Aids Essays (2319 words) - Lentiviruses, HIVAIDS, Animal Virology

Aids US Monster In an extensive article in the Summer-Autumn 1990 issue of "Top Secret", Prof J. Segal and Dr. L. Segal outline their theory that AIDS is a man-made disease, originating at Pentagon bacteriological warfare labs at Fort Detrick, Maryland. "Top Secret" is the international edition of the German magazine Geheim and is considered by many to be a sister publication to the American Covert Action Information Bulletin (CAIB). In fact, Top Secret carries the Naming Names column, which CAIB is prevented from doing by the American government, and which names CIA agents in different locations in the world. The article, named "AIDS: US-Made Monster" and subtitled "AIDS - its Nature and its Origins," is lengthy, has a lot of professional terminology and is dotted with footnotes. AIDS FACTS "The fatal weakening of the immune system which has given AIDS its name (Acquired Immuno-Deficiency Syndrome)," write the Segals, "has been traced back to a destruction or a functional failure of the T4-lymphocytes, also called'helper cells`, which play a regulatory role in the production of antibodies in the immune system." In the course of the illness, the number of functional T4- cells is reduced greatly so that new anti-bodies cannot be produced and the defenceless patient remains exposed to a range of infections that under other circumstances would have been harmless. Most AIDS patients die from opportunistic infections rather than from the AIDS virus itself. The initial infection is characterized by diarrhea, erysipelas and intermittent fever. An apparent recovery follows after 2-3 weeks, and in many cases the patient remains without symptoms and functions normally for years. Occasionally a swelling of the lymph glands, which does not affect the patient's well-being, can be observed. After several years, the pre-AIDS stage, known as ARC (Aids- Related Complex) sets in. This stage includes disorders in the digestive tract, kidneys and lungs. In most cases it develops into full-blown AIDS in about a year, at which point opportunistic illnesses occur. Parallel to this syndrome, disorders in various organ systems occur, the most severe in the brain, the symptoms of which range from motoric disorders to severe dementia and death. This set of symptoms, say the Segals, is identical in every detail with the Visna sickness which occurs in sheep, mainly in Iceland. (Visna means tiredness in Icelandic). However, the visna virus is not pathogenic for human beings. The Segals note that despite the fact that AIDS is transmitted only through sexual intercourse, blood transfusions and non- sterile hypodermic needles, the infection has spread dramatically. During the first few years after its discovery, the number of AIDS patients doubled every six months, and is still doubling every 12 months now though numerous measures have been taken against it. Based on these figures, it is estimated that in the US, which had 120,000 cases of AIDS at the end of 1988, 900,000 people will have AIDS or will have died of it by the end of 1991. It is also estimated that the number of people infected is at least ten times the number of those suffering from an acute case of AIDS. That in the year 1995 there will be between 10-14 million cases of AIDS and an additional 100 million people infected, 80 percent of them in the US, while a possible vaccination will not be available before 1995 by the most optimistic estimates. Even when such vaccination becomes available, it will not help those already infected. These and following figures have been reached at by several different mainstream sources, such as the US Surgeon General and the Chief of the medical services of the US Army. "AIDS does not merely bring certain dangers with it; it is clearly a programmed catastrophe for the human race, whose magnitude is comparable only with that of a nuclear war", say the Segals. " They later explain what they mean by "programmed," showing that the virus was produced by humans, namely Dr. Robert Gallo of the Bethesda Cancer Research Center in Maryland. When proceeding to prove their claims, the Segals are careful to note that: "We have given preference to the investigative results of highly renowned laboratories, whose objective contents cannot be doubted. We must emphasize, in this connection, that we do not know of any findings that have been published in professional journals that contradict our hypotheses." DISCOVERING AIDS The first KNOWN cases of AIDS occurred in New York in 1979. The first DESCRIBED cases were in California in 1979. The virus was isolated in Paris in May 1983, taken from a French homosexual who had returned home

F for Fake Essays

F for Fake Essays F for Fake Essay F for Fake Essay Essay Topic: F for Fake F for Fake:Fakery or Trickery â€Å"Cinema is the most beautiful fraud in the world. †-jean luc godard ABOUT THE FILM F for Fake is a film which portrays chicanery, deception, misdirection, scoundrels, sleight of hand, con artistry, dishonesty, and flimflammery in all its myriad guises. Its not hard to see the film as one elaborate magic trick, a dizzy feature-length lark that delights in confusing the audiences at regular intervals. A singular combination of documentary, essay, narrative and cinematic vaudeville on Hory, real-life Horys biographer and notorious fellow faker Clifford Irving, Howard Hughes, Pablo Picasso, and the complicated relationship between creativity and larceny, art and theft. In a time when everybody seems to be playing his/her own favorite con game, it certainly Orson Welles who keeps engaging the audiences with his own tricks. The story format is like boxes within boxes until be get the surprise in the last box that is the resolution act,and as per an article from NEW YORK TIMES by Vincent Canby (September 28,1975) (1), Orson Welles cleverly uses some documentary footage shot by Francois Reichenbach of the two con men chatting and cavorting on the island of Ibiza. The rotund writers Oja Kodar and Orson welles add a lecture on the cathedral of Chartres, then weave a tale about a Yugoslav girl and her joke on Picasso. In the film there are moments where orson wells himself speaks about his own fakery about his past works and plays trick with the audiences and keeps them completely unnoticed with this facts. (2)   Welles and Kodar structure F for Fake as an extended monologue, a point-counterpoint speculation on how and why de Hory and Irving pulled off their respective fakes, so much so that they built success and fame out of their practice. The tone is clever and light, the editing at once whimsical and complex as Marie-Sophie Dubus and Dominique Engerer (editors)'(3) cross-cut between the original footage and archival documentary footage of de Hory and Irving. That interplay makes F for Fake a surprisingly dynamic, constantly engaging experimental documentary, a personal essay that gives the viewer the feeling that he’s in Welles’s own experiences about the incidents related to the characters of the story. Structurally Welles isnt a disembodied voice in the film: He physically comments from a variety of locations and inserts himself into the story, almost like he was there when the footage was shot. Welles is seen, for example, from the editing room (creating a film within a film which can be seen over his shoulder on the editing table), walking in a forest shrouded in a cape and hat, and, inexplicably, eating at a restaurant with friends, where his narration strangely turns into a discussion with them about de Hory. End notes- (1)www. nytimes. com (2)joseph mcbride (3) www. wikipedia. com

Patient Teaching plan Research Paper Example | Topics and Well Written Essays - 1000 words

Patient Teaching plan - Research Paper Example His current blood glucose level is 256mg/dl. Michael is scheduled for discharge tomorrow with a new insulin prescription. Assessment data indicating Learning Need Michael was diagnosed with Type II Diabetes (Diabetes Mellitus) 3 years ago which has been controlled using Glucotrol (oral medication). It has been established that he is grossly inexperienced when it comes to the self-administration of insulin. His nursing diagnosis would therefore be: insufficient knowledge related to unfamiliarity with Insulin and ways in which to self-administer it, as indicated by patient requesting and verbalizing that someone teach him how to take insulin (Ackley & Ladwig, 2010). Objective of client teaching By the end of this teaching, the patient should be able to explain his diabetic medications, as well as describe the correct way of taking those medications. Assessment of the learner Michael is alert and oriented to time, place, person, and event. He is very frank, communicative and willing to share information pertaining to his personal life and health. He says that he never completed high school but received his GED recently. In the short time I shared with him, I saw him reading to his son, which is a sign that he is literate. In addition to this, he is very informed about his medical condition and monitors his blood glucose daily. Owing to his obesity, Michael needs a walker to move around and says that he tires quite easily. His knowledge concerning the self-administration of Insulin is zero but he is highly motivated to learn. This is shown by his verbal request that someone teach him the skill. Specific learning objectives 1. (Cognitive) patient will have the ability to able to state the signs and symptoms of hypoglycemia and hyperglycemia and what to do in each scenario. 2. (Affective) patient will have the ability to be able to state the advantages of maintaining healthy blood glucose levels and the significance of taking insulin in the prescribed manner. 3. (Psy chomotor) patient will demonstrate/show the ability to self-administer Insulin without any assistance/prompts. The teaching session is expected to last around 3 hours. The first hour will involve providing a brief outlook of what diabetes is and how to control it using insulin. I will begin with a basic outline of the pathophysiology of diabetes and the common signs and symptoms. I will then explain to Michael that when controlling his sickness his blood sugar can rise or drop. High blood sugar (hyperglycaemia) is brought about by eating a lot of food, consuming sugary foods, or by not following the prescribed methods of taking insulin. Hyperglycaemia is characterized by frequent urination, fatigue, thirst, dry mouth, blurry vision, and weight loss. If left untreated, it can lead to a coma (Urden, Stacy & Lough, 2006). When you experience hyperglycaemia, take insulin as prescribed and drink water. Low blood sugar (hypoglycemia) is caused by taking a lot of insulin, skipping meals or eating little food. Signs of hypoglycemia include confusion, headache, anxiety, dizziness, shaking, faster heartbeat, slow or slurred speech, sweating, and blurred vision. In case of hypoglycemia, drink or eat something that contains fast-acting sugar. Examples include soda, honey, sugar, fruit juice, or candy bars (Aldridge,