title: Sex education

text: In many cultures, the discussion of all sexual issues has traditionally been considered taboo, and adolescents were not given any information on sexual matters. Such instruction, as was given, was traditionally left to a child's parents, and often this was put off until just before their marriage. However, in the late 19th century, the progressive education movement led to the introduction of sex education as "social hygiene" in North American school curricula and the introduction of school-based sex education.


title: Sex education

text: During the Second World War, UK governmental concerns grew around mass relocation, parentless youths, and young men and women working together for the first time. Not only were there fears of new sexually transmitted diseases, but there was also growing anxiety around young pregnancy putting pressure on the war-ravaged economy and healthcare system. As such, the UK Board for Education introduced the "Sex Education in Schools and Youth Organisations" guidance. This put the onus of sex education on schools and youth groups, and guided leaders on how to execute this. For example, the mechanics of sexual intercourse could be communicated via "the keeping of livestock", as students could observe reproduction in real-time; the guidance also encouraged discussions about menstruation, motherhood courses, and personal hygiene talks. Popular among teachers and many parents, this guidance - which made sex education a possibility, not an obligation - prevailed for many years in the UK.


title: Sex education

text: In the 1970s, informational films became popular among teachers. Dr. Martin Cole's "Growing Up" (1971) was a frank look at how sex works physiologically and socially. It showed real clips of penises and masturbation, which sparked some backlash. However, it became apparent in the 1980s that a frank and factual approach was required in sex education as the HIV/AIDS crisis began in the UK. In 1999, the Labour government introduced Sex and Relationships Education guidance, with particular focus on sexually transmitted diseases and teenage pregnancy. This was part of the ten year Teenage Pregnancy Strategy, which would eventually resolve in 2010. Teenage pregnancy rates were halved across this period, however similar changes in other countries indicate that this was not an effect of the strategy.


title: Sex education

text: Globally, 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. 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.


title: Sex education

text: 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. In fact, 88% of the 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. Also, 92% of adolescents report that they want both to talk to their parents about sex and to have comprehensive in-school sex education. Furthermore, a "study, conducted by Mathematica Policy Research on behalf of the US Department of Health and Human Services, found that abstinence-only-until-marriage programs are ineffective."


title: Sex education

text: The current frontier in the development of Relationship and Sex Education (RSE) is LGBTQ+ inclusion. The recent 2019 guidance update is tentative in its acknowledgement of LGBT people, something which has proved controversial among homo- and transphobic groups, as well as among LGBT allies and pro-inclusion sociologists. For example, whilst Birmingham primary schools were overrun with homophobic activists protesting the introduction of LGBT content to the guidance, sociologist Jonathan Glazzard criticized the Department for Education for the document's ambiguity and "opt-out" potential.


title: Sex education

text: Leepson sees sex education as instruction in various physiological, psychological and sociological aspects of sexual response and reproduction. 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. Various aspects 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 the topics of reproduction and teaching how babies are conceived and born. Instead, it has a far richer scope and goal of helping children incorporate sex more meaningfully into their present and future life and to provide them with some basic understanding of virtually every aspect of sex by the time they reach full maturity.


title: Sex education

text: Evidence shows that a combination of comprehensive sex education and access to birth control appears to decrease the rates of unintended pregnancies among teenagers. 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. 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. Programs that teach only abstinence have not been shown to be effective.


title: Sex education

text: 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." 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.


title: Sex education

text: 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.


title: Sex education

text: "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)."


title: Sex education

text: Also, a U.S. review concludes that "the overwhelming weight of evidence shows that sex education that discusses contraception does not increase sexual activity". 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."


title: Sex education

text: 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,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.When places have more comprehensive sex education STI and pregnancy rates drop. The attitudes of children have also been found to differ depending on the content of their sex education. One comparison of results can be made between the sex education curriculum in the Netherlands and that in the US. On average teens in Europe and the Netherlands (which have more comprehensive sex ed) do not have sex at a younger age than teens in the US (with less comprehensive sex ed); however teens in the Netherlands report having a positive and consensual first sexual experience while 66% of sexually active US teens report that they wished they waited longer for their first sexual experience.


title: Sex education

text: Nine out of ten teens in the Netherlands use contraception during their first sexual experience, which contributes to the lower pregnancy and STI rates. More comprehensive sex ed starting at the elementary level resulted in appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy.


title: Sex education

text: Human rights issues, gender equality and gender roles should be integrated into every aspect of these discussions. This includes human rights protection, fulfillment 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."


title: Sex education

text: Comprehensive sex 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."


title: Sex education

text: 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 sexual education discussion board web sites. Training can also be provided through multimedia resources. Adolescents spend a lot of their time on social media, or watching television. Those same adolescents may also have a hard time talking to their families about sexual matters. A study has shown that mass media interventions; for example, use of teaching sexual education through commercials shown on television, or ads on social media, have proven effective and decreased the amount of unprotected sex. 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. 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.


title: Sex education

text: 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, and topics dealing with human sexual behavior, e.g. safe sex practices, masturbation, premarital sex, and sexual ethics).


title: Sex education

text: 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. 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.


title: Sex education

text: The problem of pregnancy in adolescents is delicate and difficult to assess using sex education. 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.


title: Sex education

text: 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; 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. On the other hand, it seems that in countries where sex education is not part of the curriculum, students show limited knowledge even in basic reproductive issues. For example, in a 2019 study with Greek students, it is reported that about two-thirds of the students failed to name external female genitals, such as the clitoris and labia, even after detailed pictures were provided to them.


title: Sex education

text: 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.


title: Sex education

text: In 2011, "Angus Reid Public Opinion" said that half of Canadians (54%) and Americans (52%) found their sex education courses at school to be useful, only 43% of Britons share the same view. And while more than half of Americans (57%) say conversations with family were useful, only 49% of Canadians and 35% of Britons said so.


title: Sex education

text: 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 Mexico City policy, 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..." The policy was again suspended as one of the first official acts by United States President Barack Obama. The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion). According to Ugandan AIDS activists, the policy undermined community efforts to reduce HIV prevalence and HIV transmission.


title: Sex education

text: 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). 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.


title: Sex education

text: The state of sex education programs in Asia is at various stages of development, like in the country Philippines where the topic sex education is considered to be very controversial because it deals with different topics which are sometimes too vague and too broad to be implemented largely in the society.


title: Sex education

text: 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.


title: Sex education

text: In India, there are many programs promoting sex education including information on AIDS, sex and sexuality in schools as well public education and advertising. AIDS clinics however are not universally available.


title: Sex education

text: UnTaboo, a company dedicated to sex education, however, has age appropriate programs on sex, sexuality and safety awareness education which are conducted in schools and in small private groups outside of schools. Sexual reproduction and different contraceptive methods are taught in grades 8 and 10 (age 14 and 16) compulsorily.


title: Sex education

text: 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. Since the 2010s there has been a great increase in books about sex education for children and young adults.


title: Sex education

text: The state of sex education programs in China barely meets the international standards. China’s sex education is absent, although there have been proposals made to include comprehensive sex education in the curriculum. Although such proposals have been made, there has not been any solid actions to implement such programs in school, mainly due to the conservative and traditional mindsets. The topic of sex is not talked about enough in public, and even shunned in private. Teachers and parents alike are embarrassed to talk about sex-related topics that such education is often skipped, making this topic extremely sensitive. There is demand for sex education that is concentrated on social media platforms such as Weibo, citing the need to have sex education in order for its people to learn how to protect themselves against sexual related abuse and harassments. China currently still experiences sexual illiteracy. China’s government has passed a law that mandates “age-appropriate sex education” in October, 2020, but no outlines have been created yet to clarify how the mandate would be implemented in school.


title: Sex education

text: Most recently, China has introduced a new sexual education for students named the 'Healthy China Initiatives (2019-2030)'. The initiative came after a 2015 study by the China Family Planning Association conducted a study that showed only 10% of approximately 20,000 universities reported that they were not content with their sexual education in grade school and were unknowledgeable to violence, gender, contraceptives, sexually transmitted diseases, and pregnancy among other topics. The initiative is said to help provide students with knowledge of gender, sexuality, equality, consent, and rights.


title: Sex education

text: 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.


title: Sex education

text: In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation.


title: Sex education

text: In Sri Lanka, sex education traditionally consisted of reading the reproduction section of biology textbooks. Young people are taught when they are 12 years old.


title: Sex education

text: 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.


title: Sex education

text: In Taiwan, compared to China’s progress, has been a lot more progressive in implementing sex education. However, the controversy lies more in anti-gay groups who argue that including same-sex relationships in sex education is morally controversial, despite being the first Asian country to legalize same-sex marriage. Therefore, while sex education is required in school, LGBTQ topics have been rejected by many parents in the society, which potentially violates gender equity education in school. From the "Journal of Modern Education Review," Taiwan has committed to achieving gender equity since 2004 with its Gender Equity Education Act (Taiwan) (GEEA), which includes curriculum, material, and activities to be practiced and taught in elementary and middle school. But also as a relatively conservative Asian country and culture, Taiwan has not yet been up to par with international standards, but seemingly on its way towards more progressive sex education.


title: Sex education

text: The Singapore Family Planning Association has developed a series of sex education programs for young people, focusing on strict control of sexual behavior and age. The Singapore government attaches great importance to the moral education of young people, and the sentencing of sexual offenses is very strict.


title: Sex education

text: The World Health Organization and the German Federal Office of Health Education recommend sex education for children of all ages.


title: Sex education

text: 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.


title: Sex education

text: 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 (aged 15–16). 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.


title: Sex education

text: In September 2013, the government launched a new program called ('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.


title: Sex education

text: The first state-sponsored courses on sex education were introduced in Breslau, Prussia, c. 1900 by Dr. Martin Chotzen.


title: Sex education

text: In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is a governmental duty by law.


title: Sex education

text: 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.


title: Sex education

text: 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).


title: Sex education

text: German Constitutional Court and later, in 2011, the European Court of Human Rights, rejected complaints from several Baptists against Germany concerning mandatory sex education.


title: Sex education

text: A 2022 analysis reported that human reproduction is mentioned in six out of 113 Greek secondary education textbooks used in biology classes from 1870s to present.


title: Sex education

text: At the time of the People's Republic of Poland, since 1973, sex education 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" () rather than "sex education" ()—and schools explicitly require parental consent for their children to attend sex education classes. This policy is largely due to the strong objection against sex education raised by the Catholic Church.


title: Sex education

text: Some sex education is taught as part of biology-related curricula. There is also an official program intended to provide sex education for students.


title: Sex education

text: Subsidized by the Dutch government, the "Long Live Love" package (), 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 —has been 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. This type of curriculum can begin for students as young as at age four. The curriculum for children focuses on topics like love, self-image, and gender stereotypes. All elementary level students in the Netherlands are required by law to receive some level of sex education. There is some flexibility in how the subject is taught however there are some required principles such as sexual diversity and sexual assertiveness. 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. 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.


title: Sex education

text: In Slovakia the content of sex education varies from school to school, most frequently as a segment of a larger lesson plan of a subject akin to nature science in English (this course covers both biology and petrology). Generally the sex ed content taught in Slovakia is quite basic, sometimes lacking, though exactly what any given lesson contains varies among schools and is dependent on the teacher's knowledge of the subject. It is not uncommon for teachers to rely on students asking questions (as opposed to documentaries, discussions, textbooks and in-class debates). Classes are usually divided into boys and girls. Boys are taught the basics of sex, usually limited to dialogue between student and teacher of annotated diagrams of genitalia; while girls are additionally taught about menstruation and pregnancy.


title: Sex education

text: In Sweden, sex education was established in 1921 for secondary education and in 1942 for all grades. The subject is usually started in kindergarten and continues cumulatively throughout the student's entire schooling. This sexual education is incorporated into different subjects such as biology and history. The Swedish Association for Sexuality Education (RFSU) has a sex education that emphasizes "sexual diversity, freedom and enjoyment", 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.


title: Sex education

text: 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. In most French-speaking cantons since the 1970s, generalized courses have been implemented by states with duly formed and trained specialists working within school health services at the secondary level.


title: Sex education

text: Interventions in primary schools were started during the 1980s, 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 is not 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 whom to talk to in case they feel uncomfortable about a private matter and wish to talk about it.


title: Sex education

text: Finally, the objectives include an enforcement of their capacity to decide for themselves and their ability to express their feelings 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.


title: Sex education

text: 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 – 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.


title: Sex education

text: Cecil Reddie ran the first sex education course at a British school in October 1889 at Abbotsholme School but the lessons were only for sex between married couples.


title: Sex education

text: In England and Wales, Sex and relationship education (SRE) is compulsory since 1976, in part, from age 11 onwards. It involves teaching children about reproduction, sexuality and sexual health. It does not promote early sexual activity or any particular sexual orientation. The compulsory parts of sex and relationship education are the elements contained within the national curriculum for science. Parents can currently withdraw their children from all other parts of sex and relationship education if they want.


title: Sex education

text: The compulsory 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 and discussion about relationships is often neglected. Britain has one of the highest teenage pregnancy rates in Europe However, these have halved across England and Wales in recent years and continue to fall.


title: Sex education

text: Some schools actively choose to deliver age appropriate relationship and sex education from Early Years Foundation Stage, which include the differences between boys and girls, naming body parts, what areas of the body are private and should not be touched unless the child is happy and gives consent.


title: Sex education

text: Following sustained political pressure, in March 2017 it was announced by the Department for Education (DofE) that from September 2019, Relationship Education (RE) in primary schools and Relationship and Sex Education (RSE) in secondary schools will be made mandatory in England by the UK government. The existing category of SRE (Sex and Relationship Education) is now referred to as RSE (Relationship and Sex Education) by the British government.


title: Sex education

text: A consultation was held by the DofE from 19 December 2017 to 12 February 2018 to inform the updated guidelines that will be released before the new mandatory subject being added to the curriculum in England in 2019.


title: Sex education

text: 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.


title: Sex education

text: As education is a provincial concern, sex education varies across Canada. Ontario has a provincial curriculum created in 1998. Attempting to update it has proven controversial: a first reform was shelved in 2010 and a new curriculum introduced in 2015 by the Liberal government under Kathleen Wynne was reversed three years later by the Conservatives under Doug Ford, inviting parents to file complaints against teachers who will not comply with the change. Mandatory sex education was removed from the Quebec provincial curriculum in 2005, leaving it at 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. It was brought back as a facultative subject in 2016–2017, then mandatory for the 2017–2018 school year.


title: Sex education

text: 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. However, what students learn varies widely, because curriculum decisions are 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.


title: Sex education

text: Sex education is required in 30 states, 28 of which also require HIV education. 9 more states require just HIV education. Only 18 states require the information taught to be medically accurate by law. 37 states allow parents to opt their kids out of their Sex Ed. 19 states require instruction that sexual activity should only occur in marriage and 28 states require that abstinence be stressed. Contextually, 11 states must inclusively discuss sexual orientation and 5 legally must emphasize heterosexuality or provide negative information about homosexuality. Only 9 states require the importance of consent in a sexual situation.


title: Sex education

text: 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.


title: Sex education

text: 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.


title: Sex education

text: 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. However, a 2007 Centers for Disease Control and Prevention report showed a 3% increase from 2005 to 2006, to nearly 42 births per 1,000. From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines. Still , the U.S. has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world. 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.


title: Sex education

text: Proponents of comprehensive sex education, which include the American Psychological Association, the American Medical Association, the National Association of School Psychologists, the American Academy of Pediatrics, the American Public Health Association, the Society for Adolescent Medicine and the American College Health Association, 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.


title: Sex education

text: On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach a 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. Some 25 states now decline the funding so that they can continue to teach comprehensive sex education. 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.


title: Sex education

text: 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. 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. 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.


title: Sex education

text: 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.


title: Sex education

text: A recent study in January 2022 found that a majority of US teens lack quality sexual education, a trend that has been worsening over years. Instruction on waiting until marriage to have sex declined from 73% to 67% among females ("P" = 0.005) and from 70% to 58% in males ("P" < 0.001).


title: Sex education

text: Virginia uses the sex education program called the National Campaign to prevent teen and unplanned pregnancy. 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 the teen pregnancy rate by in ten years. The Virginia Department of Health 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 is a teen pregnancy rate at or below 43 pregnancies per 1,000 females age 15–17.


title: Sex education

text: Sex education in Mississippi public schools was first introduced in 2011, with the requirement that schools teach “abstinence-only” or “abstinence-plus” curriculum. This law had additional requirements, such as the separation of boys and girls for instruction and not allowing instructors to physically demonstrate contraceptive use, such as condoms. This law was updated as of July 1, 2021. The state’s Department of Education announced they would now mandate curricula to be “culturally proficient, evidence-based, medically accurate, and age-appropriate for middle and high school students”. This was the first time such inclusive measures would be included. However, sex education is still not compulsory, both due to district decisions and individual parents through an “opt-in policy”.


title: Sex education

text: Mississippi, tied with Alabama, is the most highly religious state based on a number of indicators, such as 82% of adults believing in God with absolute certainty. Due to how religious and conservative the state is, advocates for comprehensive sex education often use the state of Mississippi as an example of the negative consequences and failures of abstinence-only education. The World Population Review reports Mississippi as the second-highest teen birth rate in the country, with 29.1 births per 1,000 women between the ages of 15 and 19. This number is up from 27.8 in 2018.


title: Sex education

text: Tennessee has no mandatory sexual education curriculum in place, leaving individual school districts to oversee their own sex ed curricula if it is chosen to be taught. Many of those school districts have relied heavily on abstinence-led curricula. Tennessee schools have created a mandatory family life education program if females ages 15–17 have pregnancy rates higher than 19.5 per every 1000 depending on the county. In 2012, state legislature advanced Senate Bill 3310, otherwise known as the "Gateway Law," to enforce abstinence only sexual education and limit the information given to students by educators that encourage sexual activities with penalties of $500 if done. More recently, in 2017, state legislature passed Senate Bill 1510 to provide intervention, treatment, and prevention of child sex abuse. Though Senate Bill 1510 was implemented, it continued to forbid promoting sexual activities and dispense contraception on school property. Currently pending is Senate Bill 646 where curriculum for students includes "medically accurate and age appropriate" sex education. In doing so, students are able to obtain information about consent, abstinence, sexually transmitted diseases, pregnancy, and communication skills among other things.


title: Sex education

text: Sex education is not mandatory in Florida, but the state has implemented a comprehensive health education curriculum that teaches pregnancy and considers abstinence to be the "expected social standard". In such courses, students learn about monogamy, heterosexual marriages, and abstinence until marriage. Though courses are taught, parents and guardians are able to opt-out of allowing students to learn with written communication and consent given to their school. Several house bills were proposed to onset the Florida Healthy Adolescent Act where schools were required to introduce students to comprehensive and medically accurate health information that was age appropriate about sexuality, healthy relationships, and contraception. The Senate vetoed the bills to pass the act.


title: Sex education

text: 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:


title: Sex education

text: Additionally, school districts are not authorized to distribute condoms in connection with instruction relating to human sexuality.


title: Sex education

text: 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" report where they found that:


title: Sex education

text: 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." With this in mind, many state legislators have proposed bills to improve sex education in Texas Schools.


title: Sex education

text: Scientific evidence accumulated over many decades demonstrates that the abstinence-only-until-married (AOUM) curriculum taught in Texas schools is harmful and ineffective in reducing the adolescent pregnancy rate in Texas. Despite these facts, recently published in the "Journal of Adolescent Health", AOUM programs continue to be funded by the U.S. government. In fact, the U.S. government has spent more than $2 billion over the last 20 years to prohibit comprehensive sex education in public schools, choosing instead to fund the AOUM curriculum while the adolescent pregnancy rates continue to rise.


title: Sex education

text: 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.


title: Sex education

text: The Catholic Church believes that parents are the first educators and should rightfully fight for their duty as such in regard to sex education:


title: Sex education

text: 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. The initiative was developed and implemented by the Honorable Norman Lacy MP, Minister for Educational Services from 1979 to 1982.


title: Sex education

text: 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.


title: Sex education

text: 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".


title: Sex education

text: 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.


title: Sex education

text: As of March 2021, a program called "Respectful Relationships" was a core part of Victoria's curriculum, and was to become mandatory in all state schools. Students will also be specifically taught about consent.


title: Sex education

text: 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 (approximately 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 (approximately age 5).


title: Sex education

text: The Health/ curriculum, including the sexuality education component, is the only part of the New Zealand Curriculum/ (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. 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. However, this does not prevent a teacher answering sexuality education questions if a student, excluded or not, asks them.


title: Sex education

text: There are two opposing sides of the sex education argument amongst parents. 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.


title: Sex education

text: Another viewpoint on sex education, historically inspired by sexologists such as Wilhelm Reich and psychologists such as 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" suggest that open dialogue about physical intimacy and health education can generate more self-esteem, self-confidence, humor, and general health.


title: Sex education

text: 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. Naturally, those that believe that homosexuality and premarital sex are a normal part of the range of human sexuality disagree with them.


title: Sex education

text: 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.


title: Sex education

text: One major source of controversy in the realm of sex education is whether LGBT sex education should be integrated into school curricula. LGBT sex education includes inclusive teaching of safe sex practices for lesbian, gay, bisexual, and transgender individuals and general instruction in topics related to sexual orientation and gender identity. Studies have shown that many schools do not offer such education today. Five states (Alabama, Louisiana, Mississippi, Oklahoma, and Texas) 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. Six states (California, Colorado, New Jersey, Oregon, Rhode Island, and Washington) enforce sex education curricula that includes LGBT information beginning 2020. Beyond states, the District of Columbia has also moved to offer curricula that supports the involvement of LGBT sexual education. Beneficial factors have shown to include lowered rates of depression and suicide, tentative approaches to sexual behaviors, and intimidation from peers.


title: Sex education

text: Proponents of LGBT sex education argue that encompassing homosexuality into the curricula would provide LGBT students with the sexual health information they need, and help to ameliorate problems such as low self-esteem and depression that research has shown can be present in LGBT individuals. They also claim that it could reduce homophobic bullying.


title: Sex education

text: 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. In the UK, BigTalk Education's Growing Up Safe programme, which includes LGBT relationship education from Primary School age, was awarded the 2017 Pamela Sheridan award for innovation and good practice in relationships and sex education (RSE), services and projects for young people.


title: Sex education

text: Opponents often argue that teaching LGBT sex education would be disrespectful to some religions and expose students to inappropriate topics. 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. 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.


title: Sex education

text: Recently, some states have opted to restrict topics about LGBT matter and people. One of the most controversial laws passed has been labeled the "Don't Say Gay" law that has most recently been passed in Florida. The bill seeks to ban gender and sexuality issues being presented to students while in lower grade school in efforts to allow parents to make the decision as to when or if they will introduce their child to Gender and Sexuality subject matter.


title: François Truffaut

text: François Roland Truffaut ( , ; ; 6 February 1932 – 21 October 1984) was a French film director, screenwriter, producer, actor, and film critic. He is widely regarded as one of the founders of the French New Wave. After a career of more than 25 years, he remains an icon of the French film industry, having worked on over 25 films.


title: François Truffaut

text: Truffaut's film "The 400 Blows" (1959) is a defining film of the French New Wave movement, and has four sequels, "Antoine et Colette" (1962), "Stolen Kisses" (1968), "Bed and Board" (1970), and "Love on the Run" (1979). Truffaut's 1973 film "Day for Night" earned him critical acclaim and several awards, including the BAFTA Award for Best Film and the Academy Award for Best Foreign Language Film. His other notable films include "Shoot the Piano Player" (1960), "Jules and Jim" (1962), "The Soft Skin" (1964), "The Wild Child" (1970), "Two English Girls" (1971), "The Last Metro" (1980), and "The Woman Next Door" (1981). He is also known for his supporting role in Steven Spielberg's science fiction film "Close Encounters of the Third Kind" (1977).


title: François Truffaut

text: Truffaut also wrote the notable book "Hitchcock/Truffaut" (1966), which detailed his interviews with the film director Alfred Hitchcock during the 1960s.


title: François Truffaut

text: Truffaut was born in Paris on 6 February 1932. His mother was Janine de Montferrand. His mother's future husband, Roland Truffaut, accepted him as an adopted son and gave him his surname. He was passed around to live with various nannies and his grandmother for a number of years. His grandmother instilled in him her love of books and music. He lived with her until her death, when Truffaut was eight years old. It was only after her death that he lived with his parents. Truffaut's biological father's identity is unknown, but a private detective agency in 1968 revealed that its inquiry into the matter led to a Roland Levy, a Jewish dentist from Bayonne. Truffaut's mother's family disputed the finding but Truffaut believed and embraced it.


title: François Truffaut

text: Truffaut often stayed with friends and tried to be out of the house as much as possible. He knew Robert Lachenay from childhood, and they were lifelong best friends. Lachenay was the inspiration for the character René Bigey in "The 400 Blows" and worked as an assistant on some of Truffaut's films. Cinema offered Truffaut the greatest escape from an unsatisfying home life. He was eight years old when he saw his first movie, Abel Gance's "Paradis Perdu" ("Paradise Lost", 1939), beginning his obsession. He frequently skipped school and sneaked into theaters because he lacked the money for admission. After being expelled from several schools, at age 14 he decided to become self-taught. Two of his academic goals were to watch three movies a day and read three books a week.


title: François Truffaut

text: Truffaut frequented Henri Langlois's Cinémathèque Française, where he was exposed to countless foreign films, becoming familiar with American cinema and directors such as John Ford, Howard Hawks and Nicholas Ray, as well as those of British director Alfred Hitchcock.


title: François Truffaut

text: After starting his own film club in 1948, Truffaut met André Bazin, who had a great effect on his professional and personal life. Bazin was a critic and the head of another film society at the time. He became a personal friend of Truffaut's and helped him out of various financial and criminal situations during his formative years.


title: François Truffaut

text: Truffaut joined the French Army in 1950, aged 18, but spent the next two years trying to escape. He was arrested for attempting to desert the army and incarcerated in military prison. Bazin used his political contacts to get Truffaut released and set him up with a job at his new film magazine, "Cahiers du cinéma".


title: François Truffaut

text: Over the next few years, Truffaut became a critic (and later editor) at "Cahiers", where he became notorious for his brutal, unforgiving reviews. He was called "The Gravedigger of French Cinema" and was the only French critic not invited to the 1958 Cannes Film Festival. He supported Bazin in developing one of the most influential theories of cinema, the auteur theory.


title: François Truffaut

text: In 1954, Truffaut wrote an article in "Cahiers du cinéma", "Une Certaine Tendance du Cinéma Français" ("A Certain Trend of French Cinema"), in which he attacked the state of French films, lambasting certain screenwriters and producers, and listing eight directors he considered incapable of devising the kinds of "vile" and "grotesque" characters and storylines he called characteristic of the mainstream French film industry: Jean Renoir, Robert Bresson, Jean Cocteau, Jacques Becker, Abel Gance, Max Ophuls, Jacques Tati and Roger Leenhardt. The article caused a storm of controversy, and landed Truffaut an offer to write for the nationally circulated, more widely read cultural weekly "Arts-Lettres-Spectacles". Truffaut wrote more than 500 film articles for that publication over the next four years.


title: François Truffaut

text: Truffaut later devised the auteur theory, according to which the director was the "author" of his work and great directors such as Renoir or Hitchcock have distinct styles and themes that permeate their films. Although his theory was not widely accepted then, it gained some support in the 1960s from American critic Andrew Sarris. In 1967, Truffaut published his book-length interview of Hitchcock, "Hitchcock/Truffaut" (New York: Simon and Schuster).


title: François Truffaut

text: After having been a critic, Truffaut decided to make films. He began with the short film "Une Visite" (1955) and followed it with "Les Mistons" (1957).


title: François Truffaut

text: After seeing Orson Welles's "Touch of Evil" at the Expo 58, Truffaut made his feature film directorial debut with "The 400 Blows" (1959), which received considerable critical and commercial acclaim. He won the Best Director award at the 1959 Cannes Film Festival. The film follows the character of Antoine Doinel through his perilous misadventures in school, an unhappy home life and later reform school. The film is highly autobiographical. Both Truffaut and Doinel were only children of loveless marriages; they both committed petty crimes of theft and truancy from the military. Truffaut cast Jean-Pierre Léaud as Doinel. Léaud was seen as an ordinary boy of 14 who auditioned for the role after seeing a flyer, but interviews after the film's release (one is included on the Criterion DVD of the film) reveal Léaud's natural sophistication and an instinctive understanding of acting for the camera. Léaud and Truffaut collaborated on several films over the years. Their most noteworthy collaboration was the continuation of Doinel's story in a series of films called "The Antoine Doinel Cycle".


title: François Truffaut

text: The primary focus of "The 400 Blows" is Doinel's life. The film follows him through his troubled adolescence. He is caught in between an unstable parental relationship and an isolated youth. From birth Truffaut was thrown into a troublesome situation. As he was born out of wedlock, his birth had to remain a secret because of the stigma of illegitimacy. He was registered as "a child born to an unknown father" in hospital records and looked after by a nurse for an extended period of time. His mother eventually married and her husband gave François his surname, Truffaut.


title: François Truffaut

text: Although he was legally accepted as a legitimate child, his parents did not accept him. The Truffauts had another child, who died shortly after birth. This experience saddened them greatly and as a result they despised François because of the regret he represented (Knopf 4). He was an outcast from his earliest years, dismissed as an unwanted child. François was sent to live with his grandparents. When his grandmother died, his parents took him in, much to his mother's dismay. His experiences with his mother were harsh. He recalled being treated badly by her but found comfort in his father's laughter and spirit. François had a very depressing childhood after moving in with his parents. They left him alone when they took vacations. He even recalled being alone during Christmas. Being left alone forced François into independence, often doing various tasks around the house to improve it, such as painting or changing the electric outlets. Sadly, these kind gestures often resulted in catastrophic events, causing him to get scolded by his mother. His father mostly laughed them off.


title: François Truffaut

text: "The 400 Blows" marked the beginning of the French New Wave movement, which gave directors such as Jean-Luc Godard, Claude Chabrol and Jacques Rivette a wider audience. The New Wave dealt with a self-conscious rejection of traditional cinema structure. This was a topic on which Truffaut had been writing for years.


title: François Truffaut

text: Following the success of "The 400 Blows", Truffaut featured disjunctive editing and seemingly random voiceovers in his next film, "Shoot the Piano Player" (1960), starring Charles Aznavour. Truffaut has said that in the middle of filming, he realized that he hated gangsters. But since gangsters were a main part of the story, he toned up the comical aspect of the characters and made the movie more to his liking.


title: François Truffaut

text: Even though "Shoot the Piano Player" was much appreciated by critics, it performed poorly at the box office. While the film focused on two of the French New Wave's favourite elements, American film noir and themselves, Truffaut never again experimented as heavily.


title: François Truffaut

text: In 1962, Truffaut directed his third movie, "Jules and Jim", a romantic drama starring Jeanne Moreau. The film was very popular and highly influential.


title: François Truffaut

text: In 1963, Truffaut was approached to direct the American film "Bonnie and Clyde", with a treatment written by "Esquire" journalists David Newman and Robert Benton intended to introduce the French New Wave to Hollywood. Although he was interested enough to help in script development, Truffaut ultimately declined, but not before interesting Jean-Luc Godard and American actor and would-be producer Warren Beatty, who proceeded with the film with director Arthur Penn.


title: François Truffaut

text: Truffaut's first non-French film was a 1966 adaptation of Ray Bradbury's classic science fiction novel "Fahrenheit 451", showcasing Truffaut's love of books. His only English-speaking film, made on location in England, was a great challenge for Truffaut, because he barely spoke English himself. Shot by cinematographer Nicolas Roeg, this was Truffaut's first film in colour. The larger-scale production was difficult for Truffaut, who had worked only with small crews and budgets. The shoot was also strained by a conflict with lead actor Oscar Werner, who was unhappy with his character and stormed off set, leaving Truffaut to shoot scenes using a body double shot from behind. The film was a commercial failure, and Truffaut never worked outside France again. The film's cult standing has steadily grown, although some critics remain dubious of it as an adaptation. A 2014 consideration of the film by Charles Silver praises it.


title: François Truffaut

text: "Stolen Kisses" (1968) was a continuation of the Antoine Doinel Cycle starring Claude Jade as Antoine's fiancée and later wife Christine Darbon. During its filming Truffaut fell in love with Jade and was briefly engaged to her. It was a big hit on the international art circuit. A short time later Jade made her Hollywood debut in Hitchcock's "Topaz".


title: François Truffaut

text: Truffaut worked on projects with varied subjects. "The Bride Wore Black" (1968), a brutal tale of revenge, is a stylish homage to the films of Alfred Hitchcock (once again starring Moreau). "Mississippi Mermaid" (1969), with Catherine Deneuve and Jean-Paul Belmondo, is an identity-bending romantic thriller. Both films are based on novels by Cornell Woolrich.


title: François Truffaut

text: "The Wild Child" (1970) included Truffaut's acting debut in the lead role of 18th-century physician Jean Marc Gaspard Itard.


title: François Truffaut

text: "Two English Girls" (1971) is the female reflection of the same love story as "Jules et Jim". It is based on a story by Henri-Pierre Roché, who wrote "Jules and Jim", about a man who falls equally in love with two sisters, and their love affair over a period of years.


title: François Truffaut

text: "Day for Night" won Truffaut a Best Foreign Film Oscar. The film is probably his most reflective work. It is the story of a film crew trying to finish a film while dealing with the personal and professional problems that accompany making a movie. Truffaut plays the director of the fictional film being made. This film features scenes from his previous films. It is considered his best film since his earliest work. "Time" magazine placed it on its list of 100 Best Films of the Century (along with "The 400 Blows").


title: François Truffaut

text: In 1975, Truffaut gained more notoriety with "The Story of Adèle H."; Isabelle Adjani in the title role earned a nomination for an Academy Award for Best Actress. His 1976 film "Small Change" was nominated for the Golden Globe Award for Best Foreign Language Film.


title: François Truffaut

text: Truffaut also appeared in Steven Spielberg's 1977 "Close Encounters of the Third Kind" as scientist Claude Lacombe.


title: François Truffaut

text: "The Green Room" (1978) starred Truffaut in the lead. It was a box-office flop, so he made "Love on the Run" (1979) starring Léaud and Jade as the final movie of the Doinel Cycle.


title: François Truffaut

text: One of Truffaut's final films gave him an international revival. "The Last Metro" (1980) garnered 12 César Award nominations and 10 wins, including Best Director.


title: François Truffaut

text: Truffaut's last film was shot in black and white, giving his career a sense of having bookends. "Confidentially Yours" is Truffaut's tribute to his favourite director, Hitchcock. It deals with numerous Hitchcockian themes, such as private guilt versus public innocence, a woman investigating a murder, and anonymous locations.


title: François Truffaut

text: A keen reader, Truffaut adapted many literary works, including two novels by Henri-Pierre Roché, Ray Bradbury's "Fahrenheit 451", Henry James's "The Altar of the Dead", filmed as "The Green Room", and several American detective novels.


title: François Truffaut

text: Truffaut's other films were from original screenplays, often co-written by the screenwriters Suzanne Schiffman or Jean Gruault. They featured diverse subjects, the sombre "The Story of Adèle H." inspired by the life of the daughter of Victor Hugo, with Isabelle Adjani; "Day for Night", shot at the Victorine Studios, depicting the ups and downs of filmmaking; and "The Last Metro", set during the German occupation of France during World War II, a film rewarded by ten César Awards.


title: François Truffaut

text: Known as a lifelong cinephile, Truffaut once (according to the 1993 documentary film "") threw a hitchhiker out of his car after learning that he didn't like films.


title: François Truffaut

text: Many filmmakers admire Truffaut, and tributes to his work have appeared in films such as "Almost Famous", "Face" and "The Diving Bell and the Butterfly", as well as novelist Haruki Murakami's "Kafka on the Shore".


title: François Truffaut

text: Truffaut expressed his admiration for filmmakers such as Luis Buñuel, Ingmar Bergman, Robert Bresson, Roberto Rossellini, and Alfred Hitchcock. Truffaut wrote "Hitchcock/Truffaut", a book about Hitchcock, based on a lengthy series of interviews.


title: François Truffaut

text: Of Jean Renoir, he said: "I think Renoir is the only filmmaker who's practically infallible, who has never made a mistake on film. And I think if he never made mistakes, it's because he always found solutions based on simplicity—human solutions. He's one film director who never pretended. He never tried to have a style, and if you know his work—which is very comprehensive, since he dealt with all sorts of subjects—when you get stuck, especially as a young filmmaker, you can think of how Renoir would have handled the situation, and you generally find a solution".


title: François Truffaut

text: Truffaut and Jean-Luc Godard, his colleague from "Les Cahiers du Cinéma", worked together closely during their start as film directors although they had different working methods. Tensions came to the surface after May 68: Godard wanted a more political, specifically Marxist cinema, Truffaut was critical of creating films for primarily political purposes. In 1973, Godard wrote Truffaut a lengthy and raucous private letter peppered with accusations and insinuations, several times stating that as a filmmaker "you're a liar" and that his latest film ("Day For Night") had been unsatisfying, lying and evasive: "You're a liar, because the scene between you and Jacqueline Bisset last week at "Francis" [a Paris restaurant] isn't included in your movie, and one also can't help wondering why the director is the only guy who isn't sleeping around in "Day For Night"" (Truffaut directed the film, wrote it and played the director on the film set in the film). Godard also implied that Truffaut had gone commercial and easy.


title: François Truffaut

text: Truffaut replied with an angry 20-page letter in which he accused Godard of being a radical-chic hypocrite, a man who believed everyone to be "equal" in theory only. "The Ursula Andress of militancy—like Brando—a piece of shit on a pedestal." Godard later tried to reconcile with Truffaut, but they never spoke to or saw each other again. After Truffaut's death, Godard wrote the introduction to a generous selection of his correspondence, and included his own 1973 letter. He also offered a long tribute in his film "Histoire(s) du cinéma".


title: François Truffaut

text: Truffaut was married to Madeleine Morgenstern from 1957 to 1965, and they had two daughters, Laura (born 1959) and Eva (born 1961). Madeleine was the daughter of Ignace Morgenstern, managing director of one of France's largest film distribution companies, Cocinor, and was largely responsible for securing funding for Truffaut's first films.


title: François Truffaut

text: In 1968 Truffaut was engaged to actress Claude Jade ("Stolen Kisses", "Bed and Board", "Love on the Run"); he and Fanny Ardant ("The Woman Next Door", "Confidentially Yours") lived together from 1981 to 1984 and had a daughter, Joséphine Truffaut (born 28 September 1983).


title: François Truffaut

text: Truffaut was an atheist, but had great respect for the Catholic Church and requested a Requiem Mass for his funeral.


title: François Truffaut

text: In July 1983, following his first stroke and being diagnosed with a brain tumour, Truffaut rented France Gall's and Michel Berger's house outside Honfleur, Normandy. He was expected to attend his friend Miloš Forman's "Amadeus" premiere when he died on 21 October 1984, aged 52, at the American Hospital of Paris in Neuilly-sur-Seine in France.


title: François Truffaut

text: At the time of his death, he had numerous films in preparation. He had intended to make 30 films and then retire to write books for the remainder of his life. He was five films short of that aim. He is buried in Montmartre Cemetery.


title: Nick Mohammed

text: Nicholas George Mohammed (born 4 October 1980) is an English actor, comedian and writer. He is best known for his character Mr. Swallow, which he has portrayed across both stage and television for over a decade. Outside of the United Kingdom, Mohammed is best known for portraying the character of Nathan "Nate The Great" Shelley in the Apple TV+ series "Ted Lasso", for which he was nominated in the Outstanding Supporting Actor in a Comedy Series category at the 73rd and 74th Primetime Emmy Awards.


title: Nick Mohammed

text: Mohammed was born on 4 October 1980 in Leeds, West Yorkshire. His mother was a Cyprus-born general practitioner and his father was an Indo-Trinidadian legal professional. He was educated at Abbey Grange High School. He reportedly turned down an offer from Cambridge University and chose Durham University, where he was a member of St Aidan's College and played violin in the university orchestra. He had auditioned for the Durham Revue twice but failed to get in and instead frequented the local comedy circuit. His interest in comedy prompted him to audition for the Footlights, which he did successfully.


title: Nick Mohammed

text: Mohammed has featured in the second series of BBC One's "Reggie Perrin" and was a co-presenter in BBC Three comedy series "The King Is Dead" alongside Simon Bird and Katy Wix. He has made guest appearances in "Pete & Dud: The Lost Sketches", "Miranda", "How Not to Live Your Life" and "Life's Too Short", and has appeared in one episode of the BBC Radio 4 musical comedy show "Alex Horne Presents The Horne Section".


title: Nick Mohammed

text: Following his hit BBC Radio 4 debut ("Quarters"), Mohammed's second series "Nick Mohammed in Bits" attracted further critical acclaim. Mohammed was a cast member of BAFTA-nominated CBBC sketch show "Sorry, I've Got No Head" and supported Angelos Epithemiou (as one of his radio show characters, Mr. Swallow) on his 2010 national tour. He has had a supporting role in all three seasons of C4 comedy series "Drifters". Mohammed has also developed "The Mr. Swallow Show" for BBC Television and is writing and starring in an original comedy-drama "Magic" for Channel 4 as part of the Coming Up Scheme. He also appears in the new CBBC show "Hank Zipzer" as Mr. Love. He made a guest appearance in the final episode of series 1 and first episode of series 2 of "Uncle".


title: Nick Mohammed

text: In 2015, he joined the cast of ITV comedy "The Job Lot." He has written and starred in two series of 'Detective Sergeant Nick Mohammed', a comedy set in a police station, for BBC Radio 4.


title: Nick Mohammed

text: In 2018, he voiced Piglet in the Disney film "Christopher Robin". In 2018, it was announced that he would collaborate on a new comedy series titled "Intelligence" with David Schwimmer for Sky One.


title: Nick Mohammed

text: In 2019, Mohammed appeared in the second series of "Stath Lets Flats", and in 2020, Mohammed starred as Nate in the Apple TV+ series "Ted Lasso."


title: Nick Mohammed

text: In 2021, it was announced Mohammed will star as a police officer in the film "Maggie Moore(s)", joining Jon Hamm and Tina Fey.


title: Public sector undertakings in India

text: Public Sector Undertakings (PSUs) are government owned establishments, which are established and owned by the "Government" of India or State governments of India. The "public sector undertakings" are established either by nationalisation or an "executive order" incase of "union government" and "state government" or "act of parliament" incase of "union government" and "act of state legislature" incase of "state government" with the purpose to earn profit for the "government", control monopoly of the private sector entities, offer products and services at an affordable price to the citizens and for the achievement of overall financial goals & developmental objectives in the country.


title: Public sector undertakings in India

text: PSUs are also called government-owned enterprises or government-owned corporations or statutory corporations or nationalised corporations. These organisations are wholly or partly owned by the Government of India and/or one of the many m. Central Public Sector Undertakings (CPSUs) are wholly or partly owned by the Government of India, while State Public Sector Undertakings (SPSUs) are wholly or partly owned by state or territorial governments.


title: Public sector undertakings in India

text: In 1951, there were five PSUs under the ownership of government sector in India. By March 2021, the number of such government entities had increased to 365. These government entities represented a total investment of about ₹16.41 lakh crore as of 31 March 2019. Their total paid-up capital as of 31 March 2019 stood at about ₹2.76 lakh crore. CPSEs have earned a revenue of about ₹24.43 lakh crore + 1 lakh crore during the financial year 2018–19.


title: Public sector undertakings in India

text: When India achieved independence in 1947, it was primarily an agrarian entity, with a weak industrial base. There were only eighteen state-owned Indian Ordnance Factories, previously established to reduce the dependency of the British Indian Army on imported arms.


title: Public sector undertakings in India

text: The British Raj had previously elected to leave agricultural production to the Private sector, with tea processing firms, Jute mills (such as the Acland Mill), railways, electricity utilities, banks, coal mines, and steel mills being just some of the economic entities largely owned by private individuals like the industrialist Jamsetji Tata. Other entities were listed on the Bombay Stock Exchange.


title: Public sector undertakings in India

text: Critics of private ownership of India's agricultural and industrial entities—most notably Mahatma Gandhi's independence movement—instead advocated for a self-sufficient, largely agrarian, communal village-based existence for India in the first half of the 20th century. Other contemporary criticisms of India's public sector targeted the lack of well-funded schools, public libraries, universities, hospitals and medical and engineering colleges; a lack seen as impeding an Indian replication of Britain's own industrialization in the previous century.


title: Public sector undertakings in India

text: Post-Independence, the national consensus turned in favor of rapid industrialisation of the economy, a process seen as the key to economic development, improved living standards and economic sovereignty. Building upon the Bombay Plan, which noted the necessity of government intervention and regulation in the economy, the first Industrial Policy Resolution announced in 1948 laid down in broad strokes such a strategy of industrial development. Later, the Planning Commission was formed by a cabinet resolution in March 1950 and the Industrial (Development and Regulation) Act was enacted in 1951 with the objective of empowering the government to take necessary steps to regulate industry.


title: Public sector undertakings in India

text: The first Prime Minister of India, Jawaharlal Nehru, promoted an economic policy based on import substitution industrialisation and advocated a mixed economy. He believed that the establishment of basic and heavy industry was fundamental to the development and modernisation of the Indian economy. India's second five year plan (1956–60) and the Industrial Policy Resolution of 1956 emphasized the development of public sector enterprises to meet Nehru's national industrialisation policy. His vision was carried forward by Dr. V. Krishnamurthy, a figure known as the "Father of Public sector undertakings in India". Indian statistician Prasanta Chandra Mahalanobis was instrumental to its formulation, which was later termed the Feldman–Mahalanobis model.


title: Public sector undertakings in India

text: In 1969, Indira Gandhi's government nationalised fourteen of India's largest private banks, and an additional six in 1980. This government-led industrial policy, with corresponding restrictions on private enterprise, was the dominant pattern of Indian economic development until the 1991 Indian economic crisis. After the crisis, the government began divesting its ownership of several PSUs to raise capital and privatize companies facing poor financial performance and low efficiency.


title: Public sector undertakings in India

text: The public sector undertakings are headed by the head of board of directors also known as "chairperson cum managing director cum chief executive officer" and a "vice chairperson cum deputy managing director cum co-chief executive officer" along with the members of the board of directors also known as "executive director cum c-level executive" who are Group 'A' gazetted officers appointed by the President of India in case of central public sector undertakings, its subsidiaries & its divisions and appointed by the Governor of States of India incase of state public sector undertakings, its subsidiaries & its divisions. The "officers" and "employees" working for public sector undertakings, subsidiaries of public sector undertakings and divisions of public sector undertakings are also classified as gazetted officers and full-fledged government employees.


title: Public sector undertakings in India

text: All of the public sector undertakings have been awarded additional financial autonomy. "Public Sector Undertakings" are government establishments that have comparative advantages", giving them greater autonomy to compete in the global market so as to "support [them] in their drive to become global giants". Financial autonomy was initially awarded to nine PSUs as "Navratna" status in 1997. Originally, the term "Navaratna" meant a talisman composed of nine precious gems. Later, this term was adopted in the courts of the Gupta emperor Vikramaditya and Mughal emperor Akbar, as the collective name for nine extraordinary courtiers at their respective courts.


title: Public sector undertakings in India

text: In 2010, the central government established the higher "Maharatna" category, which raises a public sector unit's investment ceiling from ₹1,000 crore to ₹5,000 crores. The "Maharatna" public sector units can now decide on investments of up to 15 per cent of their net worth in a project while the "Navaratna" companies could invest up to ₹1,000 crore without explicit government approval. Two categories of "Miniratnas" afford less extensive financial autonomy.


title: Public sector undertakings in India

text: PSUs in India are also categorized based on their special non-financial objectives and are registered under Section 8 of Companies Act, 2013 (erstwhile Section 25 of Companies Act, 1956).


title: Public sector undertakings in India

text: Public Sector Units (PSUs) can be classified as Central Public Sector Enterprises (CPSEs), Public Sector Banks (PSBs), or State Level Public Enterprises (SLPEs). CPSEs are administered by the Ministry of Heavy Industries and Public Enterprises. The Department of Public Enterprises (DPE), Ministry of Finance is the nodal department for all the Central Public Sector Enterprises (CPSEs).


title: Public sector undertakings in India

text: As of October 2021, there are 12 Maharatnas, 12 Navratnas and 73 Miniratnas (divided into Category 1 and Category 2).


title: Public sector undertakings in India

text: Currently there are 12 Nationalised Banks in India (Government Shareholding power is denoted in %, as of 30 October 2022):


title: Public sector undertakings in India

text: Currently there are 7 Nationalized Insurance Companies (Government Shareholding power denoted in %, as of 1 April 2020):


title: GBU-43/B MOAB

text: The GBU-43/B Massive Ordnance Air Blast (MOAB , colloquially known as the "Mother of All Bombs") is a large-yield bomb, developed for the United States military by Albert L. Weimorts, Jr. of the Air Force Research Laboratory. It was first tested in 2003. At the time of development, it was said to be the most powerful non-nuclear weapon in the American arsenal. The bomb is designed to be delivered by a C-130 Hercules, primarily the MC-130E Combat Talon I or MC-130H Combat Talon II variants.


title: GBU-43/B MOAB

text: The MOAB was first deployed in combat in the 13 April 2017 airstrike against an Islamic State – Khorasan Province tunnel complex in Achin District, Afghanistan.


title: GBU-43/B MOAB

text: The basic principle resembles that of the BLU-82 "Daisy Cutter", which was used to clear heavily wooded areas in the Vietnam War. Decades later, the BLU-82 was used in Afghanistan in November 2001 against the Taliban. Its success as a weapon of intimidation led to the decision to develop the MOAB. Pentagon officials suggested MOAB might be used as an anti-personnel weapon, as part of the "shock and awe" strategy integral to the 2003 invasion of Iraq.


title: GBU-43/B MOAB

text: GBU-43s are delivered from C-130 cargo aircraft, inside which they are carried on cradles resting on airdrop platforms. The bombs are dropped by deploying drogue parachutes, which also extract the cradle and platform from the aircraft. Shortly after launch the drogues are released and the bomb falls without the use of a retarding parachute. GPS satellite-guidance is used to guide bombs to their targets.


title: GBU-43/B MOAB

text: The MOAB is not a penetrator weapon and is primarily an air burst bomb intended for soft to medium surface targets covering extended areas and targets in a contained environment such as a deep canyon or within a cave system. High altitude carpet-bombing with much smaller bombs delivered via heavy bombers such as the B-52, B-2, or the B-1 is also highly effective at covering large areas.


title: GBU-43/B MOAB

text: The MOAB is designed to be used against a specific target, and cannot by itself replicate the effects of a typical heavy bomber mission. During the Vietnam War's Operation Arc Light program, for example, the United States Air Force sent B-52s on well over 10,000 bombing raids, each usually carried out by two groups of three aircraft. A typical mission dropped 168 tons of ordnance, pounding an area with an explosive force equivalent to 10 to 17 MOABs.


title: GBU-43/B MOAB

text: MOAB was first tested with the explosive tritonal on 11 March 2003, on Range 70 located at Eglin Air Force Base in Florida. It was tested again on 21 November 2003.


title: GBU-43/B MOAB

text: Since 2003, 15 MOABs have been manufactured at the McAlester Army Ammunition Plant in McAlester, Oklahoma.


title: GBU-43/B MOAB

text: The Air Force has said the MOAB has a unit price of $170,000, but this is a historical unit cost made in the mid-2000s and various factors of the bomb's atypical development process have made exact cost estimation difficult. The Air Force Research Lab generated the value based on already existing parts such as bomb casing and metals, and since the bomb was built in-house, they did not pay for outside research or have standard procurement costs associated with it. MOAB was a "crash project" developed for use against an adversary with uncertain tactics on unfamiliar terrain, and so was an effort to meet an urgent need rather than a formal program. Should more bombs be ordered to be built, manufacturing would likely be started over with higher costs due to a lack of old parts, price inflation, and new design and testing.


title: GBU-43/B MOAB

text: On 13 April 2017, a MOAB was dropped on an Islamic State – Khorasan Province (ISKP) cave complex in Achin District, Nangarhar Province, Afghanistan. It was the first operational use of the bomb. Two days later, an Afghan army spokesman said that the strike killed 94 ISKP militants, including four commanders, with no signs of civilian casualties. However, an Afghan parliamentarian from Nangarhar province, Esmatullah Shinwari, said locals told him the explosion killed a teacher and his young son. Former US military official Marc Garlasco, who served in the George W. Bush administration, said that the US had not previously used the MOAB because of worries that it would inadvertently hurt or kill civilians.


title: GBU-43/B MOAB

text: During World War II, Royal Air Force Bomber Command used the Grand Slam, officially known as the "Bomb, Medium Capacity, 22,000 lb" 42 times. At total weight, these earthquake bombs were larger and heavier than the MOAB. However, half their weight was due to the cast high tensile steel casing necessary for penetrating the ground – up to – before exploding. The MOAB, in contrast, has a light aluminum casing surrounding of explosive Composition H-6 material.


title: GBU-43/B MOAB

text: The United States Air Force's T-12 Cloudmaker demolition bomb (similar in design to the Grand Slam), developed after World War II, carried a heavier explosive charge than the MOAB, but was never used in combat.


title: GBU-43/B MOAB

text: In 2007, the Russian military announced that they had tested a thermobaric weapon nicknamed the "Father of All Bombs" ("FOAB"). The weapon is claimed to be four times as powerful as the MOAB, but its specifications are widely disputed.


title: GBU-43/B MOAB

text: The MOAB is the most powerful conventional bomb ever used in combat as measured by the weight of its explosive material. The explosive yield is comparable to that of the smallest tactical nuclear weapons, such as the Cold War-era American M-388 projectile fired by the portable Davy Crockett recoilless gun. The M-388, a W54 nuclear warhead variant, weighed less than . At the projectile's lowest yield setting of 10 tons, roughly equivalent to a single MOAB, its explosive force was only 1/144,000th (0.0007%) that of the Air Force's 1.44-megaton W49 warhead, a nuclear weapon commonly found on American ICBMs from the early 1960s.


title: Jhund (film)

text: Jhund () is a 2022 Indian Hindi-language biographical sports film based on the life of Vijay Barse, the founder of NGO Slum Soccer. It is produced by Bhushan Kumar, Krishan Kumar, Sandip Singh, Raaj Hiremath, Savita Hiremath, Nagraj Manjule, Gargee Kulkarni and Meenu Arora under the banner of T-Series, Tandav Films Entertainment Pvt.Ltd and Aatpat Films. The filming began in December 2018 at Nagpur. The film starring Amitabh Bachchan, Akash Thosar, Rinku Rajguru and Ankush Gedam, is written and directed by Nagraj Manjule.


title: Jhund (film)

text: The film was released in theatres on 4 March and 6 May 2022 on ZEE5, However Sony Max premiered on June 26, 2022


title: Jhund (film)

text: Based on the life of Vijay Barse, the film is about a sports teacher, who, on the edge of retirement, makes a Football team of children from a slum area and how only a football game changed their life .This film is about 40% of football and 60% of social awareness.


title: Jhund (film)

text: The filming of "Jhund" began in December 2018 at Nagpur. The story of the film is based on the life of Vijay Barse, founder of Slum Soccers. Bachchan plays a professor who motivates the street children to form a football team.


title: Jhund (film)

text: This is Akash, Rinku, and Nagraj's second collaboration after their 2016 Marathi film Sairat. The film was wrapped up on 31 August 2019.


title: Jhund (film)

text: The film was scheduled for release on 20 September 2019, the date was tweeted by film critic and trade analyst Taran Adarsh. It was later postponed to 13 December 2019. On 21 January 2020, the film release date was announced to be 8 May 2020. The film was further postponed due to the COVID-19 pandemic. In October 2020, the film's released was put on hold while filmmakers work to resolve copyright issues in the courts. The film was released on 4 March 2022.


title: Jhund (film)

text: The film became available for streaming on ZEE5 on 6 May 2022, However 26 June 2022 World TV has been released and it has been acquired by Sony Max .