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Surveying of Condom Distribution in High School essay help Accounting homework help

Surveying of Condom Distribution In High School Based on a survey of condoms in High School, I have decided to write about the results and presented as a survey report. A survey was conducted at the local high school to get some of the students’ opinions on condoms being distributed in school. The following report is the results from the survey. The following questions were asked; what would it solve by putting condoms in school? Has it ever been done before? And do you think it will help?

The response to the young teens about putting condoms in the school would most definitely help with prevent sexually transmitted diseases that are being spread throughout the schools. The teens were also made aware of the risk of having sex with someone and they have had sex with someone else and contracted the disease, then so have you. Teens are beginning to have sex as early as the age of twelve. Many students are against condoms in school due to embarrassment, even though the embarrassing situation could help save their lives and so many others.

This is the attitude that gets a lot of teens in trouble today. In the percentage rate males who were reported using condoms every time they had sexual intercourse increased greatly, from 37% to 50% and females showed no increase. Over the Unites States, School and school districts have been establishing condoms availability programs in response to fear of HIV, other transmitted diseases and pregnancy among teenagers. Over the year condoms in schools have become less powerful words. I feel that Parents need to get involved and help to promote condoms in school.

Girls are raped everyday and their attackers are HIV positive or have an STD and it is because these young men are not being educated. Condoms may not sound nice but I think they would be good for schools to educate the young adults on sex education. One school tried a different method for distributing condoms. Condoms were placed around the school so if the students wanted a condom, they could take one. It’s as if they should have had a sign up that says “FREE TAKE ONE”. A can was placed by the basket asking the student to leave a quarter when taking a condom.

This approach is not aiding in the program, instead its running the kids off. Is this really how we want to protect our kids? They need education, not just condoms thrown at them. I think that if you are trying to get students to use condoms why charge them? Programs that can help raise money to provide funding for condoms to be distributed in schools include car washes, garage sales, which requiring participation. Funding can come from many sources, but whatever you have to do to get funds to make the distribution of condoms in schools.

Evaluation of the baseline survey of students grades 9-12 administrated in April 1992 before condom program began. In demographic information knowledge, attitude, and belief about sex, and other STDs ,pregnancy and contraception;specific sexual behavior, and condoms use. Separate versions of surveys for males and females were identical except for appropriate differences in sexual behavior. In demographic information knowledge, attitude and belief about sex, HIV, and other STDs, pregnancy and contraception; specific sexual behaviors, and condoms use.

Separate versions of survey for males and females were identical except for appropriate differences in sexual behavior. There are certain ways that questions are asked to male and female such as “How old were you the first time you had vaginal intercourse (put your penis in a girls vagina).? ” In the lifetime history of vaginal intercourse, as well as history intercourse during the year; for other sexual activity covered experience during the prior year. ANALYTIC APPROACH

The switch to an active consent procedure abs the local controversy may have led to selective participation in the follow up of survey: as a result, the follow up sample may have differed from the baseline sample in characteristics that should not have made affected by the program, but that so many have related to outcomes of interest. So therefore to adjust the differences in response, we develop analysis weights threat assume the distribution of certain demographics and other weight that assumed the istribution of certain demographic and other characteristics of student in the school was the same for both years. We also assumed that given the extremely high response rate at baseline, the baseline respondents provided an adequate approximation of the true distribution of characteristics among students the school. Sexual behavior Results: There was no significant change between the baseline and the follow-up surveys in the percentage of males and females who had ever had vaginal intercourse or who had had vaginal intercourse during the percentage year.

Among students who had engaged in vaginal intercourse at least once, there was no significant change in the reported numbers of times that either male or female had done so during the prior year. Condom use: The percentage of males reporting that they had used s condom of first virginal (not shown) increased from 46%to 50%. In addition, among males who had recently initiated vaginal intercourse, the percentage who reported condo use at first intercourse also increased from 65% at baseline to 80% at follow-up.

Attitudes, Self Efficacy and Knowledge: Males agreed more at follow-up than baseline with the statement “People my age should not be having vaginal intercourse. ” White females did not change their level of agreement. Both male and female were more likely at follow-up than at baseline to disagree that having condoms makes one more likely to have vaginal intercourse. Bibliography Retreived http. omgili. com/birth-condoms-control-distribution-schools Retreived http:gateway. nlm. nih. gov

Discussion OD

Choose 1 organizations (large Or small) and create the 3 (Level Diagnostic Model) of each organization.
Large Organization:
Organization level:
Group level:
Individual level:
Or
Small Organization:
Organization level:
Group level:
Individual level:
Note:
Write your answer with your own ideas and ways.
Don’t choose our classroom’s examples of organization.