point of his definition is the following observation: if $E$ and $F$ are Banach spaces, and $T \!: E \to F$ is a bounded linear map, then $T$ is compact if and only if, for each $\epsilon > 0$, there is a finite-dimensional subspace $Y_\epsilon$ of $F$ such that $\| Q_{Y_\epsilon} T \| < \epsilon$, where $Q_{Y_\epsilon} \!: F \to F / Y_\epsilon$ is the quotient map.
\par
This can be used to define an operator space analog of compactness, namely complete compactness. Saar didn't define complete compactness for maps between general, abstract operator spaces---simply because these objects hadn't been defined yet at that time---, but his definition obviously extends to general operator spaces. (Our reference for operator space theory is \cite{ER}, the notation and terminology of which we adopt.)
In modern language, Saar's definition reads:
\begin{definition} \label{CKdef}
Let $E$ and $F$ be operator spaces. Then $T \in {\cal CB}(E,F)$ is called \emph{completely compact} if, for each $\epsilon > 0$, there is a finite-dimensional subspace $Y_\epsilon$ of $F$ such that $\| Q_{Y_\epsilon} T \|_{\mathrm{cb}} < \epsilon$, where $Q_{Y_\epsilon} \!: F \to F / Y_\epsilon$ is the quotient map.
\end{definition}
\begin{remarks}
\item Trivially, completely compact maps are compact.
\item It is obvious that, if $E$ is a Banach space and $F$ is an operator space, then $T \in {\cal B}(E,F) = {\cal CB}(\max E, F)$ is completely compact if and only if it is compact.
\item On \cite[pp.\ 32--34]{Saa}, Saar constructs an example of a compact, completely bounded map on ${\cal K}(\ell^2)$ that fails to be completely compact.
\item Complete compactness may not be stable under co-restrictions, i.e., if $T \in {\cal CB}(E,F)$ be completely compact, and let $Y$ be a closed subspace of $F$ containing $TE$, then it is not clear why $T$ viewed as an element of ${\cal CB}(E,Y)$ should be completely compact.
\item Very recently, complete compactness was put to use for the study of so-called operator multipliers (see \cite{JLTT} and \cite{TT}).
\end{remarks}
\par
Given two operator spaces $E$ and $F$, we write $\mathcal{CK}(E,F)$ for the completely compact operators in ${\cal CB}(E,F)$.
\par
The following proposition is essentially \cite[Lemma 1 a) and Lemma 2]{Saa}. (Of course, Saar only considers maps between ${C^\ast}$-algebras, but his proofs carry over more or less verbatim.)
\begin{proposition} \label{Saarprop}
Let $E$ and $F$ be operator spaces. Then:
\begin{items}
\item $\mathcal{CK}(E,F)$ is a closed subspace of ${\cal CB}(E,F)$ containing all finite rank operators;
\item if $T \in \mathcal{CK}(E,F)$, $X$ is another operator space, and $R \in {\cal CB}(X,E)$, then $TR \in \mathcal{CK}(X,F)$;
\item if $T \in \mathcal{CK}(E,F)$, $Y$ is another operator space, and $S \in {\cal CB}(F,Y)$, then $ST \in \mathcal{CK}(E,Y)$.
\end{items}
\end{proposition}
\par
From Schauder's theorem and Saar's characterization of compact operators, it follows immediately that a bounded linear operator $T$ from a Banach space $E$ into a Banach space $F$ is compact if and only if, for each $\epsilon > 0$, there is a closed subspace $X_\epsilon$ of $E$ with finite co-dimension such that $\| T |_{X_\epsilon} \| < \epsilon$ (compare also \cite{Lac}).
\par
Following \cite{Oik}, we define:
\begin{definition} \label{GCKdef}
Let $E$ and $F$ be operator spaces. Then $T \in {\cal CB}(E,F)$ is called \emph{Gelfand completely compact} if, for each $\epsilon > 0$, there is a closed subspace $X_\epsilon$ of $E$ with finite co-dimension such that $\| T |_{X_\epsilon} \|_{\mathrm{cb}} < \epsilon$.
\end{definition}
\begin{remarks}
\item Obviously, $T \in {\cal CB}(E,F)$ is Gelfand completely compact if and only if $T^\ast \in {\cal CB}(F^\ast,E^\ast)$ is completely compact (and vice versa).
\item A result analogous to Proposition \ref{Saarprop} holds for Gelfand completely compact maps.
\item Based on results from the unpublished paper \cite{Web}, T.\ Oikhberg gives examples of completely compact maps that fail to be Gelfand completely compact and vice versa (\cite[pp.\ 155-156]{Oik}). Hence, an analog for Schauder's theorem fails for complete compactness.
\end{remarks}
\par
Under certain circumstances, every completely compact map is Gelfand completely compact (\cite[Theorem 3.1]{Oik}). For our purposes, the following is important (see \cite[p.\ 70]{ER} for the notion of an injective operator space):
\begin{proposition} \label{prop2}
Let $E$ and $F$ be operator spaces such that $E^\ast$ and $F^\ast$ are injective. Then the following are equivalent for $T \in {\cal CB}(E,F^\ast)$:
\begin{items}
\item $T$ is completely compact;
\item $T$ is Gelfand completely compact;
\item $T$ is a ${\mathrm{cb}}$-norm limit of finite rank operators.
\end{items}
\end{proposition}
\begin{proof}
Obviously, (iii) implies both (i) and (ii).
\par
(ii) $\Longrightarrow$ (iii): Let $T$ be Gelfand completely compact, and let $\epsilon > 0$. Then there is a closed subspace $X_\epsilon$ of $E$ with finite co-dimension such that $\| T |_{X_\epsilon} \|_{\mathrm{cb}} < \epsilon$. Due to the injectivity of $F^\ast$, there is $\tilde{T} \in {\cal CB}(E,F^\ast)$ such that $\tilde{T} |_{X_\epsilon} = T |_{X_\epsilon}$ and $\| \tilde{T} \|_{\mathrm{cb}} = \| T |_{X_\epsilon} \|_{\mathrm{cb}} < \epsilon$. Then $S := T - \tilde{T}$ satisfies $\| S - T \|_{\mathrm{cb}} < \epsilon$ and vanishes on $X_\epsilon$; since $X_\epsilon$ has finite co-dimension, $S$ must have finite rank..
\par
(i) $\Longrightarrow$ (iii): As $T^\ast \in {\cal CB}(F^{\ast\ast},E^\ast)$ is Gelfand completely compact, it is a ${\mathrm{cb}}$-norm limit of finite rank operators---by the argument used for (ii) $\Longrightarrow$ (iii)---as is its adjoint $T^{\ast\ast} \in {\cal CB}(E^{\ast\ast}, F^{\ast\ast\ast})$. Hence, given $\epsilon > 0$, there is a finite rank operator $S \!: E^{\ast\ast} \to F^{\ast\ast\ast}$ such that $\| S - T^{\ast\ast} \|_{\mathrm{cb}} < \epsilon$.
Let $Q \!: F^{\ast\ast\ast} \to F^\ast$ be the Dixmier projection, i.e., the adjoint of the canonical embedding of $F$ into $F^{\ast\ast}$. Then $S_0 := QS |_E$ is a finite rank operator from $E$ to $F^\ast$ such that $\| S_0 - T \|_{\mathrm{cb}} < \epsilon$.
\end{proof}
\section{Completely almost periodic functionals}
If ${\mathfrak A}$ is a Banach algebra, then its dual spaces becomes a Banach ${\mathfrak A}$-bimodule via
\[
  \langle x, a \cdot \phi \rangle := \langle xa, \phi \rangle \quad\text{and}\quad \langle x , \phi \cdot a \rangle := \langle ax, \phi \rangle
  \qquad (a,x \in {\mathfrak A}, \, \phi \in {\mathfrak A}^\ast).
\]
For $\phi \in {\mathfrak A}^\ast$, define $L_\phi, R_\phi \!: {\mathfrak A} \to {\mathfrak A}^\ast$ via
\[
  L_\phi a := \phi \cdot a \quad\text{and}\quad R_\phi a := a \cdot \phi \qquad (a \in {\mathfrak A}).
\]
A functional $\phi \in {\mathfrak A}^\ast$ is commonly called \emph{almost periodic} if $L_\phi$ and $R_\phi$ are compact operators. (As $L_\phi = R_\phi^\ast |_{\mathfrak A}$ and $R_\phi = L_\phi^\ast |_{\mathfrak A}$, it is sufficient to require that only one of $L_\phi$ and $R_\phi$ be compact.) We denote the space of all almost periodic functionals in ${\mathfrak A}^\ast$ by $\mathcal{AP}({\mathfrak A})$.
\par
An operator space that is also an algebra such that multiplication is completely contractive, is called a \emph{completely contractive Banach algebra}.
\par
We define:
\begin{definition} \label{capdef}
Let ${\mathfrak A}$ be a completely contractive Banach algebra. We call $\phi \in {\mathfrak A}^\ast$ \emph{completely almost periodic} if $L_\phi , R_\phi \in \mathcal{CK}({\mathfrak A},{\mathfrak A}^\ast)$ and denote the collection of completely almost periodic functionals in ${\mathfrak A}^\ast$ by $\mathcal{CAP}({\mathfrak A})$.
\end{definition}
\begin{remarks}
\item Obviously, $\mathcal{CAP}({\mathfrak A})$ is a closed linear subspace of ${\mathfrak A}^\ast$.
\item Since Schauder's theorem is no longer true for complete compactness, we do need the requirement that both $L_\phi$ and $R_\phi$ are completely compact.
\item Since $L_\phi = R_\phi^\ast |_{\mathfrak A}$ and $R_\phi = L_\phi^\ast |_{\mathfrak A}$, we could have replaced in complete almost periodicity---based on complete compactness---in Definition \ref{capdef} by the analogous notion involving Gelfand complete compactness instead: we would still have obtained the same functionals.
\end{remarks}
\par
We shall now look at a special class of completely contractive Banach algebras which arise naturally in abstract harmonic analysis.
\par
Recall that a \emph{Hopf--von Neumann algebra} is a pair $(M,\Gamma)$ where $M$ is a von Neumann algebra and $\Gamma \!: M \to M \bar{\otimes} M$ is a \emph{co-multiplication}, i.e., a normal, unital, $^\ast$-homomorphism satisfying
\[
  ({\mathrm{id}} \otimes \Gamma) \circ \Gamma = (\Gamma \otimes {\mathrm{id}}) \circ \Gamma.
\]
The co-multiplication induces a product $\ast$ on $M_\ast$ via
\[
  \langle f \ast g, x \rangle := \langle f \otimes g, \Gamma x \rangle \qquad (f,g \in M_\ast, \, x \in M),
\]
which turns $M_\ast$ into a completely contractive Banach algebra.
\begin{examples}
\item Let $G$ be a locally compact group, and define a co-multiplication $\Gamma \!: L^\infty(G) \to L^\infty(G) \bar{\otimes} L^\infty(G)$---noting that $L^\infty(G) \bar{\otimes} L^\infty(G) \cong L^\infty(G \times G)$---by letting
\[
  (\Gamma \phi)(x,y) := \phi (xy) \qquad (x,y \in G, \, \phi \in L^\infty(G)).
\]
Then $L^\infty(G)_\ast = L^1(G)$ with the product induced by $\Gamma$ is just the usual convolution algebra $L^1(G)$. Since the operator space structure on $L^1(G)$ is maximal, $\mathcal{CAP}(L^1(G))$ equals $\mathcal{AP}(L^1(G))$; it consists precisely of the almost periodic continuous functions on $G$ in the classical sense (see \cite{Bur}, for instance) and thus, in particular, is a ${C^\ast}$-subalgebra of $L^\infty(G)$.
\item Let again $G$ be a locally compact group, let $\operatorname{VN}(G)$ be its group von Neumann algebra, i.e., the von Neumann algebra generated by $\lambda(G)$, where $\lambda$ is the left regular representation of $G$ on $L^2(G)$, and let $\Gamma \!: \operatorname{VN}(G) \to \operatorname{VN}(G) \bar{\otimes} \operatorname{VN}(G)$ be given by
\[
  \Gamma \lambda(x) = \lambda(x) \otimes \lambda(x) \qquad (x \in G).
\]
Then $\operatorname{VN}(G)_\ast$ is Eymard's Fourier algebra $A(G)$ (\cite{Eym}), and the product induced by $\Gamma$ is pointwise multiplication. The space $\mathcal{AP}(A(G))$---often denoted by $\mathcal{AP}(\hat{G})$---was first considered in \cite{DR} and further studied in \cite{Gra} and \cite{Lau}, for instance.
\end{examples}
\par
Except in a few special cases, e.g., if $G$ is abelian or discrete and amenable (as a consequence of \cite[Theorem 12]{Gra} and \cite[Proposition 2]{Gra2}), is unknown whether or not $\mathcal{AP}(\hat{G})$ is a ${C^\ast}$-subalgebra of $\operatorname{VN}(G)$.
\par
The picture changes once we replace almost periodicity with complete almost periodicity:
\begin{theorem} \label{mainthm}
Let $(M,\Gamma)$ be a Hopf--von Neumann algebra such that $M$ is injective. Then $\mathcal{CAP}(M_\ast)$ is a ${C^\ast}$-subalgebra of $M$.
\end{theorem}
\begin{proof}
Let $x \in M$. Then, by Proposition \ref{prop2}, $L_x$ is completely compact if and only if it is a ${\mathrm{cb}}$-norm limit of finite rank operators.
In view of the completely isometric identifications (\cite[Corollary 7.1.5]{ER} and \cite[Theorem 7.2.4]{ER})
\[
  M \bar{\otimes} M \cong (M_\ast \hat{\otimes} M_\ast)^\ast \cong {\cal CB}(M_\ast,M)
\]
and of \cite[Proposition 8.1.2]{ER}, this means that $L_x$ is completely compact if and only if $\Gamma x \in M \check{\otimes} M$. A similar assertion holds for $R_x$.
\par
All in all, we have that
\[
  \mathcal{CAP}(M_\ast) = \{ x \in M : \Gamma x \in M \check{\otimes} M \}.
\]
Since $M \check{\otimes} M$ is nothing but the spatial ${C^\ast}$-tensor product of $M$ with itselt and thus ${C^\ast}$-subalgebra of $M \bar{\otimes} M$, and since $\Gamma$ is a $^\ast$-homomorphism, this proves the claim.
\end{proof}
\par
If $G$ is an amenable or connected locally compact group, then $\operatorname{VN}(G)$ is well known to be injective. Writing $\mathcal{CAP}(\hat{G})$ for $\mathcal{CAP}(A(G))$, we thus have:
\begin{corollary}
Let $G$ be an amenable or connected locally compact group. Then $\mathcal{CAP}(\hat{G})$ is a ${C^\ast}$-subalgebra of $\operatorname{VN}(G)$.
\end{corollary}
\begin{remarks}
\item If $G$ is abelian---or, more generally, finite-by-abelian---, then the canonical operator space structure on $A(G)$ is equivalent to $\max A(G)$, so that $\mathcal{CAP}(\hat{G}) = \mathcal{AP}(\hat{G})$.
\item Suppose that $G$ is discrete and amenable. Then $\mathcal{AP}(\hat{G})$ equals $C^\ast_r(G)$, the (reduced) group ${C^\ast}$-algebra of $G$ by \cite[Proposition 3(b)]{Gra2}. Since $\Gamma C^\ast_r(G) \subset C^\ast_r(G) \check{\otimes} C^\ast_r(G) \subset \operatorname{VN}(G) \check{\otimes} \operatorname{VN}(G)$, an inspection of the proof of Theorem \ref{mainthm} shows that therefore $\mathcal{AP}(\hat{G}) \subset \mathcal{CAP}(\hat{G})$ and thus, trivially, $\mathcal{AP}(\hat{G}) = \mathcal{CAP}(\hat{G})$.
\end{remarks}
\renewcommand{\baselinestretch}{1.0}

redpajama_set_name: RedPajamaArXiv


text:
Now and Forever: The Hits est une compilation de TLC, sortie le .

L'album s'est classé  au Top R&B/Hip-Hop Albums et  au Billboard 200.

Liste des titres

Notes et références

Album de TLC
Compilation musicale sortie en 2003
Album produit par Dallas Austin
Album produit par Babyface
Album produit par Jermaine Dupri
Album produit par Lil' Jon
Album produit par The Neptunes
Album publié par Arista Records
Album publié par LaFace Records
Album produit par Darkchild

redpajama_set_name: RedPajamaWikipedia


text:
We Spread: Iain Reid
September 27 at 6pm
Award-winning Canadian author Iain Reid launches his fourth novel, We Spread, a genre-bending philosophical suspense about a woman sent to a long-term care residence. When the days blur together and she begins to feel uneasy in her new home, she begins to wonder: is it an effect of aging or is she an unknowing participant in something more unsettling? Reid's New York Times bestselling debut I'm Thinking of Ending Things has been translated into more than 20 languages and adapted into a Netflix film. Join us for a thrilling discussion with Reid about art, life and death.
Date & Time: September 27 at 6pm ET
Where: Fleck Dance Theatre
Ticket prices: $17 – Regular; $12 – Youth; or Get a TIFA Pass
*This event will be followed by a book signing
We Spread
Buy Indigo
Buy Kobo
Photo Credit: AJR
Iain Reid


text:
For the book by Jenny Davis, see Sex Education (book).
"Sex Ed" redirects here. For other uses, see Sex Ed (disambiguation).
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 human sexuality, including emotional relations and responsibilities, human sexual anatomy, sexual activity, sexual reproduction, age of consent, reproductive health, reproductive rights, safe sex, birth control and sexual abstinence. Sex education that covers all of these aspects is known as comprehensive sex education. 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 the 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 of dubious value, especially during the period following puberty, when curiosity about sexual matters was the most acute. This deficiency was heightened by the increasing incidence of teenage pregnancies, particularly in Western countries after the 1960s. As part of each country's efforts to reduce such pregnancies, programs of sex education were introduced, initially over strong opposition from parent and religious groups.
The outbreak of AIDS has given a new sense of urgency to sex education. In many African countries, where AIDS is at epidemic levels (see HIV/AIDS in Africa), sex education is seen by most scientists as a vital public health strategy.[2] Some international organizations such as 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 secondary 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 on behalf of the U.S. Department of Health and Human Services, found that abstinence-only-until-marriage programs are ineffective."[7]
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 can 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 of 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 that compared comprehensive sex education programs with abstinence-only programs found that abstinence-only programs did not reduce the likelihood of pregnancy, but rather may have increased it.[11] Numerous studies show that curricula providing accurate information about condoms and contraception can lead to reductions in the risky behaviors reported by young people as well as reductions in unintended pregnancies and STIs.[12] Programs that teach only abstinence have not been shown to be effective.[12]
According to UNFPA, "A 2010 review found that 'gender-focused' curricula – meaning curricula that integrate gender equality into the learning material – were substantially more effective in reducing risky behaviors than programmes that did not consider gender."[12] Research has also shown that delay in sexual initiation, use of condoms and practice contraception has been a result of young people adopting egalitarian attitudes about gender roles. These individuals were also found to be less likely engaged in violent relationships and have a lower rate of STIs including HIV and unintended pregnancy.[12]
By emphasizing rights and gender issues, these programs help reduce gender-based violence and bullying, promote safe schools, empower young people to advocate for their own rights, and advance gender equality.[12]
"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)."[13]
Also, a U.S. review concludes that "the overwhelming weight of evidence shows that sex education that discusses contraception does not increase sexual activity".[14][15] 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."[15]
The United Nations Population Fund (UNFPA) recommends comprehensive sexuality education, as it enables young people to make informed decisions about their sexuality. According to UNFPA,[16]
"It is taught over several years, introducing age-appropriate information consistent with the evolving capacities of young people. It includes scientifically accurate, curriculum-based information about human development, anatomy and pregnancy. It also includes information about contraception and sexually transmitted infections (STIs), including HIV. And it goes beyond information, to encourage confidence and improved communication skills. Curricula should also address the social issues surrounding sexuality and reproduction, including cultural norms, family life and interpersonal relationships."
Human rights issues, gender equality and gender roles should be integrated into every aspect of these discussions. This includes human rights protection, fulfilment and empowerment; the impact of gender discrimination; the importance of equality and gender-sensitivity; and the ideas underlying gender roles. Sexual abuse, gender-based violence and harmful practices should also be discussed. Taken together, all this information teaches young people the life skills necessary to assume responsibility for their own behavior and to respect the rights of others."[12]
Comprehensive sexuality education "enables young people to make informed decisions about their sexuality and health. These programmes build life skills and increase responsible behaviors, and because they are based on human rights principles, they help advance human rights, gender equality and the empowerment of young people."[12]
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.[17] 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.[18]
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, health, home economics, 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,[19] 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.[20] Leepson asserted that the majority of people favor 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.[21] 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;[19] 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.[22]
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.[23]
Main article: Sex education curriculum
Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs were undercut significantly by the Global Gag Rule, an initiative put in place by President Ronald Reagan, suspended by President Bill Clinton, and re-instated by President George W. Bush. The Global Gag Rule "...required nongovernmental organizations to agree as a condition of their receipt of Federal funds that such organizations would neither perform nor actively promote abortion as a method of family planning in other nations...."[24] The Global Gag Rule was again suspended as one of the first official acts by United States President Barack Obama.[25] The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion).[26] According to Ugandan AIDS activists, the Global Gag Rule undermined community efforts to reduce HIV prevalence and HIV transmission.[27]
Egypt teaches knowledge about male and female reproductive systems, sexual organs, contraception and STDs in public schools at the second and third years of the middle-preparatory phase (when students are aged 12–14).[28] A coordinated program between 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.
In Thailand there has been progress on sex education, with the boundaries being pushed forward with each revision of the curriculum. The first national policy on sexuality education in schools was announced in 1938, but sex education was not taught in schools until 1978. It was then 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 sexual reproduction and health 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.
Main article: Sex education in India
Know Aids - No Aids road sign in Spiti Valley, Himachal Pradesh, India, 2010
AIDS Clinic, McLeod Ganj, Himachal 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 however are not universally available.[29]
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.[30]
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.[31]
In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation.[32]
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.[33]
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.[34]
World Health Organisation and Bundeszentrale für gesundheitliche Aufklärung recommend sex education of children at all ages.[35]
In Finland, sexual education is usually incorporated into various compulsory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues.[36]
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.[37] 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.[38]
In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is a governmental duty by law.[39]
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.[40]
A sex survey by the World Health Organization concerning the habits of European teenagers in 2006 revealed that German teenagers care about contraception. The birth rate among 15- to 19-year-olds was very low—only 11.7 per 1000 people, compared to 27.8 births per 1,000 people in the UK, and 39.0 births per 1,000 people in Bulgaria (which incidentally has the highest birth rate in Europe).[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.[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 schools explicitly require parental consent for their children to attend sex ed classes. This policy is largely due to the strong objection against sex education raised by the Catholic Church.[43][44]
Some sex education is taught as part of biology-related curricula. There is also an official program intended to provide sex education for students.[45]
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. Dutch sex education encourages the idea that topics like masturbation, homosexuality, and sexual pleasure are normal or natural and that there are larger emotional, relational, and societal forces that shape the experiences of sexuality.[46] Moreover, according to Amy Schalet Dutch parents tend to form close relationships with their children, openly discussing teen sexuality. Dutch parents try to accept their children's romantic relationships and even allow sleepovers, expecting them to have sex.[47] 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.[48]
In the Slovak republic 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.
In Sweden, sex education was established in 1921 for secondary education and in 1942 for all grades.[49] The subject is usually started in kindergarten and continues cumulatively throughout the student's entire schooling.[50] This sexual education is incorporated into different subjects such as biology and history.[32] The Swedish Association for Sexuality Education (RFSU) has a sex education that emphasizes "sexual diversity, freedom and enjoyment,"[51] and the RFSU collaborate frequently with government organizations such as the National Institute of Public Health. Alongside this emphasis of sexual diversity, Swedish sex education has equal incorporations of lesbian and gay sexuality as well as heterosexual sexuality. They provide knowledge about masturbation, oral and anal sex as well as heterosexual, genital intercourse.[51]
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.[52] 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.
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.
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.
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.
See also: Sex and Relationships Education
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[53] and discussion about relationships is often neglected.[37] Britain has one of the highest teenage pregnancy rates in Europe[54] 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.[37] 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.[55]
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.[56]
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.[57] 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.[58]
Main article: Sex education in the United States
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.[59] 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.[60]
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.[61]
Only two forms of sex education are taught in American schools: "abstinence plus" and "abstinence-only".[62] "Abstinence plus" (also known as comprehensive sex education) 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".[60]
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.
Among 48 USD states (except North Dakota and Wyoming) in their 2005 state laws and policies, 21 stressed abstinence-only sexual education and 7 emphasized that abstinence should be taught in their state's sexual education programs. Only 11 states require that students receive both comprehensive and abstinence education and 9 states did not mention any sort of sexual education in their laws and policies.[63]
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.[64] From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines.[65] 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.[66] 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.[67][68][69]
Proponents of comprehensive sex education, which include the American Psychological Association,[70] the American Medical Association,[71] the National Association of School Psychologists,[72] the American Academy of Pediatrics,[73] the American Public Health Association,[74] the Society for Adolescent Medicine[75] and the American College Health Association,[75] 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.
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.[76] Some 25 states now decline the funding so that they can continue to teach comprehensive sex education.[77][78][79][80] 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.[81]
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.[66] 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.[82] 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.[83]
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.[64]
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.[84]
Virginia uses the sex education program called The National Campaign to prevent teen and unplanned pregnancy.[85] 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[86] ranked Virginia 19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1,000 girls aged 15–19 in 2006. The Healthy people 2010 goal[87] is a teen pregnancy rate at or below 43 pregnancies per 1,000 females age 15–17.
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:
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.
Additionally, school districts are not authorized to distribute condoms in connection with instruction relating to human sexuality.[88]
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[89] report where they found that:
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
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."[90] With this in mind, many state legislators have proposed bills to improve sex education in Texas Schools.
SB 852/HB 1624[91] – 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.
HB 741/SB 515[92] – 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.
HB 1567/ SB 1076[93] – 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.
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.
The Catholic Church believes that parents are the first educators and should rightfully fight for their duty as such in regard to sex education:[94][95]
Humanae Vitae teaches that the faithful must form their 'consciences' as a guide to Christ-like decision making in regard to sex education.[96]
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 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.[97] The initiative was developed and implemented by the Honorable Norman Lacy MP, Minister for Educational Services from 1979-1982.
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 Council had three major functions:
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.
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.
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.
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 (approx. age 11), although broader issues such as physical, emotional and social development, personal and interpersonal skills, and (non-sexual) relationships begin as early as Year 1 (approx. age 5).[98]
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.[99] 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.[100] However, this does not prevent a teacher answering sexuality education questions if a student, excluded or not, asks them.[98]
There are two opposing sides of the sex education argument amongst parents: the sexual liberals and the sexual conservatives. Sexual liberals see knowledge on sex as equipping individuals to make informed decisions about their personal sexuality, and they are in favor of comprehensive sexual education all throughout schooling, not just in high school. Sexual conservatives see knowledge on sex as encouraging adolescents to have sex, and they believe that sex should be taught inside the family in order for their morals to be included in the conversation. Sexual conservatives see the importance of teaching sex education, but only through abstinence-only programs.[101]
Another viewpoint on sex education, historically inspired by sexologists like Wilhelm Reich and psychologists like Sigmund Freud and James W. Prescott, holds that what is at stake in sex education is control over the body and liberation from social control. Proponents of this view tend to see the political question as whether society or the individual should teach sexual mores. Sexual education may thus be seen as providing individuals with the knowledge necessary to liberate themselves from socially organized 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"[102] suggests that open dialogue about physical intimacy and health education can generate more self-esteem, self-confidence, humor, and general health.[103]
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.
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.[104]
LGBT sex education
Main article: LGBT sex education
One major source of controversy in the realm of sex education is whether LGBT sex education should be integrated into school curricula.[19] LGBT sex education includes safe sex practices for lesbian, gay, bisexual, and transgender individuals and general instruction in topics related to homosexuality. Studies have shown that many schools do not offer such education today.[105] Eight states (Alabama, Arizona, Louisiana, Mississippi, Oklahoma, South Carolina, Texas, and Utah) have laws in place that ban teaching LGBT sex education. Only 20% of LGBT students have heard anything positive about their community and they reported in a 2011 Gay, Lesbian and Straight Education Network (GLSEN) report that they were more likely to hear positive information about LGBT people from a history or social studies class rather than a health class.[106]
Pro-LGBT
Proponents of LGBT sex education argue that encompassing homosexuality into the curricula would provide LGBT students with the sexual health information they need,[107] and help to ameliorate problems such as low self-esteem and depression that research has shown can be present in LGBT individuals.[108] They also claim that it could reduce homophobic bullying.[108][109]
An example of LGBT-inclusive curriculum is introduced by the National Sexuality Education Standards set forth by the Future of Sex Education Initiative. These education standards outline seven core topics that must be addressed in sex education; one of those core topics is identity. The identity topic presents lesbian, gay, bisexual and transgender identities as possibilities for students as they progress through life and come to understand who they are. These standards, the Future of Sex Education argues, will start in kindergarten and will evolve into more complex topics throughout schooling as the students mature and age.[110]
Opponents often argue that teaching LGBT sex education would be disrespectful to some religions[19] and expose students to inappropriate topics.[105] 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.[111] 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.[105][112]
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
Comprehensive sex education
Harmful to Minors, a book by Judith Levine, which deals with sexual morality and sex education in the United States
Our Whole Lives
Permissive society
Refusal skills
Section 28 (UK)
Sexuality Education in British Columbia
Sex manual
Social conservatism
The birds and the bees
World War II U.S. Military Sex Education
Center for Sex Positive Culture
Sex-positive feminism
Positive Youth Development
World Kindness Movement
↑ Tupper, Kenneth (2013). "Sex, Drugs and the Honour Roll: The Perennial Challenges of Addressing Moral Purity Issues in Schools". Critical Public Health. 24 (2): 115–131. doi:10.1080/09581596.2013.862517.
↑ "Namibia National Policy on HIV/AIDS for the Education Sector" (PDF). USAID Health Policy Initiative. 2003. Archived (PDF) from the original on November 8, 2013. Retrieved November 8, 2013.
↑ Piya Sorcar (December 1, 2010). "A New Approach to Global HIV/AIDS Education". The Huffington Post. Retrieved December 16, 2010.
↑ SIECUS Report of Public Support of Sexuality Education (2009)SIECUS Report Online at the Wayback Machine (archived May 9, 2008)
↑ Sex Education in America. (Washington, DC: National Public Radio, Henry J. Kaiser Family Foundation, and Harvard Kennedy School of Government, 2004), p. 5.
↑ Sari Locker, (2001) Sari Says: The real dirt on everything from sex to school. HarperCollins: New York.
↑ SIECUS Fact Sheet (includes research citations).
1 2 3 4 Referred in paper by Jeanette De La Mare. October 2011.
↑ Rubin and Kindendall (2001)
↑ Oringanje, C; Meremikwu, MM; Eko, H; Esu, E; Meremikwu, A; Ehiri, JE (Oct 7, 2009). "Interventions for preventing unintended pregnancies among adolescents.". The Cochrane database of systematic reviews (4): CD005215. doi:10.1002/14651858.CD005215.pub2. PMID 19821341.
↑ DiCenso, A; Guyatt, G; Willan, A; Griffith, L (Jun 15, 2002). "Interventions to reduce unintended pregnancies among adolescents: systematic review of randomized controlled trials.". BMJ (Clinical research ed.). 324 (7351): 1426. doi:10.1136/bmj.324.7351.1426. PMC 115855 . PMID 12065267.
1 2 3 4 5 6 7 http://www.unfpa.org/comprehensive-sexuality-education
↑ DiCenso, A.; et al. (2002). "Interventions to Reduce Unintended Pregnancies Among Adolescents: Systematic Review of Randomized Controlled Trials". British Medical Journal. 324 (7351): 1426. doi:10.1136/bmj.324.7351.1426. PMC 115855 . PMID 12065267.
↑ Kirby, D. (2001). "Emerging Answers: Research Findings on Programs to Reduce Teen Pregnancy". National Campaign to Prevent Teen Pregnancy. Homepage of the study.
1 2 Kirby, D. (2007). "Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases". National Campaign to Prevent Teen Pregnancy. Archived from the original on July 14, 2014.
↑ "UNFPA Operational Guidance for Comprehensive Sexuality Education: A Focus on Human Rights and Gender" (PDF). UNFPA.
↑ Slyer (2000)
↑ Gruenberg (2000)
1 2 3 4 Janofsky, Michael. "Gay Rights Battlefields Spread to Public Schools". The New York Times. Retrieved November 2, 2013.
↑ Reich (2006) Die Sexualität im Kulturkampf. Part one "the failure.." 6. The puberty problem - (3°) "A reflection.." - c. sexual relationships of pubescents - paragraph 4.a (pp. 198-99 of Italian edition)
↑ Deschamps, 1999
↑ "Joy of sex education" by George Monbiot, The Guardian, May 11, 2004
↑ Mario Canseco (November 30, 2011). "Americans, Britons and Canadians Disagree on Sex Education" (PDF). Angus Reid Public Opinion. Retrieved November 30, 2011.
↑ "Restoration of the Mexico City Policy". Web.archive.org. Archived from the original on January 10, 2009. Retrieved August 5, 2014.
↑ "Funding Restored to Groups That Perform Abortions, Other Care". Washingtonpost.com. Retrieved August 5, 2014.
↑ Uganda reverses the tide of HIV/AIDS Archived October 10, 2013, at the Wayback Machine.
↑ Health Gap: Pepfar Policies Retrieved February 26, 2014
↑ http://afrika.bocs.eu/hatteranyagok/english-collection/20-is-silence-always-goldendate=September
↑ "HIV and AIDS in India". www.avert.org. Retrieved 20 May 2016. Indeed, many people living with HIV have difficulty accessing the clinics - See more at: http://www.avert.org/professionals/hiv-around-world/asia-pacific/india#sthash.o26djboX.dpuf
↑ nacoonline.org
↑ Adolescents In Changing Times: Issues And Perspectives For Adolescent Reproductive Health In The ESCAP Region United Nations Social and Economic Commission for Asia and the Pacific Archived January 19, 2014, at the Wayback Machine.
1 2 Sex Has Many Accents TIME
↑ Sex education begins to break taboos China Development Brief, June 3, 2005
↑ Involve The Young! Interview with Dr Pramilla Senanayake, assistant director-general of the International Planned Parenthood Federation
↑ WHO Regional Office for Europe and BZgA Standards for Sexuality Education in Europe
↑ Kontula, Osmo (Nov 2010). "The Evolution of Sex Education and Students' Sexual Knowledge in Finland in the 2000s". 10 (4): 373–386. doi:10.1080/14681811.2010.515095. ISSN 1468-1811. Retrieved January 28, 2014.
1 2 3 Britain: Sex Education Under Fire UNESCO Courier Archived December 22, 2009, at the Wayback Machine.
↑ Vincent Peillon, Assemblée nationale, 28 janvier 2013 (January 13, 2014). "Les ABCD de l'égalité : un outil pour lutter dès l'école contre les inégalités filles-garçons | Portail du Gouvernement". Gouvernement.fr. Retrieved August 5, 2014. CS1 maint: Multiple names: authors list (link)
↑ Sexualaufklärung in Europa (German)
↑ Sexualkunde-Schmutzige Gedanken (German)
↑ "European Sex Survey". Spiegel.de. December 14, 2006. Retrieved August 5, 2014.
↑ Complaints against Germany about mandatory sex education classes declared inadmissible ECtHR press release 153 (2011), September 22, 2011
↑ "Edukacja seksualna w polityce władz centralnych po transformacji ustrojowej". Racjonalista.pl. October 31, 2008. Retrieved August 5, 2014.
↑ Pakuła Ł, Pawelczyk J., Sunderland, J. 2015 Gender and Sexuality in English Language Education: Focus on Poland. London British Council
↑ "DGE - Educação Sexual em Meio Escolar - Educação para a Saúde". Dgidc.min-edu.pt. Retrieved August 5, 2014.
↑ Schalet, Amy. Not under My Roof: Parents, Teens, and the Culture of Sex. University Of Chicago Press. pp. 33–34.
↑ [Schalet, Amy T. Not under My Roof: Parents, Teens, and the Culture of Sex. Chicago: U of Chicago, 2011.]
↑ The Dutch model UNESCO Courier
↑ Meredith, Philip (1989). Sex Education: Political Issues in Britain and Europe. pp. 100–104.
↑ Boethius, Carl (1986). "Sex Education in Swedish Schools: The Facts and the Fiction". Family Planning Perspectives. 17: 276–279.
1 2 Thanem, Torkild (2010). "Free At Last? Assembling, Producing and Organizing Sexual Spaces in Swedish Sex Education". Gender, Work and Organization. 17: 91–112.
↑ Gentiane Burgermeister, Education sexuelle en milieu scolaire, l'expérience genevoise; Int. J. Pub. Health, (1972) 17; 1; 53-57.
↑ "Education Act 1996". Avert.org. Retrieved August 5, 2014.
↑ "Teen pregnancy rates go back up". BBC News. February 26, 2009.
↑ "Teen Sex Survey". Channel 4. 2008. Retrieved September 11, 2008.
↑ "Cardinal praises "dedication and commitment" of Catholic teachers". Scmo.org. April 30, 2008. Retrieved August 5, 2014.
↑ James Mandigo And Chris Markham (June 3, 2013). "The place to learn about health and sex ed is school". The Globe and Mail. Retrieved August 5, 2014.
↑ Archived March 8, 2014, at the Wayback Machine.
↑ David J. Landry, Susheela Singh and Jacqueline E. Darroch (September–October 2000). "Sexuality Education in Fifth and Sixth Grades in U.S. Public Schools, 1999". Family Planning Perspectives. 32 (5): 212–9. doi:10.2307/2648174. PMID 11030258. Retrieved May 23, 2007. CS1 maint: Uses authors parameter (link)
1 2 "Sex Education in the U.S.: Policy and Politics". Issue Update. Kaiser Family Foundation. October 2002. Archived from the original on February 15, 2014. Retrieved May 23, 2007. CS1 maint: Unfit url (link)
↑ Darroch, JE; Jacqueline E. Darroch, David J. Landry and Susheela Singh (September–October 2000). "Changing Emphases in Sexuality Education In U.S. Public Secondary Schools, 1988-1999". Family Planning Perspectives. 32 (6): 204–11, 265. doi:10.2307/2648173. PMID 11030257. Cite uses deprecated parameter |coauthors= (help) See especially Table 3.
↑ Stanger-Hall, Kathrin F.; David W. Hall (October 14, 2011). Vitzthum, Virginia, ed. "Abstinence-Only Education and Teen Pregnancy Rates: Why We Need Comprehensive Sex Education in the U.S". PLOS ONE. 6 (10). doi:10.1371/journal.pone.0024658. Retrieved January 28, 2014.
↑ Stanger-Hall, Kathrin F.; Hall, David W. "Abstinence-Only Education and Teen Pregnancy Rates: Why We Need Comprehensive Sex Education in the U.S". PLoS ONE. 6 (10). doi:10.1371/journal.pone.0024658. PMC 3194801 . PMID 22022362.
1 2 "Teen Birth Rate Rises for First Time in 14 Years" (Press release). CDC National Center for Health Statistics. December 5, 2007. Archived from the original on December 8, 2007. Retrieved December 5, 2007. The report shows that between 2005 and 2006, the birth rate for teenagers aged 15-19 rose 3 percent, from 40.5 live births per 1,000 females aged 15-19 in 2005 to 41.9 births per 1,000 in 2006. This follows a 14-year downward trend in which the teen birth rate fell by 34 percent from its all-time peak of 61.8 births per 1,000 in 1991.
↑ "National Youth Risk Behavior Survey: 1991-2005" (PDF). U.S. Department of Health and Human Services: Centers for Control and Prevention. Archived from the original (PDF) on September 26, 2007. Retrieved May 25, 2007.
1 2 Hauser, Debra (2004). "Five Years of Abstinence-Only-Until-Marriage Education: Assessing the Impact". Advocates for Youth. Archived from the original on April 28, 2007. Retrieved May 23, 2007.
↑ Dailard, Cynthia (February 2001). "Sex Education: Politicians, Parents, Teachers and Teens". The Guttmacher Report on Public Policy. Guttmacher Institute. Retrieved May 23, 2007.
↑ "On Our Side: Public Support for Comprehensive Sexuality Education" (PDF). SIECUS. Archived from the original (Fact Sheet) on February 7, 2007. Retrieved May 23, 2007.
↑ "NAEA Executive Summary of Key Findings". National Abstinence Education Association. May 3, 2007. Retrieved May 24, 2007.
↑ 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 Archived November 9, 2007, at the Wayback Machine.
↑ "Sexuality Education for Children and Adolescents - Committee on Psychosocial Aspects of Child and Family Health and Committee on Adolescence 108 (2): 498 - Pediatrics". Pediatrics.aappublications.org. August 1, 2001. Retrieved August 5, 2014.
↑ "Policy Statement Database". APHA. Retrieved August 5, 2014.
1 2 Adolescent Health Archived March 26, 2009, at the Wayback Machine.
↑ "Abstinence-Only Programs: Harmful to Women & Girls: Federal Funding for Abstinence-Only Programs". Legal Momentum. Archived from the original on September 29, 2007. Retrieved May 25, 2007.
↑ States that decline abstinence-only funding include California, Colorado, Connecticut, Maine, Massachusetts, Minnesota, Montana, New Jersey, New Mexico, Pennsylvania, Ohio, Rhode Island, Virginia, Washington, and Wisconsin.
↑ "Maine Declines Federal Funds for Abstinence-Only Sex Education Programs, Says New Guidelines Prohibit 'Safe-Sex' Curriculum". Medical News Today. September 23, 2005. Archived from the original on December 1, 2005. Retrieved May 24, 2007.
↑ Huffstutter, P.J. (April 9, 2007). "States refraining from abstinence-only sex education". Boston Globe. Los Angeles Times. Retrieved May 23, 2007.
↑ "An Overview of Federal Abstinence-Only Funding" (PDF). Legal Momentum. February 2007. Retrieved May 25, 2007.
↑ Mixon, Melissa (October 6, 2007). "Abstinence programs brace for major funding cut". Austin American-Statesman. Archived from the original on October 13, 2007. Retrieved October 17, 2007.
↑ "Study: Abstinence programs no guarantee". CNN.com. Associated Press. April 14, 2007. Archived from the original on October 12, 2007. Retrieved April 18, 2007.
↑ "Mathematica Findings Too Narrow" (Press release). National Abstinence Education Association. April 13, 2007. Retrieved May 25, 2007.
↑ Mulrine, Anna (May 27, 2002). "Risky Business". U.S. News & World Report. pp. 42–49. |access-date= requires |url= (help)
↑ http://www.thenationalcampaign.org/
↑ http://www.vdh.virginia.gov/
↑ http://www.healthypeople.gov/
↑ "EDUCATION CODE CHAPTER 28. COURSES OF STUDY; ADVANCEMENT". Statutes.legis.state.tx.us. Retrieved August 5, 2014.
↑ http://www.tfn.org/site/DocServer/SexEdRort09_web.pdf
↑ "Texas House of Representatives : Representative Villarreal, Mike". House.state.tx.us. Retrieved August 5, 2014.
↑ Texas Senate Media Services (February 23, 2011). "The Texas State Senate – Rodney Ellis Press Releases". Senate.state.tx.us. Retrieved August 5, 2014.
↑ http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00741I.pdf
↑ "Texas Legislature Online – 81(R) Text for HB 1567". Capitol.state.tx.us. Retrieved August 5, 2014.
↑ "Sex Education And Catholic Schools". Ewtn.com. Retrieved August 5, 2014.
↑ Keenan, J. F. (2010). "CONTEMPORARY CONTRIBUTIONS TO SEXUAL ETHICS." Theological Studies, 71(1), 148–167. Retrieved from EBSCOhost.
↑ Paul VI. "Humanae Vitae – Encyclical Letter of His Holiness Paul VI on the regulation of birth, 25 July 1968". Vatican.va. Retrieved August 5, 2014.
↑ "Health and Human Relations Education". Archive.org. Retrieved August 5, 2014.
1 2 Ministry of Education (2002). Sexuality Education: Revised Guide for Principals, Boards of Trustees, and Teachers (PDF). Wellington: Learning Media. ISBN 0478267274. Retrieved June 26, 2013.
↑ "Section 60B: Consultation about treatment of health curriculum -- Education Act 1989 -- New Zealand Legislation". Parliamentary Counsel Office. Retrieved June 26, 2013.
↑ "Section 25AA: Release from tuition in specified parts of health curriculum -- Education Act 1989 -- New Zealand Legislation". Parliamentary Counsel Office. Retrieved June 26, 2013.
↑ Luker, Kristen (2006). When Sex Goes To School: Warring Views on Sex- And Sex Education- Since The Sixties. W.W. Norton & Company.
↑ reidaboutsex.com
↑ Mihalko, Reid. "About Reid". Reid About Sex. Retrieved June 3, 2011.
↑ PBS, February 4, 2005 Religion & Ethics Newsweekly, Episode 823 Accessed December 30, 2006
1 2 3 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. doi:10.1080/14681811.2011.590078.
↑ Kosciw, J.G. (2012). "The 2011 National School Climate Survey: The experiences of lesbian, gay, bisexual, and transgender youth in our nation's schools". Gay, Lesbian and Straight Education Network.
↑ Sanchez, Marisol. "Providing inclusive sex education in schools will address the health needs of LGBT Youth" (PDF). Center for the Study of Women UCLA. Retrieved October 17, 2013.
1 2 Slater, Hannah. "LGBT-Inclusive Sex Education Means Healthier Youth and Safer Schools". Center for American Progress. Retrieved November 2, 2013.
↑ Goodman, Josh. "5 Reasons Schools Should Adopt LGBTQ-inclusive Sex Ed". The Huffington Post. Retrieved November 2, 2013.
↑ McGarry, Robert (2013). "Build a curriculum that includes everyone: ensuring that schools are more accepting of LGBT students and issues requires more than passing mentions of diversity in sex education classes". Phi Delta Kappan. 94.
↑ Villalva, Brittney. "Sex Education in Schools Should Include a Gay Agenda, Report Claims". The Christian Post. Retrieved November 2, 2013.
↑ Ellis, Viv; High (April 2004). "Something More to Tell You: Lesbian, Gay, or Bisexual Young Peoples". Journal of Adolescence. 30 (2): 213–225. doi:10.1080/0141192042000195281.
Teaching Immorality In Schools By Ugochukwu Ejinkeonye, May 7, 2013
Standards for Sexuality Education in Europe - study commissioned by the German Federal Centre for Health Education
Youth sexuality in the internet age - study commissioned by the German Federal Centre for Health Education
Library resources about
Resources in your library
Sexuality Information and Education Council of the United States (SIECUS)
Nederlandse Vereniging voor Seksuele Hervorming (Dutch Society for Sexual Reform)
HIV/AIDS topics
structure and genome
CDC classification
disease progression rates
WHO disease staging system for HIV infection and disease
Teens / Adults
Countries by AIDS prevalence rate
AIDS-defining clinical condition
Diffuse infiltrative lymphocytosis syndrome
Lipodystrophy
Nephropathy
Pruritus
Superinfection
Tuberculosis co-infection
HIV Drug Resistance Database
Innate resistance to HIV
AIDS Museum
AIDS orphan
Catholic Church and HIV/AIDS
Circumcision and HIV
Criminal transmission
Discrimination against people
HIV-affected community
HIV/AIDS denialism
List of HIV-positive people
People With AIDS Self-Empowerment Movement
International AIDS Conference
International AIDS Society
Joint United Nations Programme on HIV/AIDS (UNAIDS)
President's Emergency Plan for AIDS Relief (PEPFAR)
Treatment Action Campaign
Media portrayal of HIV/AIDS
Misconceptions about HIV/AIDS
Discredited HIV/AIDS origins theories
AIDS pandemic by region / country
United States (New York City)
China (PRC) (Yunnan)
Taiwan (ROC)
List of countries by HIV/AIDS adult prevalence rate
List of HIV/AIDS cases and deaths registered by region
Topics in education
Types of institutions
Euthenics
Autodidacticism
Stages of formal education
Early childhood education Primary education Secondary education Tertiary education
→ Kindergarten
→ Middle
→ Senior High School
Vocational Further
→ Postgraduate
Education by region
Education in Africa
Ivory Coast (Côte d'Ivoire)
Education in Asia
States with
limited recognition
Nagorno-Karabakh
Education in Europe
Education in North America
Education in Oceania
Associated states
of New Zealand
and other territories
Education in South America
Compulsory sterilization
Contraceptive security
Genital integrity
Circumcision controversies
Genital modification and mutilation
Intersex
Pre-conception counseling
Childfree/Childlessness
Reproductive life plan
Vulvovaginal
Self-report sexual risk behaviors
Options counseling
Pregnancy from rape
Pregnant patients' rights
Preteen pregnancy
Unintended pregnancy
Genitourinary medicine
Reproductive endocrinology and infertility
Sexual medicine
Disorders of sex development
Reproductive system disease
Birth control movement in the United States
History of condoms
Social hygiene movement
Timeline of reproductive rights legislation
One-child policy
Two-child policy
Baby bonus
Bachelor tax
Birth credit
Child benefit
Tax on childlessness
Human sexuality and sexology
Sexual relationship
Asexuality
Gray asexuality
Bisexuality
Casual relationship
Celibacy syndrome
Committed relationship
Herbivore men
Heterosexuality
Hypersexuality
One-night stand
Romantic orientation
Sexual abstinence
Sexual partner
Sexual dynamics
Physical attractiveness
Sexual attraction
Miscegenation
Objectification
Survival sex
Child sexuality
Child sex tourism
Child-on-child sexual abuse
Age of consent (reform)
BNF: cb11935543b (data)


Selangor Travel Logs of "trip"
This is a summary of all the Travel Logs related to trip that we have available for the Selangor(Malaysia) area. Please go ahead and click on them if you want to read their contents. Does reading about trip in Selangor(Malaysia) make you want to go there too? In that case let's start planning your next trip!
Back to Top of Selangor Travel Logs of "trip"