AIDS Prevalence and Awareness in South Africa :: AIDS HIV Disease African Essays

AIDS Prevalence and Awareness in South Africa Johannesburg, the largest metropolitan area in the continent of Africa. The population of the main metropolitan area is 1,907,229 ( WorldBook encycl.130). Johannesburg is also one of the world richest gold fields. Despite these positive aspects, Johannesburg is a city with a dismal future, because it is suffering from one of the world's worst AIDS epidemics. Every Saturday, nearby cemeteries are busy with the arrival of people who have died from AIDS. Funeral directors state that about 30 or 40 people are buried every week, as a result of AIDS. It is said that in South Africa, one of every ten people has AIDS. Some 17 million people in Africa have died representing almost 80% of AIDS deaths world wide. This is the equivalent of the combined populations of New York City and Los Angeles (www.Time/2001/aidsafrica). There is a conspiracy of silence fueling the spread of HIV in South Africa. Johannesburg is the largest city in South Africa, and has one of the fastest growing infection ra tes AIDS is now South Africa's leading cause of death. Last year it accounted for 40% of all deaths between the ages of 15 and 49 (US.news2.yimg.com). By the year 2010, HIV prevalence in adults is projected to reach 25% of the total population. South Africa is projected to have the highest AIDS death rate until 2015. At that point, the population will have decreased to the point that the death rate will no longer be as high as in other areas. South Africa has a population close to 40 million people - an estimated 4.2 million (10.5%) are infected with HIV. Of these, half are women ages 15-49. Over 40% of pregnant women are HIV-positive. The impact of AIDS in South Africa is overwhelming. The disease has orphaned 370,952 children 95,000 children have been infected with AIDS. The adult prevalence rate of HIV is 20%. While there are limits in extrapolating the general population, it is estimated that 4.2 million people were HIV positive in 1999, compared to approximately 3.6 million in 1998. (www.securethefuture.com). Statement of Need: Understanding who is Affected by AIDS Demographics show that those most affected by AIDS are women and children. African women and children have been particularly hard hit by AIDS. There are now 16 million African children who have lost at least one parent to AIDS. Johannesburg medical agencies state in their reports that in the next 10 years, that number will reach 28 million.

Meno Essay

Meno Paper Assignment Can virtue be taught? Plato starts off the Meno with this simple question. Prior to answering this question, Socrates is adamant about first understanding what virtue is. Socrates and Meno go back and forth throughout the story attempting to figure out the definition of virtue. When they come to the conclusion that they do not know what virtue is, they attempt to prove whether virtue can be taught, is attainable by practice, or is simply possessed by nature. As Meno asks Socrates whether virtue can be taught, Socrates explains to him that he does not know what virtue is.Meno defines virtue to Socrates in many forms. For a man virtue is managing public affairs and in turn benefiting his friends, and harming his enemies. For a woman she must manage the home well, preserve its possessions, and be submissive to her husband. He also explains that a child, a slave or an elderly man also have different virtues. Socrates refutes this definition of virtue. He has not bee n given a definition but yet a list of examples. He gets his point across to Meno by using bees as an example. There are many different types of bees, but one bee does not differ from another in the fact that they are both bees.This same concept has to be true with virtue, for there are many and various types but they all have the same form making them virtues. Here we are presented with the first rule of giving a definition, and that is simply to not give examples. Meno attempts to give Socrates a second definition, stating that virtue is simply the ability to rule over people. Once again Socrates refutes this definition. In the case of a slave or a child this cannot be true; hence this is merely another example of a specific trait of someone who is virtuous. Socrates also adds that if this were true than it would have to be justly and not unjustly.Menos response to this is that justice is virtue. Is justice virtue or is it a type of virtue? This is the next issue Socrates points o ut to Meno. In response Meno says that justice is a type of virtue, therefore he has done nothing more than give another useless example of virtue. Socrates wants to put an end to this problem so he gives Meno the definition of both shape and color to give him an example of a good definition. We are given a third definition by Meno, in which he states that virtue is to desire beautiful things and have the power to acquire them.With this Socrates translates desire for beautiful things as the desire for good things. Meno agrees with this statement, in turn allowing Socrates to once again disprove this definition. There are those who desire bad things, but in their own minds believe these bad things to be good. Therefore these people essentially desire good things but are not virtuous. Meno now explains to Socrates that he has found the definition; it is the capacity to acquire good things with justice. Socrates goes on to explain that this is yet again just a fragment of virtue.In ess ence all Meno has explained now is that virtue is virtue, for justice is a type of virtue. Socrates has brought forward the second rule of definitions, which is that you can’t use the word in the definition. At this point Meno is perplexed, and begins to get angry with Socrates. He informs him with the fact that he came here knowing exactly what virtue was, but now Socrates has driven Meno to the point that he now doesn’t know what virtue is either. Socrates explains that he has not done this purposely but that he truly is just as perplexed, and therefore they should search for this answer together.Meno displays his confusion by asking how it is even possible to search for something that you do not know at all. This is where Socrates introduces the idea that the soul is immortal and learning that which we do not know is recollection. Meno would like Socrates to show him that this is true. Consequently Socrates picks out a slave boy, who was raised in the home of Meno, and begins to ask him geometric questions. He questions the boy about a square, naming the different principles and rules of a square.As the boy begins to answer these questions correctly, Socrates points out to Meno that he has created his own right opinion concerning this logic. Through constant questioning the boy is able to form right opinions on logics that he has never before been presented. Socrates reveals to Meno that this is recollection. Being immortal the soul has learned all there is to know, whether it be in this life as a human or in a time prior to that. In turn recollection is simply the process of turning true opinions into knowledge through constant questioning.With this being known, Socrates illustrates to Meno that one should always seek to find out that which they do not know. In order to find out whether virtue can be taught Socrates and Meno set up a hypothesis that virtue is something good. Socrates begins to elaborate on this fact by stating that if virtue is good, than it is beneficial. They begin to examine what kind of things benefit an individual. Socrates and Meno both agree that Health, strength, beauty, and also wealth all benefit us. Socrates also points out that these same things can do harm do someone.So what is the directing factor that determines whether they are beneficial or harmful? All things directed by wisdom end in happiness. Therefore since virtue is beneficial, it must be knowledge. In turn virtue must be a kind of wisdom. If this is true, then virtue can be taught. Meno agrees with Socrates that this is true. Immediately after the two agree Socrates questions whether they were wrong by agreeing to this. He points out to Meno that virtue might not be knowledge. If knowledge is teachable, and virtue is knowledge, then there would be teachers as well as learners of virtue.Up to now they have not been able to come across any such individuals. At this point Anytus is introduced into the story, and Socrates invites him to join them in their search for teachers of virtue. Socrates asks Anytus if they should send Meno to the sophists who profess to teach virtue. Anytus wastes no time in sharing his negative harsh views of these sophists. Socrates tells Anytus to give Meno the name of an Athenian in which he should visit to learn the meaning of virtue. Anytus claims that any Greek citizen would be able to make him a better man that the sophists.Of these good men can any of them teach virtue, for they have yet to see this. Socrates uses Themistocles as a prime example; he was even the best of men but failed to pass down his virtue to his son. Instead he taught his son to be a great horseman. He presents Anytus with a couple other examples of virtuous men who failed to pass their virtue down to their children. At this point Anytus becomes angry and he leaves. He asks Meno if there are many good men among his people. Meno says that there are many good men. Among these good men do they agree hat they ar e teachers and virtue can be taught? Meno states that sometimes they say it can be taught, and other times they say it cannot be taught. After hearing this Socrates goes on to explain that these men cannot even agree on this point, therefore they are not teachers of this subject. Thus there are no teachers of this subject, as well as no learners, consequently virtue cannot be taught. Now that Meno and Socrates have agreed that virtue cannot be taught, Socrates begins to explain where they went wrong in their original investigation.He explains that they were right in agreeing that good men must be beneficial, and that they will be beneficent if they give correct direction in our affairs. The agreement that one cannot give correct direction if one does not have knowledge, is where they have gone wrong. One may use right opinion as a guide for correct action, in which it is no less useful than knowledge. Right opinion and knowledge differ in the fact that right opinion escapes a manâ⠂¬â„¢s mind very quickly. It is not until one ties these right opinions down, by giving an account of the reason why, that they become knowledge.Socrates explains to Meno that this is recollection, as they have previously gone over. At this point Socrates and Meno have come to a conclusion. Virtue is not teachable and is not acquired by nature, but comes to those who possess it as a gift from the gods which is not accompanies by understanding. Socrates leaves Meno and ends the story with one final statement. He says to Meno, â€Å"We shall have clear knowledge of this when, before we investigate how it comes to be present in men, we first try to find out what virtue in itself is. †

John Carrol My Boy Life Essay - 1193 Words

After reading the short story â€Å"My Boy Life† which is the memoir of John Carroll, I was from time to time envious of Carroll’s life but also relieved that I was not born in the 1800’s. Born just before the war of 1812 in Upper Canada, Carroll’s life was very simple. His prospective future occupations only consisted of a few and were predetermined from birth. How simple is life when everything is already set in stone? From the age of twelve to seventeen, Carroll worked at a tannery and as a currier. Carroll’s job was associated with his father’s work, his father being a saddler and harness-maker. Only grinding the bark in the tannery, Carroll’s life was consistent and did not require much effort of having to plan out his future. Sadly, much†¦show more content†¦Even from a relatively young age, people are more conscious of what is happening around us as we have grown exceedingly intelligent – too clever that our stan dards of what we expect from individuals have gone up. All of these factors make it seem like I have a tougher life than Carroll, but some aspects are still harder in his life. As he lives his daily life, Carroll, as a boy is expected to do heavy chores and to earn money for the family. Carroll operated the harrow, a heavy piece of strong wood in the form of the letter ‘A’. He performed this through the use of two oxen, but even then, it was very wearisome to perform this necessary but draining work. This would be extraordinary to see in the twenty-first century as the chores are relatively smaller and easier to manage. Generation after another, humans grew lazy and all the tasks performed before are replaced by machines that accomplish tasks ranging from the most difficult to the easiest. Carroll regrettably beat the poor oxen when the heavy harrow jerked, giving him a great shock to his slender arms. The oxen tried Carroll’s patience and as he was without grace at the time, it often made him lose his temper. Profani ties were thrown at the pitiable unknowing brutes which Carroll still repents even at the age of seventy. At a young age, it was harder for Carroll to get jobs and less common for fair payment to be received upon child labour. As you were not treated equally with adults, the pay was mostly bare minimum.Show MoreRelatedKing George IIi Of Great Britain2056 Words   |  9 Pageswanted the British to go away and never come back. On March 5, 1770, Private Hugh White was standing guard on sentry duty in front of the Customs House on King Street in Boston, Massachusetts. A young, local boy came across him, and after an exchanging of words, Private White sent the young boy away into the streets bruised and crying. Moments pass and suddenly a group of roughly fifty to sixty Colonists met outside thee Customs House and began to protest because they were tired of the soldiers andRead More Biography of Robert E. Lee Essay2104 Words   |  9 PagesBiography of Robert E. Lee Robert E. Lee was born in Stratford Hall, near Montross, Virginia, on January 19, 1807. He grew up with a great love of all country life and his state. This stayed with him for the rest of his life. He was a very serious boy and spent many hours in his fathers library. He loved to play with some his friends, swim, and he loved to hunt. Lee looked up to his father and always wanted to know what he was doing. George Washington and his father, Light-Horse Harry LeeRead MoreDeveloping Management Skills404131 Words   |  1617 PagesStress-Reduction Techniques 144 SKILL ANALYSIS 147 Cases Involving Stress Management 147 The Turn of the Tide 147 The Case of the Missing Time 150 SKILL PRACTICE 155 Exercises for Long-Term and Short-Run Stress Management The Small-Wins Strategy 155 Life-Balance Analysis 156 Deep Relaxation 158 Monitoring and Managing Time 159 SKILL APPLICATION 161 Activities for Managing Stress 161 Suggested Assignments 161 Application Plan and Evaluation 162 SCORING KEYS AND COMPARISON DATA Stress Management AssessmentRead MoreArticle: Performance Appraisal an d Performance Management35812 Words   |  144 Pagesothers. This is one of the oldest and most universal practices of management (Tripathi 2005). This is a process which reveals that how well employees perform their jobs when the performance compared with the predetermine set of standards (L Mathis John H. Jackson). Merit rating is used basically for promotion of employees. However performance appraisal is more comprehensive term for such activities, because its use extends beyond ascertaining eligibility for promotion. Such activities may be training