Methodology Review Form Research Paper Example | Topics and Well Written Essays - 1000 words

Methodology Review Form - Research Paper Example This is a defining trait of a crisis for other authors (Hoff, 2001; Boi, 2005; Laws, Prideaux & Chon, 2007), but apparently not for Fink, whose definition focuses on the impacts rather than the causes of the crisis situation. In many instances, crises are so characterised not because they are unforeseen, but that they are foreseen (or at least foreseeable) and are historically and statistically deemed so unlikely to happen that precautionary and preventive measures against them are overlooked (Loveridge, 2009; Daft & Marcic, 2011). In defining the research problem, it became apparent that the threat of impending crises (i.e., crises that are unlikely but may eventually happen) face all organisations, whatever their objectives or scope of operations, in varied ways as to threaten their continue existence. Consequently, some form of crisis management is needed by all organisations in order to contain the effects of crisis incidents. In defining a manageable research problem, therefore, it become necessary to delimit the particular crises and the organisations whose crisis management responses are to be assessed, in order for this research to arrive at meaningful, properly contextualised, findings. In the course of the literature review, the necessity for the enhancement of crisis planning, prevention, assessment, and mitigation for the oil and gas industry

Simon Schama's Jacques-Louis David and Delacroix's Coursework

Simon Schama's Jacques-Louis David and Delacroix's "Liberty Leading the People" - Coursework Example The presenter pointed out that in the later historical events political and social life in France really resembled one in Ancient Rome so life really caught up with art of Jacques-Louis David. The second video clip presented the viewers with interesting facts about Delacroix’s â€Å"Liberty Leading the People†. It was pointed out that this picture is not only valuable from aesthetic point of view, but is historically important as well. There are numerous symbols that are depicted in the painting such as the allegorical figure of the liberty, the intense violence that happened on the streets. Some details are too small to be recognized at once. For example, one of the people who are killed is in his night gown, suggesting that the government oppressed the opposition in order to make sure that people will not riot, this way reinforcing the

Impact of Socialization on Academic Performance

Impact of Socialization on Academic Performance CHAPTER 1 INTRODUCTION This chapter identifies and states the problem which this study seeks to probe. It also presents the significance and objectives of the study. It is therefore important to note that although considerable efforts have been made to improve Lower sixth form students’ academic performance and retention, students’ success in the Unit 1 CAPE examination continues to vary. The inability to connect the socialization effective domain in student academic performance has resulted in poorly prepared students in society. Secondary education in Trinidad and Tobago has been significantly expanded in the Post-Independence era. This was articulated in the 1968-1983 Education Plan. As a consequence, there was large-scale construction of junior, senior secondary and senior comprehensive schools. In addition, there are five-years, seven-years and private secondary schools. In the these five and seven years secondary schools, measures of academic performance at the school and individual level have always been calculated using grades in examinations such as CXC at Form Five Level and CAPE at Sixth Form Level across the country. The CAPE examinations, which replaced the Cambridge Advanced level examination, is today used as the main basis for judging a student’s ability and also as a means of selection for educational advancement and employment. Annually, hundreds of secondary school students write the Caribbean Proficiency Examination (CAPE). All students admitted to sixth forms have on an average a good CXC certificate of five or more subjects which is an indication of their ability and performance. To be admitted into sixth form at all secondary schools, the Ministry of Education in Trinidad and Tobago has stipulated the following: A student must not be become 20 years old during the calendar year of entry; A student must have obtained a minimum of Grade C in English Language â€Å"O† level or Grade I in C.X.C. General Proficiency exam; and A student must have obtained 4 other â€Å"O† level passes or Grade II in the C.X.C. General Proficiency will be accepted if there is at least one A in the grade profile. Lower sixth form students write an examination at the end of their first year. The results of this examination have revealed that some students are more successful than others at this level. Although students may have comparable abilities, been schooled in the same environment and follow the same syllabus, there still exists variation in their educational performance. A student who performs poorly will not be able to gain admission into University, since matriculation policy stipulates higher grades. For the purpose of this study, the word teenager will be used interchangeably with adolescent. A sixth form student is a teenager who is experiencing changes in their social and psychological life. This period is referred to as the adolescence period. Adolescence is a time of transformation in many areas of an individual’s life. In the midst of these rapid physical, emotional, and social changes, the young adult begins to question adult standards and their need for parental guidance. It is also a time for individuals to make important decisions about their commitment to education, family, and perhaps religion. Students begin to ask questions such as, â€Å"Is school important to me?† and â€Å"How do I want to spend my time?† According to Ryan (2000), the choices that adolescents make regarding their motivation, engagement, and achievement in school and the satisfaction they obtain from their choice depend, in part, on the context in which they make such choices. It is fair to say that school-aged children are assured of equality of access to secondary school. In society the agents of socialization have had differential impacts on the lives of young children and teenagers. If this is the case, there is a need therefore to examine very closely the educational performance and life chances of individual students. The interest of this research therefore, focuses on how socialization variables can be associated with the variations in the educational performance of Lower Six Form students who are 17- 20 years old. These students are assumed to be self-motivated when it comes to succeeding at the CAPE Unit 1 examination. The situation is debateable and can have serious social ramifications for the society as a whole. 1.1 BACKGROUND TO THE STUDY The variation in academic performance has its genesis in students’ early educational socialization. Research has shown that early years of exposure to Mathematics and English Language creates the foundation for later academic performance. If students enter kindergarten at a disadvantage, early gaps in understandings of literacy or mathematics tend to be sustained or widened over time (Aunola et al 2004). Research further shows this phenomenon is particularly true for children from lower income households (McLoyd and Purtell 2008). What parents can do with their children at home has far greater significance than any other factor open to educational influence (Tucker 2010). Similarly, Wood and Attfield (2005) argued that early years were particularly important for developing children’s ability and enthusiasm in mathematics. In Trinidad and Tobago, Mathematics and English Language are considered to be the two main prerequisite subjects that are common to all schools and to all students from various ethnic backgrounds. Table 1 shows a CSEC Mathematics grade distribution of the four schools in the study while Table 2 shows a CSEC English grade distribution. CSEC Mathematics and English Language are subjects, which all secondary students must pass in order to secure a place in the A-level class. These subjects covered the whole curriculum at the secondary schools. TABLE 1: VARIATIONS IN CSEC MATH GRADES FROM EACH SCHOOL 2011. SCHOOL GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL SCHOOL D 52 90% 6 10% NIL NIL NIL 58 SCHOOL C 25 63% 10 25% 5 12% NIL NIL 40 SCHOOL B 15 50% 9 30% 4 13% 2 7% NIL 30 SCHOOL A NIL 0% 3 14% 9 41% 6 27% 4 18% 22 TOTAL 92 28 18 8 4 150 SOURCE: CARIBBEAN EXAMINATIONS COUNCIL HEADQUARTERS 2011 TABLE 2: VARIATIONS IN CSCE ENGLISH GRADES FROM EACH SCHOOL. 2011 SCHOOL GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL SCHOOL D 57 98% 1 2% NIL 0% NIL 0% NIL 0% 58 SCHOOL C 36 90% 4 10% NIL 0% NIL 0% NIL 0% 40 SCHOOL B 21 70% 8 27% 1 3% NIL 0% NIL 0% 30 SCHOOL A 5 23% 9 41% 7 32% 1 4% NIL 0% 22 TOTAL 119 22 8 1 NIL 150 SOURCE: CARIBBEAN EXAMINATIONS COUNCIL HEADQUARTERS 2011 The results of the CAPE Unit 1 examinations (see Figure 1) can therefore be assumed to be indicators of early childhood socialization to the above subject matter. It can therefore be further hypothesized that students who did well at CSEC examinations would do well at the CAPE Unit 1 examinations based on their early socialization which will include the involvement of the independent variables of the study. FIGURE: 1 SOURCE: CARIBBEAN EXAMINATION COUNCIL HEADQUARTERS 2012 The data in Figure (1) revealed that the type of secondary school that students attend has a significant part to play in their academic performance. In other words, the home is the primary socializing agent where the desire for an education is internalized while the school, as the the secondary socializing agent (Parsons 1951) is where the students fulfilled that internalized desire with the help of the family and teachers. This dissertation will argue that the variation in Lower sixth form students’ academic performance is dependent on their individual socialization. 1.2. STATEMENT OF THE PROBLEM Educational data in Trinidad and Tobago has revealed that some students are performing better than others at the Lower sixth form CAPE Unit 1 examination (See Figure 2, which represents a distribution of; grades one, two and three from 2005 to 2011). The percentage pass rates for Unit 1 ranged from between 57% and 63.5%. The pass rates for these same students at Caribbean Examination Council level (CXC) Examination was higher. This paradox reveals a disparity in academic performance of these students between the CAPE Unit I level and the CXC level. This results in a variation in the grades’ distribution within and among these secondary schools. The existence of a variation in educational performance for this examination has become a serious social phenomenon which can later create adverse educational imbalances among and between the different groups within the society. If, left unchecked, one can imagine the ramification this problem can have for the social stability of the so ciety. This examines how specific socializing variables can be implicated in the socialization of lower sixth form students. Psychology has shown that everyone is born with some potential, or abilities which could be utilized to the optimum for the development of their personal life. Therefore, all lower sixth form students may be exposed to the same teachers and the same conditions in the school, yet, there are remarkable differences in their academic performance at the Unit 1 examination of CAPE. Lower sixth form students, because of their age (17-20 years old) are older adolescents who are assumed to be more responsible and more independent than the younger students. What, therefore, are some of the reasons that are responsible for the variations in educational performance? As noted by the researcher before, the interconnectedness of many variables maybe the cause. Some of these variables have been identified as major contributors for the variations in academic performance. The researcher has identified the most likely socializing variables that will guide the thesis statement. They are as followed; the socio-economic status (SES), race/ethnicity, sex/gender, peer group and parental involvement. The aim, therefore of the study is to investigate socialization with its inherent social, cultural, and psychological learning processes as the main contributing factor for the existing variation in academic performance of lower sixth form students at the Unit 1 of the Caribbean Prof iciency Examination (CAPE) examination. FIGURE 2. Units I and II: Grades I-III ranged between 52.1% and 65.5% SOURCE: CARIBBEAN EXAMINATION COUNCIL HEADQUARTERS 2011 1.3. SIGNIFICANCE OF THE STUDY This research is significant for both practical and scientific reasons. From the practical significant point of view, the study will help explain the behaviour associated with the variation in academic performance at the Lower sixth form Unit 1 level Caribbean Proficiency Examination (CAPE) in terms of the socializing variables in the form of parents’ socioeconomic status, race/ethnicity, sex/gender, peer group’s influence and parental involvement in students’ academic performance. Each is believed to play a major role in the socialization of Lower sixth form students and ultimately, the education process. Each of us proceeds through life in a manner we often believe is under our immediate control and influence. It seems logical that the actions we take and the impact of those actions is based upon a series of logical, rational, and emotionally loaded decisions influenced by choice and chance. Although this seems a reasonable manner in which to assess one’ s lot in life, it is far from reality, particularly in the area of education. Children have equal opportunities to do the same subjects and extra-curricular activities. They have similarly qualified teachers and they study these subjects for the same length of time (i.e. five years for CXC). The idea that each child enters school with the same opportunities that foster success is not a valid assumption. This is particularly true of the formative years from preschool through secondary school where the impact of these socializing forces can vary dramatically from person to person, depending on their life circumstances and social class status. 1.4. Objective of the Study As indicated in the introduction, there are many factors which can influence the academic performance of Lower sixth form students at the CAPE Unit I examination. However the researcher has confined this study within certain limits, concentrating on the examination of variables which have also been highlighted as important by other studies. These variables are; socioeconomic status, race/ethnicity, sex/gender, peer group, and parental involvement. The objectives are as followed: To investigate the socializing relationships, between academic performance of Lower sixth form students and socio-economic status, race/ethnicity, sex/gender, peer group, and parental involvement? To what extent are these research variables; academic performance, socioeconomic status, race/ethnicity, sex/gender, peer group, and parental involvement are mutally influential in the socializing of Lower sixth form students. 1.5. Definition of Important Terms Academic performance: refers to the overall excellence in all academic disciplines; represented in this study as an average of 50% pass mark in each subject. Academics: refer to student dispositions on school and grades and can be influenced by adult expectations Adolescence: refers to the period that begins with the onset of puberty and ends somewhere around age 18 or 20. In this research, adolescent is used interchangeabley with teenager and young adult. The study’s main focus will be on adolescents between 17 and 20 years of age. Achievement motivation: refers to the striving to increase or to keep as high as possible, one’s own capabilities in all activities in which a standard of excellence is thought to apply and where the execution of such activities can, therefore either succeed or fail (Heckhausen 1967). Parental involvement is very crucial for achievement motivation. Race/Ethnicity: in this study will be used interchangeably. However ethnicity which is assumed to share common cultural practices and history will also include religion. Extreme cases: In this study refer to those lower sixth form students who have acquired grade four and under in the Unit 1 CAPE examination. Gender: the significance a society attaches to biological categories of female and male. In this study it will be used interchangeably with sex. Mass media: impersonal communication directed toward a vast audience. In this case, the internet and the games associated with it. Parental involvement: in this research refers to the things that parents do to form behaviours that are directed toward children’s academic performance. Peer group: a social group whose members have interests, social positions and ages in common. In this study, peer group will include all individuals with similar demographic characteristics. Religion: a social institution involving beliefs and practices based upon the conception of the sacred. It will also be included in the definition for ethnicity. Sex: refers to the biological distinction between females and males. In this study it will be used interchangeably with gender. Socialization: refers to the lifelong social experience by which individuals develop human potential and learn patterns of their culture. Socio-economic status: refers to a composite ranking based on education, and occupation Social class: In Trinidad and Tobago, the upper class refers to the highest socioeconomic bracket in the social hierarchy and is defined by its members’ great wealth and power. Members of the upper class accumulate wealth through investments and capital gains, rather than through annual salaries. Households with net worths of $1 million or more may be identified as members of the upper-most socioeconomic demographic. The middle class is divided into the upper middle class and the middle middle class. The upper middle class consists of highly educated salaried professionals whose occupations are held in high esteem, such as attorneys, engineers, and professors. The middle middle class is generally thought to include people in the mid-level managerial positions or relatively low status professional positions, such as school teachers, nurses, policemen, and small business owners. The working class generally refers to those without university degrees, who perform low income servic e work, such as sales clerk, domestic worker and include most people whose income falls below the poverty line. Variation: the extent to which the Unit 1 examination results vary as it relates to each student’s academic performance.

Subjugation of Women Exposed in Amy Tans The Joy Luck Club :: Joy Luck Club Essays

Subjugation of Women Exposed in Joy Luck Club Is it fair to judge someone by their sex? In traditional Chinese culture, many judgments were made about a person just by observing their sex. The women was looked upon as an inferior being. They had little or no status in society, and little was expected from them. They were discriminated against when they tried to stand up for themselves. Chinese culture was customarily male dominated. The male was expected to do most of the work, and the woman was expected to stay at home with their mouth shut. This custom leaves an unwelcome feeling in a woman's heart. They feel like nobody cares, and it makes it much harder to live with an optimistic view on life. In the novel, The Joy Luck Club, by Amy Tan, Ann-Mei Hsu, Lindo Jong, and Ying Ying St. Clair are all women who grow up in a traditional China, where there is sexism. They deal with serious problems that corrupt their lives. Through perseverance and the passing of time their lives return to normal. Ann-Mei, Lindo, and Ying Ying subjugated by males because of their sex, and Chinese tradition. Ann-Mei is oppressed in many ways. Her mother is invited to spend time at the home of a wealthy merchant named Wu Tsing. During the night he comes into Ann-Mei's mother's room and rapes her. Despite emotionally scaring Ann-Mei this demonstrates the lack of respect for a woman in China. Ann-Mei's mother is forced into concubinage because of her lack of power as a women. She becomes the third wife. As a third wife she maintains very little status in the home of Wu Tsing. Ann-Mei's family disowns her mother because by becoming a third wife she has brought shame to her family. "When I was a young girl in China, my grandmother told me my mother was a ghost". Ann-Mei is told to forget about her mother and move on in her life. The fact that Ann-Mei is told to forget her mother because she has become something she could not control, is preposterous. She was raped and forced into concubinage. The lack of appreciation for a female causes this feeling of shame for the Mei family. Since rape and polygamy is accepted in China, it makes it appear that what Ann-Mei's mother has done is wrong, and what Wu Tsing did was right or normal.

Poor Prince Hamlet Essay

The dearly depressed Prince Hamlet, featured in William Spakespeare’s Hamlet, reveals his true and deeper feelings of sorrow and grief for himself and his father but also the hatred and revulsion masked beneath his quick and unkind words, directed more to his mother and Claudius. Hamlet, being the only person to see through to the true character of Claudius, dares to question as to why his mother would betray him and his â€Å"poor† (1, 2, 48) dead father. For this reason, Hamlet’s vile words of truth are spoken because of the wrong doing of his mother leading to deeper devastation and despair for the loss of his father. Consequently, the result of the death of Hamlet Sr., the father of Hamlet Jr. and former King of Denmark, would be true misery and heartbreak for the â€Å"so excellent king† (1, 2, 139) that he once knew. To begin with, Hamlet grieve over the loss putting it upon himself to commit â€Å"self-slaughter† (1, 2, 132) seeing as how the world is turning to be â€Å"an unweeded garden† (1, 2, 135), as Denmark is falling apart before him. Similarly, the new addition to his family is to blame for the inner and outer conflicts submerging within Hamlet causing question to his life. Gertrude also generates an increase of stress and grieve for the loss of his father particularly because of the remarriage. After Hamlet realizes that he cannot bear to live with such arrangements of having worse than â€Å"†¦a beast† (1, 2, 150) for a mother and a foul king that is â€Å"†¦no more to my (his) father – than I (he) to Hercules†¦Ã¢â‚¬  (1, 2, 152-153), he begins to construct a conclusion that is it is not he who is at fault but his mother. In particular Hamlet recurs â€Å"within the month† (1, 2, 145) (1, 2, 153) representing the time period of Hamlet Sr. death but also the time period of when the marriage of Gertrude and Claudius occurred. The repeat of the time period supports the reason of Hamlets theory being that, although his mothers earlier cries were â€Å"all tears† (1, 2, 149), her cries are â€Å"of most unrighteous tears,† because the sorrow she utters is insincere. Further more, Hamlet claims, â€Å"Frailty, thy name is woman!† (1, 2, 146) and his mother include, that all woman are weak, being that she does not have the capability to be a widow and have human feelings of sorrow and grief. He also makes a referral to his mother’s grieve comparing her to â€Å"a beast that wants discourse of reason† and how it â€Å"would have mourn’d longer† than she, representing the short episode of lament. All in all, the dear Prince Hamlet remains in his sorrowful and depressed state from the works of his more than beastly mother and newly wed, â€Å"within the month† of Hamlet Sr. death (1, 2, 145) (1, 2, 153), step father/king controlling his raw emotion of despair and hurt for his own blood father.

Role of Sex Education

| PSYCHOLOGY REPORT| EXPLORE THE ROLE OF SEX EDUCATION AND AIDS INFORMATION IN THE CLASSROOM| | Submitted To Prof. Navin Kumar Submitted By Aayush Guide:Dr. Navin Kumar1 Vellore Institute of Technology University, Vellore April 2013 Abstract The study deals with social outlook towards sex education and AIDS patients. It aims to understand public perception towards the same. The study was carried out in 3 steps. The research outreach involved university students over a period of 11/2 months.The students were required to answer a questionnaire dealing with sex education and day to day interactions with an AIDS patient. The research delved into the varied responses to understand general understanding of the terms ‘Sex Education’ and what deals with it and behavioural approach towards an AIDS patient in your immediate workspace or private life. The study allows us to conclude that the outlook to sex education and dealings with AIDS patients are liberal and progressive though t process of the society. Keywords: sex education, sex, education, students, HIV, parentsINTRODUCTION: What is sex education? Sex education is needful and necessary for today’s youth. Being aware of the exposure given to students in school, in the media and among their peers, sex education not only teaches them about sexual intimacy, but also enlightens them on their reproductive systems, birth control, and sexually transmitted diseases. It also exposes them to their gender identity, gender role, family role, body images, sexual expression, intimacy and the marriage relationship. Why is it important?Sexual health can be identified through the free and responsible expressions of sexual capabilities that foster harmonious personal and social wellness, enriching life within an ethical framework[1]. Sex Education in schools addresses the issue of sexual health and also makes students aware of the above mentioned points, thus our society can only benefit from sex education. Sex ed ucation has been and is still a taboo to the Indian society but according to the Justice Verma committee, set up after the Delhi gang rape case,there is no basis to say sex education leads to early sexual initiation by children [2].The committee suggests that sex education be introduced in schools in a clinical manner through trained teachers and child  counsellors. Children should be able to access informed, non-prejudiced sources in sexuality rather than misinformation through internet ormisleading advertising. Ever since the internet boom and the outburst of the social media platform many teenagers turn to the internet and seek solutions for their queries regarding sex and the information they get is not always right and is often misleading.Some common misconceptions: 1. Many people  believe that washing the genitals after sex protected them from STDs. Likewise, urinating after sex and use of oral contraceptives are considered as ways of preventing STDs [3]. 2. You can get ST Ds from toilet seats. 3. You can tell if someone has a STD. Educating students about STDs has also become very important in recent times. Most people have a stigmatizing attitude toward people living with HIV aids and also misconceptions about its transmission routes.Hence sex education can bring about a positive change in the society. Methodology: 1. Research method: This research is on the analysis of sexual education in schools. Over 230 university students were the respondents for this research. As this research needed the respondents to make their evaluation on their experience of sexual education thus, it was suitable for the university students to be the respondents since their age and cognitive level are at its best level to evaluate [4].In the background of this research, the respondents are matured thinkers that are able to make comparison and evaluation on their experience of sexual development that they have gone through since school. 2. Research instrument: This researc h was based on the qualitative method and the instrumentation of the research was on structured questions where the respondents needed to answer 14 questions. 3. Procedure: Questions were decided after an exhaustive group discussion.A questionnaire (appendix A) was prepared using Google forms and it was posted on various social media platforms. Reponses were then recorded over a time period of 3 weeks. The data was analyzed using Microsoft excel tools. Results and findings: Responses given by people for various questions: 1) Was Sex Education provided in the classroom? The poll abovesuggest that there is an equal number of students on either side of the line. So as to say that an equal number of students received sex education in the classroom and an equal number did not.Now there can be various reasons to this, such as the kind of school these students received their education in. Also, not attending or bypassing such sessions (when they are provided to them). Another reason beingn ot paying attention to detail. Discrepancy in the data is another reason, which can be due to not taking the survey seriously (although a sincere attempt has been made to cordon such answers) 2) When were you provided Sex Education? The above result clearly indicates the findings that most of the students have received their sex education between 9th-12th standard.This gives an idea that students generally receive sex education in the Age Group of 14-17 years. Now, the remaining 24% receive their sex education while in college, this indicates that these students receive their sex education through friends mostly, as no such sex education is provided specifically in college. 3) Where did you get your Sex Education, if not in Classroom? This clearly indicates that students not receiving their sex education in school premises receive it primarily through ‘Friends’ and ‘Internet’.Now this points out the fact as to why so many students get misleading information about HIV and Sex, because internet and peer groups are themselves not fully aware of the nuances of these things. This leads to dispersal of wrong information which can, at times, be dangerous. 4) What do you think is the right age to receive Sex Education? This poll substantiates our findings about most number of students receiving their sex education between Classes 9th-12th. This indicates that the people who are providing sex education are providing it at a correct age and to the correct age group. ) Did you share your Sex Education experience with your parents? Now this was something very much expected as most of the students do not share their sex education experience with their parents. Now the particular reasons to this can be like being Not so extrovert with parents, a situation similar to when kids leave the room when an advertisement on condoms or HIV is projected on television. Also, the society and culture of our country where things such as sex and HIV are considered taboo. Another reason being fear of the fact as to how the parents would react to it.Some of the possible solutions can be parents taking the initiative with their children, also parents should try to teach their kids the ‘Bees’ thing so as to give them a fair idea of sex and HIV. Also, children can initiate the issue with their mothers/fathers whoever they feel more comfortable to discuss with. 6) Do you think ‘Teen Pregnancy' will be reduced by Sex Education? To a certain extent this result was expected, 90% of the people believe that ‘Teen Pregnancy’ will be reduced by the help of sex education.Reasons as to what we feel why students think this way in these regards is that Sex Education introduces them to condoms and contraceptives; this helps students to realize as to how the mechanism of birth can be controlled. Apart from this, it opens them up to more ideas and they might have a healthy discussion as to how it can be controlled, which helps th e overall reduction of Teen pregnancy. We also believe that sex education does help the youth in understanding the way intercourse can be performed and at the same time drawing the line.Also, it is the duty of the individuals to take care that a mistake does not occur which might hamper their personal and professional lives. 7) Should we have ‘Condom Vending Machines' in public? This result draws a very positive focus on the fact that students are basing their answers on something that is very essential, also it points out as to how the youth has totally transformed into something more modern which makes it less vulnerable and open minded. 8) Have you ever tried finding about AIDS at your own will?This is a very positive aspect of the students that can be seen through the above poll, the tenacity to want to learn more about the subject of HIV on their own makes us feel that the students, who of course hold an image of the future in them, are taking an initiative on their own t o get to know more about this ghastly problem AIDS. 9) Have you ever met someone with AIDS? This does not come as a surprise as to very few students have actually met an AIDS infected person.It also draws light on how many students have wanted to visit an AIDS infected person (though in a very subtle manner), because those who have met might have met them out of their own accord or while working with an NGO. 10) What will you do if you find out that an AIDS infected person? The goal of this poll was to find out how students would react if they find out that they are dining with an AIDS infected person. Now we are happy to realize that there have been answers on both ends which show that an AIDS infected person can be maltreated, albeit in some cases only. 1) Do you think HIV+ people should have different schools and colleges? A very optimistic result, which again projects the positive mentality of students who would not want AIDS infected people to be maltreated. 12) Will you change your attitude towards your best friend if you find out him/her having AIDS? This poll projects the honesty of individuals in specifying the way they would treat or change their behaviour if they find out about their best friend being infected with AIDS.It shows that more number of people (92%) are ready to not change their reaction towards their AIDS infected friend (if they come across such a case). Conclusion: There were so many facts and opinions related to Sex Education and HIV which were presumed to be true, but with the help of this survey, we can now clearly accept these facts and statistics reason being that most of the questions had a ‘one-sided’ weight age which shows that these question were correctly answered and can be accepted.It also points out that Sex is still treated as a taboo topic in India where most of the students, not only those surveyed, still do not discuss Sex and HIV with their parents and instead receive and discuss these issues with their friends and over the internet, which leads to students leading to receiving ‘misleading’ information. The survey also draws light on the positive aspect of ‘student thinking’ when it comes to taking personal initiative to enquire more about AIDS and HIV, which shows the enthusiasm and ‘wanting to learn’ capacity of the students apart from personal awakening.Overall, the survey has indicated the thought process of the student community in a college curriculum. References: 1. Coleman E (2002), Promoting sexual health and responsible sexual behavior, J Sex Research, Volume 39, Page no. 3-6. 2. The Economic Times, 25-01-2013 3. Richard A Crosby et al (2000), Misconceptions about STD protective behavior, American Journal of Preventive Medicine, Volume 19, Page no. 167-173. 4.JohariTalib et al (2012), Analysis of Sex Education in Schools across Malaysia, Procedia- Social and Behavioral Sciences, Volume 59, Page no. 340-348 AIDS & Sex Education Survey A survey to understand the role of sex education and AIDS information at the classroom level. ————————————————- ————————————————- Top of Form Specify your sex *   Male *   Female Mention your Age Was Sex Education provided in the classroom? *   Yes *   NoWhen were you provided Sex Education? *   Class 7th – 8th *   Class 9th – 12th *   College Where did you get your Sex Education, if not in Classroom? *   Parents *   Friends *   Magazines *   Internet What do you think is the right age to receive Sex Education? Did you share your Sex Education experience with your parents? *   Yes *   No *   I was given Sex Education by parents itself Do you think ‘Teen Pregnancy' will be reduced by Sex Education? *   Yes *   N o Should we have ‘Condom Vending Machines' in public places?   Yes *   No Have you ever tried finding about AIDS at your own will? *   Yes *   No Have you ever met someone with AIDS? *   Yes *   No What will you do if you find out that an AIDS infected person is dining with you at a restaurant? *   Will continue dining *   Will switch places or leave Do you think HIV+ people should have different schools and colleges? *   Yes *   No Will you change your attitude towards your best friend if you find out him/her having AIDS? *   Yes *   No Bottom of Form