Hiv Virus Is Responsible For Death Of Almost 13713 People

A high number of united states are diagnosed with HIV each year (156300). In last 10 years the infection of HIV virus has been increased by 12.8%. By the researchers at united stat in 2013 states that, 47,352 people were diagnosed with HIV infection. Therefore in the same year the estimate shows that 26688 wear end up with AIDS. HIV virus is responsible for death of almost 13713 people of united states in 2012. The focus of this research project was mainly on the following five sub questions. First of all definition of HIV virus, how HIV virus spread in society, symptoms of HIV viruses, how HIV lead to AIDS and treatment of HIV disease. Definition of HIV To begin with HIV is stand for human†¦show more content†¦In addition HIV virus itself can cause some damages to the disease. Untreated disease can lead to severe immune suppression and death. The virus uses RNA to transfer generic material through the generations.The RNA is contained in a core. The core is covered by an envelope.There are enzymes (eg Reverse Transcriptase, Integrase, Protease )inside the envelope. The virus uses these enzymes to produce new viruses inside the human body. There are some proteins inside the virus called â€Å"Antigens†. Inside the human body the virus attack many cells including brain cells, kidneys, bowels, genitals and CD4 Lymphocytes. CD4 Lymphocytes are important to mediate the immune response within the body. When the CD4 cells are damaged and killed, the immune functions in the body are also weakened. A healthy person has a CD4 count above 800cells/micro liter Mother to child Mother to child transmission is the other important way that HIV virus can spreads to the society. In the some developed countries the pregnant women who have HIV positive in there body are using medication for 6 weeks after birth those medicine reduces the risk of infection. However there are some possibilities that HIV virus can infected to the child before or during the birth because HIV virus can infected to babies bodies with breast milk because the breast milk is contains HIV virus. Sex In the most people who infected by HIV

The Negative Effects Of Caffeine - 1094 Words

Most of us fail to realize that caffeine is present in almost every drink that we consume. Most people enjoy the positive effects that caffeine does to our bodies, but have you ever thought of the negative? Caffeine is a stimulant to the central nervous system and the regular use of it can cause a mild physical dependence. With a dependence being shown I strongly do believe that caffeine is just as addictive as any other drug. Over 90 percent of the United States consumes caffeinated beverages on a daily basis and almost over 50 percent of those people drink more than the recommended amount. With the majority of people having coffees in the mornings we fail to recognize the negative impact it can have on our body. By 2011 there have†¦show more content†¦Since caffeine is a stimulant and a diuretic it will increase your blood pressure and heart rate by a lot, which is a big no when it comes to pregnancy. You may be able to handle the intake of caffeine that you drink normall y per day but can your baby? Numerous studies, tested on animals, have shown birth defects, premature labor, preterm delivery, reduced fertility and an increased risk of low birth weight and more reproductive problems. There were two studies conducted in 2008 that either have or haven’t related the effects of drinking high amounts of caffeine relating to miscarriages. Study one, by the American Journal of Obstetrics and Gynecology, found that women who drink 200mg or more of caffeinated beverages daily are two times as likely to have a miscarriage than those who do not have any caffeine. The other study, by Epidemiology, showed that there was no risk of such allegations. Due to the conflicting results from the numerous studies the March of Dimes stated that until more conclusive evidence can be shown that mothers to be should limit their caffeine intakes to no more than 200 mg per day. Have you ever stopped drinking coffee or soda for a few days and felt sick days later? Tha t’s because you are going through something called a withdrawal. A withdrawal means that you are not taking something that your body is used to having and it then makes you sick. People who suffer from a withdrawal usually are dependent on drugs, but theShow MoreRelatedNegative Effects Of Caffeine992 Words   |  4 PagesThe effect of caffeine on accuracy in a sports related task Introduction The use of caffeine is worldwide, contained in a range of foods, beverages and medicines with it being one of the most frequently consumed ingredients worldwide (Heckman, Weil, Mejia, Gonzalez, 2010). 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Thesis: Caffeine can have many different effects on the body depending on the amount of consumption. Introduction A. Attention Getter – How many of you here consider yourself caffeine addicts? How much soda do you drink a day? One bottle? Two cans? More? How about coffee? B. Thesis statement – Caffeine can have many different effects on the body depending on the amountRead MoreSpeech on Caffeine Essay889 Words   |  4 PagesTitle: Caffeine Specific purpose: To inform my audience what exactly caffeine is, where it comes from, the benefits of caffeine and the negative effects of caffeine. Introduction A. Attention material: Do you ever feel like you will never make it through the day without caffeine? Is your first thought in the morning to get yourself a cup of coffee before you can even get your day started? B. Tie to the audience: I am sure that most of you do consume at least one form ofRead MoreEffects Of Caffeine On People s Lives927 Words   |  4 Pages Caffeine is a huge part of North American culture, it is consumed in coffee, teas, chocolate, energy drinks and many other goods. Coffee is the main source of caffeine, and is frequently consumed socially. Because people rely on this substance so heavily, its side effects are often speculated. People who tend to consume large amounts of caffeine notice shakiness, nervousness, irritability, and increased heart rate (Whiteman.) However, the positive effects are much greater, and some include decreasedRead MoreEssay on The Beneficial Effects of Caffeine1441 Words   |  6 Pagesstill groggy and tired. You throw on your clothes and grab a caffeinated beverage of your choice before sprinting out the door. You know you can’t rely on caffeine to stimulate your brain, or can you? This scenario is very common in the lives of most college students. For most students, caffeine dependency has become more important than sleep. Caffeine seems to be the boost that students need before tests. â€Å"Unfortunately, I have no data associating sales trends to midterms and finals, but I think itsRead MoreEffects Of Caffeine On The Consumption Of Caffeine1511 Words   |  7 PagesCaffeine, a popularly consumed central nervous system stimulant is consumed on a day to day basis around the globe.  Caffeine can be ingested into the body by either eating it or drinking it. Caffeine comes in forms of many processed foods such as coffee, chocolate bars, candy, sodas, and energy drinks as well as tea. For example millions of people all around the world consume coffee on a daily basis.  Due to the large consumption of caffeine, both the negative and positive side effects of consumingRead MoreConsumption of Caffeine by Minors1621 Words   |  6 PagesConsumption of caffeine b y minors has increased significantly in the past few years. 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Education in “The Republic” “Discourse on the Arts and Sciences” Free Essays

The role and significance of education with regard to political and social institutions is a subject that has interested political philosophers for millennia. In particular, the views of the ancient Greek philosopher Plato, as evidenced in The Republic, and of the pre-Romantic philosopher Jean Jacques Rousseau in his Discourse on the Arts and Sciences, present a striking juxtaposition of the two extremes of the ongoing philosophical and political debate over the function and value of education. In this paper, I will argue that Rousseau’s repudiation of education, while imperfect and offering no remedy to the ills it disparages, is superior inasmuch as it comes closer to the truth of things than does Plato’s idealized conceptions. We will write a custom essay sample on Education in â€Å"The Republic† â€Å"Discourse on the Arts and Sciences† or any similar topic only for you Order Now To do so, I will first examine Plato’s interpretation of the role of education and its function in shaping the structure of society and government and in producing good citizens. I will then introduce Rousseau’s view of education and the negative effects of the civilized culture which it produces, and using this view, will attempt to illustrate the naivete and over-idealization of Plato’s notions. Finally, I will attempt to demonstrate that it is Rousseau’s view, rather than Plato’s, that is ultimately more significant in assessing the actual (vs. idealized) merits (or lack thereof, in Rousseau’s case) by which education should be judged with regard to the nurturance of good citizens. For Plato, the question of the role of education arises near the end of Book II (377e), after a discussion of both the necessary and consequent attributes of Socrates’ kallipolis or â€Å"Ideal City. Such a city, Socrates argues, will, before long, have need of both a specialization of labor (in order for the greatest level of diversity and luxury of goods to be achieved) and of the establishment of a class of â€Å"Guardians† to protect the city from its envious neighbors and maintain order within its walls (i. e. , to police and govern the city). This, in turn, leads inexorably to the question of what attributes the Ideal City will require of its Guardians, and how best to foster such attributes. The early, childhood education of the Guardians, Socrates argues, is the key. What, then, asks Socrates, should children be taught, and when? This quickly leads to a discussion of censorship. Socrates cites a number of questionable passages from Homer which cannot, he thinks, be allowed in education, since they represent dishonorable behavior and encourage the fear of death. The dramatic form of much of this poetry is also suspect: it puts unworthy words into the mouths of gods heroes. Socrates suggests that what we would call â€Å"direct quotation† must be strictly limited to morally-elevating speech. Nothing can be permitted that compromises the education of the young Guardians, as it is they who will one day rule and protect the city, and whom the lesser-constituted citizens of the polis will attempt to emulate, assimilating, via the imitative process of mimesis, to the Myth (or â€Å"noble lie†) of the Ideal City in which justice is achieved when everyone assumes their proper role in society. The process of mimesis, is, of course, yet another form of education, in which those of Iron and Bronze natures are â€Å"instructed† and inspired by the superior intelligence and character of the Gold and Silver members of the Guardian class. It is therefore a form of education without which the polis cannot operate. Thus, for Guardian and ordinary citizen alike, the education of the young and the continuing â€Å"instruction† of the citizenry are crucial. In addition to these aspects, Plato also conceives of another function of education, and one which is quite significant in its relation to Rousseau’s views. For Plato, education and ethics are interdependent. To be ethical, in turn, requires a twofold movement: movement away from immersion in concrete affairs to thinking and vision of unchanging order and structures (such as justice) and then movement back from dialectic to participation and re-attachment in worldly affairs. It is a temptation to become an abstract scholar. But the vision of the good is the vision of what is good for oneself and the city — of the common good. If one does not return to help his fellow human beings, he becomes selfish and in time will be less able to see what is good, what is best. An unselfish devotion to the good requires an unselfish devotion to the realization of this good in human affairs. Just as the purpose of understanding order and limits in one’s own life is to bring about order and restraint in one’s own character and desires, the understanding of justice requires application in the public sphere (through education). A man who forgets the polis is like a man who forgets he has a body. Plato thus advocates educating both the body and the city (for one needs both), not turning one’s back on them. If education is, for Plato, the means by which man comes to fully realize (through society) his potential as a human being and by which society as a whole is in turn elevated, for Rousseau it is quite the opposite. Education, argues Rousseau, does not elevate the souls of men but rather corrodes them. The noble mimesis which lies at the heart of education in Plato’s kallipolis is for Rousseau merely a slavish imitation of the tired ideas of antiquity. The ill effects of this imitation are manifold. Firstly, argues Rousseau, when we devote ourselves to the learning of old ideas, we stifle our own creativity and originality. Where is there room for original thought, when, in our incessant efforts to impress one another with our erudition, we are constantly spouting the ideas of others? In a world devoid of originality, the mark of greatness, intelligence, and virtue is reduced to nothing more than our ability to please others by reciting the wisdom of the past. This emphasis on originality is in marked contrast with Plato, who finds no value in originality, deeming it antithetical to a polis otherwise unified by shared Myths of the Ideal City and of Metals. Rousseau rejects this â€Å"unity†, rightly denouncing it as a form of slavery , in which humanity’s inherent capacity for spontaneous, original self-expression is replaced with the yoking. of the mind and the will to the ideas of others, who are often long dead. In addition to suppressing the innate human need for originality, education (and the appetite for â€Å"culture† and â€Å"sophistication† that it engenders) causes us to conceal ourselves, to mask our true natures, desires, and emotions. We become artificial and shallow, using our social amenities and our knowledge of literature, etc. , to present a pleasing but deceptive face to the world, a notion quite at odds with the ideas of Plato. We assume, in Rousseau’s words, â€Å"the appearance of all virtues, without being in possession of one of them. Finally, argues Rousseau, rather than strengthening our minds and bodies and (a critical point) moving us towards that which is ethical, as Plato contends, education and civilization effeminate and weaken us physically and (perhaps most significantly) mentally, and cause us, in this weakness, to stoop to every manner of depravity and injustice against one another. â€Å"External ornaments,† writes Rousseau, â€Å"are no less foreign to virtue, which is the strength and activity of the mind. The honest man is an athlete, who loves to wrestle stark naked; he scorns all those vile trappings, which prevent the exertion of his strength, and were, for the most part, invented only to conceal some deformity. † Virtue, as opposed to Plato’s conception, is an action, and results not from the imitation inherent in mimesis, but rather in the activity — in the exercise — of the body, mind and soul. Education, however, demands imitation, demands a modeling upon what has been successful. How, then, do we rightly assess the merits of education with regard to its it molding of the public character — in its ability to produce â€Å"good† citizens. The answer to this hinges, I submit, on how we choose to define the â€Å"good† citizen. Clearly, if obedience (or â€Å"assimilation to a political ideology†, or perhaps â€Å"voluntary servitude†) is the hallmark of the good citizen, then we must regard Plato’s disposition towards education as the proper one. However, obedience, despite its obvious centrality to the smooth operation of society (as we would have social chaos were it completely absent), has its useful limits. Over-assimilation to a political idea or â€Å"blueprint† is every bit as dangerous — indeed, far more so — as the utter under-assimilation of anarchy. For those inclined to dispute this, I would urge them to review the history of Nazi Germany as perhaps the definitive example of what sad, awful spectacles of injustice we humans are capable of when we trade in our mental and spiritual autonomy for the convenient apathy and faceless anonymity of the political ideal. Furthermore, if , as Rousseau contends, our civilization is such that, â€Å"Sincere friendship, real esteem, and perfect confidence [in each other] are banished from among men,† what is the quality of the society for which education — any modern education — purports to prepares us? When, â€Å"Jealousy, suspicion, fear coldness, reserve, hate, and fraud lie constantly concealed under †¦ [a] uniform and deceitful veil of politeness,† what is left to us to educate citizens for, other than the pleasure we seem to derive in pedantic displays of hoary knowledge? If we remove the civility from â€Å"civilization†, what remains to us that any education will remedy? How to cite Education in â€Å"The Republic† â€Å"Discourse on the Arts and Sciences†, Papers

Quantitative And Quantitative Research Methods Essay Example For Students

Quantitative And Quantitative Research Methods Essay In order to support or discard a hypothesis, research needs to be collected. When gathering research, a researcher can either use qualitative or quantitative research methods. Both of these research methods follow the scientific method. Qualitative and quantitative research starts with the researcher identifying a topic of interest. Identifying a topic, begins with a problem or question that someone wants to find the answer to. The topic can come from a personal experience driving the importance of the topic to be investigate but it should not limit the topic. After identifying a topic, the researcher for both qualitative and quantitative methods do background research. First, the researcher needs to determine which research method is most appropriate to use. After deciding which direction the researcher is going to take, the researcher needs to understand the topic. In order to become familiar with research on that particular topic that has already been done, the researcher will read previous studies and complete a literature review. This process is very time consuming but allows the researcher to gain an understanding of the subject that they are going to continue to research. After understanding the previous research, the researcher will create a plan of investigation. For both research methods, the researcher will create a research question and construct a hypothesis. The research question is what the researcher is wondering and wants to find the answers to. After the research question is created with measurable variables, a hypothesis can be formed. This hypothesis is a statement about the expected outcomes of the research. Normally, the hypothesis is created based on the literature review and shows what the researche. .y testing the hypothesis and reporting the statistics, the shared results may be confusing for other people to understand which may compromise how the data is handled after the study. Even with the confusion of trying to understand statistics, the results are still reliable. Both qualitative and quantitative research methods are great and can be used depending on a researchers intentions, but I find quantitative research to be more valid. Quantitative research is more valid because the results are reliable due to statistics that support the results. The results are also reliable because there is little room for the researcher’s objective bias. By testing and proving theories, the statistics can generalize findings and establish cause and effect relationships. With broad findings, researchers can then go and use qualitative methods to support quantitative results.