This study focused on the 16PF (SA 92), a personality questionnaire that was developed in the USA and adapted for South African conditions. The main aim of the study was to determine whether the scores of the 16PF are comparable in a cross-cultural setting in South Africa. The influence of age, language, socio-economic status and gender on the scores were also determined. The sample consisted of black, white, coloured, and Indian university students and were drawn from the University of Western Cape, University of Pretoria, University of DurbanWestville, and University of Natal. To achieve the aims outlined construct comparability studies and item comparability studies were conducted. In addition, descriptive statistics were also calculated to provide a general picture of the performance of the various sub-samples. A qualitative study was also conducted to determine some of the reasons for the occurrence of item incomparability of the racial sub-sample. The results showed that the racial variable had the greatest influence on the scores obtained. Problems existed with the construct and item comparability of the 16PF when the different race groups were compared. In addition, significant mean differences were also found on the majority of factors when the scores of the different race groups were compared. The results of the qualitative study showed that participants whose home language was not English or Afrikaans had difficulty in understanding many of the words and the construction of sentences contained in the 16PF. The implications of using the 16PF in South Africa, with its multicultural population was outlined, taking the new labour legislation pertaining to selection into consideration. Finally, a number of options for test users, and users of the 16PF in particular were presented. / Industrial and Organisational Psychology / D.Com. (Industrial Psychology)

This research explores sex and discipline-area differences in empathy across theInterpersonal Reactivity Index developed by Davis. A descriptive cross-sectionalstudy was performed with the participation of 680 university students, divided into351 women and 329 men belonging to Physics-Mathematics, Social-Humanisticand Biological-Chemistry areas. The results show sex differences in threedimensions of the inventory with higher scores for women. No differences inrelation to the subject area of the students were observed. There is interactionbetween sex and discipline in the mathematical-physicist women who obtainedhigher scores in Personal Distress than other participants. / Esta investigación explora diferencias por sexo y área disciplinar en Empatíamedidas a través del Interpersonal Reactivity Index desarrollado por Davis. Serealiza un estudio descriptivo-transversal con la participación de 680 estudiantesuniversitarios, distribuidos en 351 mujeres y hombres, pertenecientes a las áreasde física y matemáticas, social y humanista, química y biológica. Los resultadosmuestran diferencias de sexo en tres dimensiones del inventario con puntajesmayores para las mujeres. No se observaron diferencias en relación con el áreadisciplinar del estudiantado. Existe interacción entre sexo y área disciplinar en lasmujeres físico-matemáticas, quienes obtuvieron puntajes superiores en PersonalDistress, respecto de los demás participantes. / Esta pesquisa explora as diferenças de gênero nas medidas de empatia e dedisciplina em todo o Índice de Reatividade Interpessoal desenvolvidos pela área deDavis. Um estudo descritivo transversal foi realizado com a participação de 680estudantes universitários divididos em 351 mulheres e 329 homens pertencentesà Física e Matemática, ciências sociais e humanas, e Química Biológica. Osresultados mostram diferenças em três dimensões do inventário com escoresmais elevados para as mulheres. Não foram observadas diferenças em relação àárea disciplinar dos alunos. Há uma interação entre sexo e disciplina no físicomatemático, as mulheres que obtiveram escores mais altos em angústia pessoal ,respeitar a área de outros participantes.

Social Anxiety Disorder is characterized as an anxiety disorder without spontaneous remission, which causes numerous impairments in the lives of those affected. This study aimed to describe, in terms of frequency and duration, the themes present in behavioral therapy sessions of consultations with university students with social anxiety. The study participants were two clients diagnosed with the disorder and a therapist. The sessions were videotaped and categorized according to the theme of the session. The results were grouped according to the moment of the therapy: Beginning, Development and Termination. The study made it possible to evaluate the implementation of the procedure adopted and the themes that were developed with greater emphasis, relating the diagnosis to the complaints of the client. / El trastorno de ansiedad social se caracteriza como un trastorno de ansiedad sin remisión espontánea que implica numerosos daños en las vidas de sus pacientes. Este trabajo se propone describir, en términos de frecuencia y duración, los temas presentes en las sesiones de terapia comportamental con estudiantes universitarios con ansiedad social. Los participantes fueron dos clientes diagnosticados con el trastorno y un terapeuta. Las sesiones fueron grabadas en vídeo y categorizadas de acuerdo con el tema de la sesión. Los resultados se agruparon de acuerdo a la época de la terapia: Inicio, Desarrollo y Cierre. Esta investigación nos permitió evaluar la ejecución del procedimiento adoptado y qué temas se abordaron con mayor énfasis, relacionando el diagnóstico con las quejas de los clientes. / O Transtorno de Ansiedade Social é caracterizado como um transtorno de ansiedade, sem remissão espontânea que acarreta inúmeros prejuízos a vida de seus portadores. Este trabalho se propôs a descrever em termos de frequência e duração os temas presentes em sessões de terapia comportamental no atendimento com universitários com transtorno de ansiedade social. Participaram da pesquisa dois clientes diagnosticados com o transtorno e uma terapeuta. As sessões foram gravadas em vídeo e categorizadas de acordo com a temática da sessão. Os resultados foram agrupados de acordo com o momento da terapia: Início, Desenvolvimento e Encerramento. A pesquisa possibilitou avaliar a execução do procedimento adotado, avaliar quais temas foram trabalhados com maior ênfase, relacionando o diagnóstico com as queixas do cliente.

Pesquisas experimentais e clinicas recentes têm reforçado a importância do zinco na nutrição humana, no entanto, grupos populacionais sadios podem apresentar deficiência deste micronutriente. Este trabalho avaliou o estado nutricional de um grupo de estudantes universitárias da Universidade de São Paulo em relação ao zinco. Participaram trinta e oito estudantes de sexo feminino, com faixa etária de 19 a 31 anos, que não fizeram uso de suplemento vitamínico mineral contendo zinco. A média de IMC das participantes foi de 20,8. O consumo alimentar, avaliado por meio de três registros alimentares e analisado pelo programa Virtual Nutri (1.0), demonstrou que o consumo energético médio foi cerca de 1735,2 ± 132,9 kcal, a distribuição dos macronutrientes foi cerca de 62,7% de carboidratos, 11,4% de proteína e 26% de lipídeos. A ingestão média de zinco foi de 6,9 ±1,5 mg/dia. A concentração plasmática de zinco foi de 81,17 ± 14,7 µg/dL e a eritrocitária foi de 41,4 ± 8,5 µgZn/gHb. Na urina de 24 horas as médias de concentração foram 271,78 ± 175 µg/ dia. A atividade da CuZn-SOD foi de 1110,91 ± 310 U/gHb. Por estes resultados observou-se que a distribuição dos macronutrientes encontra-se adequada às recomendações, entretanto com baixo valor energético e a ingestão de zinco apresenta-se insuficiente. Com relação aos valores sanguíneos do mineral embora a média esteja dentro dos valores de normalidade, cerca de 32% apresentaram valores abaixo de 75 µg/dL, o mesmo ocorrendo em relação ao zinco eritrocitário, onde 52,6% apresentavam valores abaixo de 40 µgZn/gHb. O zinco urinário também for baixo para 65,8% das estudantes. Houve correlação entre os valores de ingestão do zinco e sua concentração sangüínea. A atividade da CuZn-SOD apresentou correlação com o zinco no plasma. De acordo com estes resultados observa-se que a maioria das participantes deste estudo estava mantendo a homeostase em relação a este mineral, entretanto com baixas reservas e algumas delas em estado de deficiência. / Recent experimental and clinical researches are emphasizing the importance of the zinc in the human nutrition; yet, populational groups may present deficiency of this nutrient. This work evaluated the nutritional status of a group of the University of Sao Paulo students, in relation to the zinc. Thirty-eight students participated in the study, all female, aged from 19 to 31 years, which made use of vitaminic-mineral supplement containing zinc. The average IMC of the participants was 20,8. The alimentary consumption, evaluated by means of three alimentary registers, analyzed by the software Virtual Nutri (1.0), demonstrated that the mean energetic consumption was of 1735,2 ± 132,9 kcal, the macronutrient distribution was of 62,7% of carbohydrates, 11,4% of proteins and 26% of lipids. The ingestion of zinc was of 6,9 ±1,5 mg/day in average. The plasmatic concentration of zinc was of 81,17 ± 14,7 µg/dL and erythrocytary concentration was of 41,4 ± 8,5 µgZn/gHb. In the 24 hour urine the mean concentrations were of 271,78 ± 175 µg/ day. The activity of CuZn-SOD was of 1110,91 ± 310 U/gHb. From these results, it could be observed that the macronutrient distribution agreed with the recommendations, however with low energetic value and insufficient zinc ingestion. With relation to the blood mineral values, although the average were positioned within a normal range, about 32% of the patients presented values lower than 75 µg/dL, the same happening with the \"erythrocytary\" zinc, where 52,6% presented values lower than 40 µgZn/gHb. The zinc in the urine was, as well, low for 65,8% of the students. There was correlation between the ingestion of zinc and its blood concentration values. The activity of the CuZn-SOD presented correlation with zinc in the plasma. According to these results, it could be concluded that the majority of the participants in the study was keeping the \"homeostasis\" in relation to this mineral, even so with low supplies and, in certain cases, with deficiency.

En Brasil, la variación lingüística diatópica adquiere relevancia en la enseñanza de español como lengua extranjera, debido a la situación geográfica del país entre Hispanoaméricana y a causa de sus relaciones económicas y culturales, por una parte, con los demás países latinoamericanos, cuya lengua oficial es el español, y por otra, con España. El presente trabajo se centra en el estudio de las actitudes y creencias lingüísticas hacia las variedades diatópicas del español por parte de estudiantes universitarios brasileños de ELE, ya que dichas actitudes y creencias desempeñan un importante papel en la motivación que tienen por aprender, y por ende, en su grado de adquisición de la lengua extranjera. Además de estudiar sistemáticamente las percepciones y las actitudes en relación con las variedades del español, este estudio busca investigar concretamente las actitudes hacia las formas de tratamiento en español (tú, vos, usted, vosotros y ustedes), ya que suponen realizaciones lingüísticas ciertamente variables, tanto geográfica como estilísticamente. Asimismo, contemplamos analizar si existen relaciones entre la proficiencia lingüística de los encuestados, su perfil académico y el contacto que tienen con hablantes de variedades de español y las actitudes generales que declaran tener hacia tales variedades. En base a datos empíricos, consideramos las implicaciones que tienen los resultados para la enseñanza de ELE en un contexto en el que el español se concibe como una lengua pluricéntrica. Para investigar estas variables, utilizamos un cuestionario, que suministramos a 60 estudiantes que cursan español en el Centro de Ensino de Línguas de la Universidade Estadual de Campinas y que, además, realizan sus estudios en esta misma universidad. A través de técnicas de observación de actitudes tanto directas como indirectas, y mediante el estudio cuantitativo y cualitativo de las variables que analizamos, concluimos que existe una prevalencia por las variedades latinoamericanas con respecto a la variedad peninsular por parte de los estudiantes brasileños de ELE, lo cual supone un contraste con investigaciones previas realizadas en este ámbito. En el caso de las actitudes hacia las formas de tratamiento, los resultados de la investigación muestran que no existe una correspondencia de estas actitudes con las actitudes generales hacia las variedades diatópicas, puesto que la forma vos, característica exclusivamente de variedades latinoamericanas, se concibe como una de las menos utilizadas y una de las más innecesarias en el uso de la lengua española. / In Brazil, diatopic language variation gains importance in the teaching of Spanish as a foreign language, due to the geographic situation of Brazil between Spanish America and as a result of its economic and cultural relations, on the one hand, with the other Latin American countries, whose official language is Spanish, and on the other hand, with Spain. This paper focuses on the study of attitudes and linguistic beliefs towards diatopic varieties of Spanish by Brazilian students of Spanish as a Foreign Language (SFL), since such attitudes and beliefs play an important role in motivating students to learn, and therefore, in their acquisition level of the foreign language. Apart from systematically studying the perceptions and attitudes regarding the diatopic varieties of Spanish, this study seeks to specifically investigate attitudes towards the forms of address in Spanish (tú, vos, usted, vosotros and ustedes), because it is a variable linguistic topic, both geographically and stylistically. Furthermore, it studies the relationship between language proficiency of the students, their academic profile and their contact with speakers of varieties of Spanish as well as the general attitudes that they have towards Hispanic varieties. Based on empirical data, the discussion considers implications for teaching of SFL in a context where Spanish is conceived as a pluricentric language. To investigate all these variables, a questionnaire was distributed to 60 Brazilian students enrolled in the Spanish courses of the Language Learning Centre at the University of Campinas, who also follow their undergraduate and posgraduate studies at the same university. Using both direct and indirect observation techniques regarding attitudes, and quantitative and qualitative analysis, the paper concludes that there is a preference for the Latin American varieties compared to the Peninsular varieties amongst Brazilian students of Spanish. These results are different from the ones presented in previous research in this area. In the case of attitudes towards the forms of address in Spanish, the results show that there is no correspondence of these attitudes with the general attitudes towards diatopic varieties, since vos, which is exclusively characteristic of the Latin American varieties, is conceived as one of the least used and most unnecessary forms in Spanish.

Este estudio presenta los resultados de una investigación que examina el tipo de influencia interlingüística (IIL) presente en la producción oral de la L3 español de estudiantes universitarios brasileños que tienen la L2 inglés. El estudio se basa en dos preguntas de investigación: la primera pregunta (PI 1) trata el tema de la activación de las lenguas previas (L1 vs. L2). La segunda pregunta (PI 2) aborda el efecto de los factores externos al aprendiz (proficiencia en la lengua meta, proficiencia percibida, experiencia con el aprendizaje de lenguas extranjeras y estancia en un país hispanohablante) en la cantidad y el tipo de IIL. Las muestras de producción oral se han elicitado a través de una narrativa. Los datos obtenidos se analizaron tanto cualitativa como cuantitativamente. Los resultados sugieren que la lengua fuente de IIL fue la lengua tipológicamente más cercana, la L1 portugués. Asimismo, la cantidad de IIL disminuye a medida que aumenta el nivel de proficiencia. De la misma forma, los participantes con experiencia previa con el aprendizaje de lenguas extranjeras y con estancia(s) en un país hispanohablante, muestran menos IIL que participantes sin estas experiencias. Con respecto al tipo de IIL, se observó la tendencia general de una disminución en la cantidad de IIL de la forma mientras que la IIL del significado se manifiesta en mayor medida conforme aumenta la proficiencia en la L3 español. / This paper reports the findings of a study that examined the type of cross-linguistic influence (CLI) present in the oral speech production of Brazilian university students of L3 Spanish with L2 English. The study was guided by two research questions: the first asked which background language (L1 vs. L2) would be activated as source of CLI. The second addressed the effect of the proficiency factor and self-perceived proficiency as well as learner external factors such as prior foreign language learning experience and stays abroad in a Spanish speaking country on the amount and type of CLI. The speech production samples were elicited by means of a picture story telling task. The data obtained were analyzed qualitatively and quantitatively. The results suggest that the amount of CLI decreases with increasing proficiency. At the same time, learners with prior foreign language experience and / or with stays in Spanish.speaking countries tend to transfer less than learners without these experiences. With respect to the type of CLI, the overall trend shows a decrease of form-based CLI as the proficiency level in the target language increases. Regarding the meaning-based CLI, the results suggest an increase in occurrence as proficiency increases.

Cette étude doctorale présente une analyse des identités musulmanes et de leurs multiples compréhensions dans un contexte d’immigration, de globalisation et de multiculturalisme en Finlande et au Québec, Canada. Elle porte sur les auto-identifications d’étudiantes universitaires issues de l’immigration qui ont un attachement personnel à l’identité musulmane – cette identité peut être considérée, entre autres, comme religieuse, culturelle ou faisant partie de l’héritage familial. Ainsi, elle peut être vécue comme acquise, choisie, adorée, mais aussi imposée, rejetée ou ignorée. Étant donné que dans plusieurs contextes européens et nord-américains l’identité musulmane est devenue « le symbole de l’Autre », les rapports de pouvoir locaux et globaux sont mis en relief dans notre étude. Nous supposons que quelle que soit la manière dont les participantes s’identifient comme musulmanes, elles ne peuvent pas échapper aux hiérarchies de pouvoir discriminatoires qui participent à la définition de leur « groupe ». Notre thèse interdisciplinaire est au croisement des disciplines des sciences des religions, de l’approche discursive de l’identité et des études critiques sur le multiculturalisme et sur les rapports de pouvoir. Nous appuyant sur un corpus de 30 entrevues effectuées en milieu universitaire à Helsinki, à Turku et à Montréal, nous proposons d’analyser les identités musulmanes des participantes dans le cadre méthodologique et théorique de la théorie du soi dialogique et des pragmatiques discursives à partir d’une conception d’un sujet hétérogène et multivocal. Ce cadre nous permet de cerner l’identité comme négociée et instable qui est, en même temps, à la recherche d’une certaine cohérence. L’objectif de notre recherche est de proposer une nouvelle analyse des identités musulmanes à partir des interactions complexes entre les identifications, les désidentifications et les confusions en tant que « types de négociation » identitaires. Ces négociations s’ancrent dans différents contextes discursifs : elles se réalisent à partir des rapports de pouvoir globaux et locaux, de divers repères spatiaux et temporels ainsi que de multiples positions et voix du soi et des autres, auxquels nous nous intéressons. Ainsi, les résultats de notre recherche confirment la complexité de la construction identitaire musulmane. Ils reflètent des manières multiples de considérer cette identité comme contextuellement construite et négociée en relation avec l’altérité et avec plusieurs points d’identifications saillants. Notre recherche contribue donc à dépasser certaines simplifications des définitions de l’identité musulmane : elle propose des moyens de s’éloigner de certaines tendances actuelles théoriques qui ne soulignent pas suffisamment la multiplicité qui caractérise la construction de cette identité. / In this doctoral research project I explore the multiplicity of Muslim identity construction in Finland and the province of Quebec, Canada, within the context of immigration, globalization, and multiculturalism. My interest lies in the Muslim self-identifications of female students who have an immigrant background. They can define their Muslim identities in many different ways: as religious, cultural, part of family heritage, and so forth. Thus, these identities can be experienced as given, chosen, or admired, but also imposed, rejected or ignored. As Muslim identity has become “the symbol of the Other” in many European and North American societies, the global and local power relations are also prominent in my research. I assume that in whatever ways the participants identify themselves as Muslims, they cannot wholly escape discriminatory power hierarchies which participates in shaping the definition of their “group”. My interdisciplinary thesis situates itself in the field of religious studies. It engages with a discursive approach to identity and with a critical approach to multiculturalism and power relations. The analysis draws on a corpus of thirty (30) qualitative and semi-structured interviews conducted in university contexts in Helsinki, Turku and Montreal. Dialogical Self Theory and Discursive Pragmatics are used to explore Muslim identities, as these theories draw upon heterogeneous and multivocal subject positions. This framework allows me to conceptualize identity as something negotiated and unstable, but which, at the same time, aims at a certain degree of coherence. In my analysis I propose new ways to analyse Muslim identities by considering the complex interplay of identifications, disidentifications, and confusions as “types” of identity negotiation. I observe the multiple ways these types of negotiations are acted out in various discursive contexts and the ways they are anchored in local and global power relations. I draw especially attention to diverse temporal and spatial reference points and to multiple positions and voices of the self and others. The results of my research confirm the complexity of Muslim identity construction, as they reflect a variety of ways these identities can be contextually negotiated through the self and the other. As such, my research contributes to overcoming some simplifications of the definitions of Muslim identities: it proposes an alternative way to study Muslim identity construction beyond certain theoretical tendencies treating these identities without being able to fully highlight the complexity and the multiplicity that characterises them. / Tutkin väitöskirjassani muslimi-identiteetin monimuotoisuutta monikulttuurisuuden, globalisaation ja maahanmuuton kontekstissa Suomessa ja Québecin provinssissa Kanadassa. Keskityn tutkimukseeni osallistuneiden naispuolisten maahanmuuttajataustaisten korkeakouluopiskelijoiden tapoihin, joilla he määrittelevät itsensä muslimina: he saattavat kokea muslimi-identiteettinsä uskonnollisina, kulttuurisina tai hyväksyttynä osana perheen perintöä. Toisin sanoen heidän muslimi-identiteettinsä voivat olla ennalta annettuja, itse valittuja tai ihannoituja, mutta myös ulkoapäin pakotettuja, torjuttuja tai ignoroituja. Koska muslimi-identiteetistä on tullut ”toiseuden symboli” monessa Euroopan ja Pohjois-Amerikan maassa, myös globaalit ja paikalliset valtasuhteet ovat tutkimukseni keskiössä. Lähtokohtani on, että osallistujat eivät voi täysin välttää syrjiviä valtahierarkioita, jotka osallistuvat heidän “ryhmänsä” määrittelemiseen. Ja tämä huolimatta painoarvosta, jonka he muslimi-identiteetilleen antavat. Tutkimukseni on monitieteellinen ja laadullinen. Se sijoittuu uskontotieteen kenttään. Taustateorioinani käytän diskursiivista lähestymistapaa identiteettiin ja kriittistä lähestymistapa monikulttuurisuuteen sekä valtasuhteisiin. Pääaineistoni koostuu 30 puolistrukturoidusta haastattelusta, jotka on toteutettu yliopistoympäristössä Helsingissä, Turussa ja Montrealissa. Analysoin muslimi-identiteettiä dialogisen itsen (Dialogical Self Theory) ja pragmaattis-diskursiivisesta teoreettis-metodologisesta viitekehyksestä, joka perustuu heterogeenisten subjektipaikkojen moniääniseen ja monipaikkaiseen tarkasteluun. Kyseinen teoreettis-metodologinen viitekehys auttaa minua lähestymään identiteettiä epävakaana ja neuvoteltuna, mutta myös voimana, joka pyrkii luomaan jatkuvuutta. Tutkimukseni tarkoituksena on kehittää uusi lähestymistapa muslimi-identiteetin analysoimiseen useiden erilaisten samaistumisen ja epäsamaistumisen tapojen sekä hämmentyneiden positioiden kautta. Nämä identiteetin ”neuvottelutyypit” rakentuvat useissa eri diskursiivisissa konteksteissa ja ajan ja paikan kiinnekohdissa. Ne kiinnittyvät täten globaaleihin ja paikallisiin valtasuhteisiin sekä itsen ja toisten positioihin ja ääniin. Tutkimukseni tulokset vahvistivat käsitystä muslimi-identiteetin monimuotoisuudesta ja useista erilaisista tavoista, joilla sitä voidaan rakentaa eri diskursiivisissa konteksteissa itsen ja toiseuden kautta. Tulokset edesauttavat kyseenalaistamaan muslimi-identiteetin osittain yksinkertaisia yleisiä määritelmiä sekä nykyajan teoreettisia lähestymistapoja, jotka eivät aina kykene tuomaan esiin sen moninaisuutta.

This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.

The main objective of the thesis is to define a Czech-Mexican and Mexican-Czech cultural standards focused on students. The findings are compared with the theory of cultural standards by Ivan Nový. Identification of cultural standards is studied on the basis of the cultural standards method of Alexander Thomas based on an analysis of recurring conflict situations. The data collection was carried out through qualitative interviews with Czech having experience studying in Mexico and Mexican who studied in the Czech Republic. The research aims to analyse the differences in the approach to the time, the perception of authorities and difference in the meaning of education of Mexicans and Czechs. In the end, research findings provide recommendations for Czechs planning to study in Mexico as well as for Mexicans who wish to study in the Czech Republic.

A random sample of 365 students attending a university in northern Texas returned a mailed questionnaire measuring the students' knowledge of Acquired Immuno-Deficiency Syndrome (AIDS), their perceived susceptibility to AIDS, and their sexual practices during the last year. The students had high knowledge levels about AIDS in general. However, 70% did not worry about getting AIDS. Collectively, there was a display of concern until it became a personal issue. The students (59%) saw themselves as less likely than most people to get AIDS. Although 70% of this sexually active group did not use condoms, they still did not perceive themselves as susceptible to AIDS.