Autobiography free essay sample

Sylvania Growing Pains Growing up I was an abused child who wanted nothing more than to break free of the horrible torture that was imposed on me every day of my childhood. My mother hated me, and she was not shy in saying so. She would belittle me as if It gave her some kind of sick pleasure in destroying my fragile, developing ego. Naturally, I would grow up to be a person who didnt have any ambition or goals for the future. This was because I focused all of my energy on the thought of getting away.I just wanted o be free, somewhere, anywhere; it didnt matter to me. I am not sure exactly when my mother decided that she hated me, but It was definitely apparent in all of her actions. She would blame me for anything that happened in her life that prevented her from getting what she wanted. We will write a custom essay sample on Autobiography or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My father left us when I was only two years old. My mother always spoke ill of him and told me that I was better off not knowing who he was. For some reason I think he would have stayed If It wasnt for the responsibility of taking care of me and I think that my mother knew that as well.My childhood years were occupied mainly by making excuses for the numerous Injuries that my mother forced upon me every day because some part of me still cared about my mother, and I never wanted her to be In trouble, or maybe perhaps more logically, I was too scared. In my teenage years, most of my time was spent in school, and after I left there I would come home to a strung out mother that would be ranting and raving about dishes that needed to be done and telling me about how I was her biggest mistake. ND that I was nothing but a lazy, hopeless loser, which I knew wasnt true, but when oh are a child the thoughts Just run through your head over and over like a bad dream that you cannot wake up from. During that time, I had to find a way to break out. She would never let me leave the house unless It was to go to school, so I would leave at seven every morning and not return until midnight or later because I couldnt face the beatings anymore. Began to heavily use drugs and try to escape to a place without pain and fear. Unfortunately, I knew that when I did come home, that I was really In for It.I remember that when my mother was angry her normal hazel yes would turn into a tornado of green fury. A few of my injuries were quite serious, the broken nose, bruised ribs and the constant thoughts of feeling like I shouldnt even exist. Many days I would sweep up the chunks of pulled out hair that left tiny little bald marks all over my aching head. When I would escape would go to my best friends house. Her mother Denies despised my mother and always said that if she could adopt me that she would do it in a New York minute. I loved to be there because I felt safe.My mom hated Denies ND would Insult the family and call them unspeakable obscenities. She knew that I would have rather been with my best friends family than with her, and she would accuse me of not having a loyal bone in my body. I did though; I was loyal to what I thought was right and true, and it definitely wasnt beating an innocent child because I OFF she was the one who couldnt accept the blame for anything. She was the one that would never apologize no matter how much pain she had put me through. It was obvious to me that my mother had a serious problem.The drugs that she would take gust to get through the day and the abusive childhood had played a role in the person that she had become. Her father had started the cycle of abuse and my mother let it continue turning her into the weak domineering, selfish evil mother that I never wanted or deserved. I always blamed myself for her behavior, partly because every time that she would punch me, I always told myself that I would never forgive her. I ignored that promise to myself all the time. It was only a matter of time before I decided that I had enough. My mother had dropped me off at my grandfathers souse and she left to do some errands. That was when I decided that I was leaving. I didnt care about the consequences, I called my best friend and she came and took me away. I remember seeing my grandfathers face wrinkled in disappointment screaming at me to come back, but I Just ran. I felt like an escaped prisoner and it felt good, although I knew that I would be caught eventually and the punishment would be more severe than any other that I knew in my short life. My mother had returned to my grandfathers house and discovered that I was gone.The next thing I knew, she had showed up at my friends house and was beating down the door. My best friends mother, Denies answered and told her that I was not there. My mother warned her that she was going to call the police. At that time, I decided to flee to another safe house. When I walked out the door, there was my mother, she grabbed me and threw me in the car. I knew that I was in serious trouble and she told me that I was in for it when we got home. When we arrived at the house, my mother dragged me in with the clench of her long fingernails digging onto my fragile, numb arm.She then opened the door and flung me inside like a rag doll. Then she proceeded to kick me wholeheartedly in my ribcage over and over until she was sick of hearing my cries for her to stop. She then proceeded to spit on me, and then she called the police. The police arrived and I was so relieved. My mother had apparently had a bleeding scratch on her finger, and I was crying so hard that I couldnt even catch my breath to speak in my defense, so I was taken away for assault. . The police took me away and I stayed in Juvenile hall that night.My mother had refused to come and get me. At that time, the charges were dropped due to insufficient evidence and her past domestic violence disputes. The courts then told her that she had to sign me over to the care of the state. I was adopted by a nice Christian childrens home. I stayed with a polite family who took care of me till my senior year. My mother never addressed her problems. She thinks that everything is fine and dandy to this very day; however, my bruised inner ego is still suffering and she thinks that I have forgotten.I will never forget these horrendous acts upon which I suffered because of her inadequacies. Occasionally I speak to my mother, only because I decided to be the better person. Some days I wish that I hadnt but I know that in the end, she will know that I made it. I got away and I am free. This experience has taught me that although I could not choose my mother, that I could choose to try to have a wonderful life that is free of negative thoughts and self destructive behavior. I have a new outlook on life. I now know that my inner strength she does not I will still be smiling. Autobiography free essay sample I am Laura Torrealba, I was born in July 26th in Aragua de Barcelona Anzoategui State, I am the oldest of six children. I have two sisters and three brothers. When I was 19 years old I move to Maracay because I wanted to find more work and study opportunities. I live in my aunt’s house and I work in a shop in C. C. Parque Aragua. I am a quite person, friendly, joyful and quite stubborn. I like reading books especially novels and go trekking with my boyfriend and his friends. When I moved to Maracay I could find more options than I had in Zaraza or Aragua de Barcelona, in my studies I wanted to study English but it was difficult because as Aragua de Barcelona as Zaraza offer a few careers none of them had relation with English. In Maracay I could find what I want in UPEL so I took the test and I passed it, I was really excited. We will write a custom essay sample on Autobiography or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Nowadays I have still been studying English in this university, for me it is really important to study what you really want because this is the best way to achieve to be successful. I had never had a job before arrive to Maracay, I could find one so I could learn to be more responsible and how to earn my own money. It was not easy but I think that when you work you learn the true value of something so you appreciate because you have efforted to get what you really wants. It was a big chance and I felt a little scared because I had never been in a city for long time, the first thing I learnt was how to go home using different ways, I used to go out and explore the city by myself until met Jairo Montilla my neighbor, we went out to the cinema, zoo, some places I had never been before, that was great!. When I started the university, I met most of my best friends and nowadays I feel like home. I have lived a lot of experiences since I moved to Maracay, most of them are beautiful, I love this city but I still miss my town and my family, I am going to live here of awhile until I graduate and I will back to my farm with my dad and my brothers and sisters. Autobiography free essay sample My name is Andrea Moore. I am twenty nine years old. I am the oldest of three children and I have been married for three years to Tim Moore. Tim and I live in Philadelphia, MS. We have two â€Å"children† named Mia (a dog) and Bella (a cat. ) The most important thing in my life is my relationship with my Lord and Savior Jesus Christ. Without that relationship I would not have gotten anywhere in life. I have completed some college courses. My major in college was in Elementary Music Education. Music is a big part of what I do! I try my best to incorporate music into my every day teaching routine. I am currently employed at First Baptist Child Ministry Center in Philadelphia, MS where I have had a total of 3 years experience. One and a half years was spent teaching two year olds and for the past year and a half I have been teaching in the four year old kindergarten program. We will write a custom essay sample on Autobiography or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I believe that God has blessed me with a gift to work with children. Since I was in Jr. High School I have enjoyed being around and teaching children. I began babysitting children at the age of 12. I am a very hands-on learner and believe that most children are the same. Most everything that I do in my classroom is very hands-on. It is also my belief that learning should be made fun for everyone involved! Children learn as they play so why not make learning fun! I enjoy searching books and the internet for new ideas to help my children learn. Even though God has not yet blessed me with children of my own, I believe that each year I am blessed with a classroom full of children that become my own in a way.

Tips for Proofreading for Yourself and Others

Tips for Proofreading for Yourself and Others The importance of proofreading cannot be overlooked. Because proofreading can often be a tedious project, below are some tips that can make the process more manageable.Tips for reviewing your own workOne of the major difficulties with proofreading is that it is very hard to proofread our own work. Often, when we review our own document, we see what we want to see rather than what we have actually written. This can lead to missed errors. Below are some tips for proofreading your own work:Slow down. Proofread line by line and focus on each line. Sometimes I cover the rest of the paragraph with a piece of blank paper so I am only looking at one line at a time.Know your own weaknesses. Make a list of common errors and check every document for those errors, one at a time.Do not proof for every type of mistake at once. Rather, do one proof for spelling, one for typos, one for consistency of word usage, one for formatting, and so on.Read your work aloud. This will often alert you to run-on sentences and other errors that you may not catch by simply reading the document to yourself.Eliminate distractions. Careful editing requires great concentration. Therefore, it is a good idea to turn off distractions such as the radio, the television and your cell phone.Make a hard copy. Always print out your work rather than reading directly from the computer screen.Sleep on it. Before you start editing your document, wait a night, preferably longer. The goal is for your brain to forget what you wrote so that it sees what is really written, not what it expects to see. You will be amazed by how many more errors you will catch!Dont be afraid to cut. Almost all of us are too wordy. If you cannot justify a point, statement, sentence or word, eliminate it. Conciseness should always be your goal.Dont overlook headings, bibliographies, tables, page numbers or footnotes. Errors often lurk in these places.Check the numbers. This is also where many mistakes can happen. You dont want to write that your product costs $10,000, when it really costs $10.00.Watch out for homonyms. Homonyms are words that share the same pronunciation or spelling, but mean entirely different things. Mixing up the words accept and except can completely alter the meaning of a sentence!Read it backwards. This is good trick to prevent your brain from automatically correcting wrong words inside sentences. In order to break this pattern, you can read the text backwards, word by word.Repeat. Unfortunately, one round of editing is usually not enough. After corrections have been made, dont forget to proof the revised document. First check to see that all of the corrections were made, then read over the document one more time to make sure you didnt miss something the first time around!Tips for reviewing the work of othersMost of us have been asked to review someone elses writing, whether it be a friend, family member or colleague. For many, this is a dubious task; but in fact it is often easier to proof read someone elses writing than your own. Although there is not one right way to edit, here are some tips to make the process a little easier:Ask for clear instructions. For example, does the writer want you to review the content of the paper or just the mechanics, such as grammar and spelling?Avoid meaningless changes. Maybe you prefer the word happy to the word glad, but unless the change makes a substantial improvement to the document, you should bite your tongue!Admit your shortcomings. If you are not sure about the proper placement of a comma or are uncertain if a word is used correctly, do not guess. Simply flag the item so that the writer can further research it if he or she chooses.Be nice. Avoid harsh comments such as I have no idea what you mean! Rather, phrase your comments diplomatically in the form of suggestions or questions, i.e. I would suggest clarifying this point so that your reader fully understands it. Perhaps, you can provide examples.Be specific. Rather than s imply stating that a paragraph is confusing, offer specific suggestions for improving it.Be consistent. Although you do not need to learn standard proofreading marks, your editing should be consistent. In other words, use the same symbols/marks for the same mistakes throughout the draft.Use the track changes feature. This is the easiest way to make your changes and comments apparent to the writer. It also allows the writer to easily accept/reject your changes.Dont proof for every type of mistake at once. This tip applies to all forms of editing. Rather, do one proof for spelling, one for typos, one for consistency of word usage, one for formatting, etc.Dont hesitate to suggest omissions. Your goal, as an editor, is to help the writer make the document more concise. Therefore, if you do not think that a word, sentence or even paragraph strengthens the writers message, do not hesitate to suggest omitting it.Make yourself available to discuss your edits and suggestions. Written comment s can be unclear and impersonal. Therefore, it is good practice to sit down with the writer to answer any questions he or she may have after reviewing your comments/edits.Stay positive. Try to point out something positive about the writing, making your praise as long and detailed as your most in-depth criticism.Proofreading skills do not develop overnight, but rather improve with practice. You can develop these skills by reviewing your own work, as well as the work of others.

Smoking and How to Quit Assignment Example | Topics and Well Written Essays - 1000 words

Smoking and How to Quit - Assignment Example Gathering evidence can be time-consuming and hectic if the researcher is not well guided on how to do it. Different patients require different study designs and methods of gathering evidence. Finding research evidence can be undertaken by using the 7 levels study types for evidence-based research. They include; This study relies heavily on randomized control trial whereby smokers are randomized into different groups and each group receives a different treatment. At the end of the trial, the effects of the different treatments are measured. This helps to compare and decide on which treatment is the best. The evidence types found could be referred to other health professionals especially those pertaining to physical health and their professional opinions could be used in determining the best smoking cessation methods. Mostly the evidence found using systems research and summaries is usually very conclusive and could be used in determining the best nicotine usage cessation techniques. Extensive studies conducted could gather a lot of data concerning how many people have successfully managed to quit in a number of therapy clinics and which methods best worked for them. Some health team members that could be referred to with this evidence include; cardiologists, psychologists, pulmonologists, probation workers, dermatologist, opticians and nephrologists (Funnel, 2008). These health professionals once they access the clinic system and analyze the data that has been collected will be able to give their professional opinion about the best quitting technique. Patients need to consult with their family members so that they can help in deciding which is the best method for smoking cessation, based on the evidence type used in research (Boyle, 2010). Involving the patient’s family members is important because it will help the patient to get moral support from family members.

Gourmet review about Great wall Chinese food (experts review) Essay

Gourmet review about Great wall Chinese food (experts review) - Essay Example The staff in this restaurant is simply adorable catering to every need of the customers without having to be asked twice about the same thing. Their service is also faster compared to other Chinese restaurants and hence encouraging people to come back again for excellent service (Tripadvisor 2015). The pricing is just right and within the normal pricing range of other Chinese restaurants. This is despite the personalized services offered to the customers whether it is during peak or off peak hours (The Examiner, 2012). They also offer specials which is effective and convenient for those customers in a hurry and have no time to start looking at the menu and deciding what to eat or take away. The specials are also sometimes new menus which increases the diversity of their foods (Schwab, 2015). With the competition in Chinese restaurants, what makes this restaurant stand out other than the quality location with good atmosphere is the fact that they serve special vegetarian food on Mondays (Lyness, 2013). This provides a chance for the unhealthy eaters to indulge in healthy food once a week as well as cater for the vegetarian population. Lyness, Stephanie. Dim Sum, and Much More, in a No-Frills Setting. The New York Times, 2013. Retrieved from

Finance accounting assignment Essay Example | Topics and Well Written Essays - 1250 words

Finance accounting assignment - Essay Example Income encompasses both revenue and gains. Revenue is income that arises in the course of ordinary activities of an entity and is referred to by a variety of different names including sales, fees, interest, dividends and royalties. â€Å"Revenue is recognised on the provision of goods and services that relate to the ordinary activities of the entity† (ACCA, 2013). Gain or loss is calculated with reference to the amount received in excess or short of the asset's carrying amount in the books of account. It is also important in accrual accounting that revenue and expenses are required to be matched with the accounting period. IAS 18 clearly specifies that â€Å"When the selling price of a product includes an identifiable amount for subsequent servicing, that amount is deferred and recognised as revenue over the period during which the service is performed† (ec.europa.eu, p. 2). For instance, income received in respect of annual maintenance contract by a company can recogni se only 1/12th of revenue in a month. It is immaterial whether a sale is made on cash or credit basis. Revenue is recognized when title of the goods or services is transferred to the buyer. In the case of construction companies or the projects which takes several years for completion, revenue is recognized to the extent the project is completed during the period. In the case of ‘hire purchase’ the sale at future date is agreed between the parties. The payments collected in instalments in advance by the seller are treated as hire till the last instalment payment is collected. Gross profit in this case is calculated only in proportion to cash received. This concept is important to avoid overstatement or understatement of profit or gains. Similarly, in sale and repurchase agreement, they should be dealt with together. IAS 18 has specified u/s14, the conditions to be satisfied for recognition of revenue from the sale of goods. Section 20 specifies the conditions for recogni tion of revenue associated with rendering of services and 30 specifies the bases for recognising interest, royalties and dividends. This standard also prescribes the norms for disclosure of the accounting policies adopted for recognition of revenue, including the methods adopted to determine the stage of completion of transactions involving rendering of services. Question 2: Case Study A. In the case of sale of electrical goods, it is important to ascertain whether the entity has transferred to the buyer the significant risks and rewards of ownership of the goods. Ibi Ryan Plc retains neither continuing managerial involvement to the degree usually associated with ownership nor effective control over the goods sold as he has sold the goods and despatched them in the normal course of business. Therefore, the accounting treatment is appropriate. B. C. The terms of the company’s contract with Witney specify that the goods remain the property of Ibi Ryan until they are paid for by Witney. Amount owing to Ibi Ryan from Witney ?600,000 includes ?50,000 for the products delivered by Liverpool warehouse. Therefore ? 600,000 treated as sale in the books of account should be reversed fully. 50% of this sale amount i.e. ? 300,000

Foundation Stage Curriculum in Design and Technology

Foundation Stage Curriculum in Design and Technology Introduction The following study is designed to be a very brief introduction to one distinct area of the Foundation Stage Curriculum. It would be impossible to fully discuss all the issues which have been raised by my study, nonetheless, it will attempt to provide a succinct introduction to each of the main points. Rationale I have chosen to research the Designing and Making aspect of Knowledge and Understanding of the World from the Foundation Stage Curriculum (DFES 2000, 91). I have chosen this particular area of Learning because I feel that I have had limited experience of teaching Design and Technology at any point in the Primary age range, and as such wish to develop extend and develop my understanding through further research. The Foundation Stage Curriculum could be considered to be the basis for all other learning throughout a child’s life, and as such a thorough grounding in teaching and learning Knowledge and Understanding of the World, should provide a sound basis for teaching Design and Technology in other phases of the Primary school, as this quote demonstrates: ‘In this area of learning, children are developing the crucial knowledge,  skills and understanding that help them to make sense of the world. This  forms the foundation for later work in science, design and technology,  history, geography, and information and communication technology  (ICT).’ (DFES 2000, 82) In addition to the reason given above, I am also unsure how to best support a child as they develop designing and making skills at such a young age, with regard to providing them with a wide range of opportunities, yet taking health and safety into consideration. ‘Understanding design work will come from using a variety of joining methods and materials,’ (DFES 2000, 82), yet how should these methods be taught to best effect? It is also difficult to know which specific designing and making skills will be useful to the child, and what range of skills should be taught to the child. Should each child be taught a range of skills which are specific to them? My final reason for choosing to study this particular aspect of the Foundation Stage Curriculum has been derived from looking at the Ofsted Subject Reports for 1999-2000 (Ofsted 2000). ‘In one quarter of schools standards and the quality of DT have risen markedly since the previous inspection, but in one school in six DT provisions have deteriorated,’ (Ofsted 2000, 1), this shows that although the provision of design and technology has improved in a quarter of our primary schools, it has either stayed the same, or deteriorated badly in three quarters of primary settings. This would seem to support the assertion that the provision of good quality design and technology teaching and learning, should be of paramount importance to out schools, starting with facilitating children as they access the Knowledge and Understanding of the World portion of the Foundation Stage Curriculum. A solid base on which to build, as discussed above, should ensure that children are better place d to access the design and technology curriculum as they progress through school. Evidence The following is a summary of the evidence collected concerning the teaching of designing and making skills in the Foundation stage settings of two different Primary schools. The schools will henceforth be referred to as School A and School B. School A is a large Primary school with an integrated Foundation Unit. The majority of the staff in the Foundation Unit are ‘High/Scope’ trained and as such the setting follows the High/Scope daily routine, as outlined by Hohmann and Weikart (2002, 151-165). ‘In the High/Scope approach to early childhood education, adults and  children share control. We recognize that the power to learn resides  in the child, hence the focus on active learning practices. When we  accept that learning comes from within, we achieve a critical balance  in educating young children. The adult’s role is to support and guide  young children through their active learning adventures and  experiences. I believe this is what makes our program work so well.’ (Hohmann and Weikart 2002, 3) The above quote neatly summarises the main reasons which prompt different settings to adopt a High/Scope or ‘active learning,’ approach to the Foundation Stage Curriculum, the main idea being that children learn best from first hand experiences and from self-generated learning opportunities. This idea is further supported by the Curriculum Guidance for the Foundation Stage, for instance, ‘they learn effectively by doing,’ (DFES 2000, 82). I observed a plan-do-review session, as part of the daily routine at School A. During such sessions the children choose where they wish to work, for example in the water area, and formulate a plan which they will execute once they start work in their chosen area. Following the main, ‘doing,’ part of the session the children are encouraged to ‘review,’ what they have done and comment on the relative success or failure of the plan. In this way the children are encouraged to learn from their mistakes, and also to gain encouragement from their successes, (Hohmann and Weikart 2002, 167-243). I observed one child during the aforementioned session, Child A, and followed her through the entire process. She had planned to work in the construction area with the large bricks, and had decided to build a boat. Before beginning work she collected a piece of paper and a pencil and sat down to plan her boat. Child A worked for some time on this design before starting work. She used the large bricks to build her boat and then started to collect other equipment from around the setting to place ‘onboard,’ including large quantities of plastic food from the role play area. When asked about this Child A explained that she was going on a long journey and needed to take lots of food with her. During review time Child A explained to the rest of her group and the adults who were present, that she felt she had successfully carried out her plan, however, she would have preferred to build a boat that would float. The class teacher explained to her that this might be possible in th e following plan-do-review session. Indeed for the following session, the teacher collected lots of materials, such as plastic bottles and corks to give Child A the scope to build her own floating boat: ‘When adults seek out and support children’s interests, children are free  to follow through on interests and activities they are already highly  motivated to pursue. They are also willing to try new things and to  build on what they are already doing.’ (Hohmann and Weikart 2002, 55) The evidence outlined above shows a good example of how children can be supported in developing their own designing and making skills, and indeed can be highly motivated to do so. Child A was given the opportunity to meet an early learning goal through the medium of play: ‘Provide opportunities for children to practise their skills, initiate and  plan simple projects and select, choose and devise their own solutions  in design and making processes†¦.’ (DFES 2000, 91) In School B, I was able to observe the teaching of designing and making skills in a completely different way to that outlined above. I observed a Reception teacher leading a planned lesson in which the aim was for each child to produce a money box. The children were taken in small groups to sit with a classroom assistant to make their money boxes, while the rest of the children played. The children were asked to assemble the net of a box, which had already been cut out for them, by gluing the flaps and sticking them together. They were then permitted to decorate their boxes as they chose. It was difficult to assess whether any true learning had taken place during the lesson as the children were all producing exactly the same piece of work, and in many cases much of the actual assembly work was carried out by the teaching assistant. School B does not appear to have embraced the key features of the Foundation Stage Curriculum as outlined by Tassoni (2002, 1) in Appendix I, as such the children are unlikely to meet the Early learning goals for designing and making skills, one of which is detailed above (DFES 2000, 91). They would benefit from developing a child initiated approach to teaching design and technology in the early years, as advocated by the High/Scope approach (Hohmann and Weikart 2002) and the Foundation Stage Curriculum (DFES 2000). It is obvious from the evidence given that no real learning took place in the design and technology lesson which was observed in School B. Such a directed activity can leave no room for the child’s initiative and the development of their individual designing and making skills. Conclusion In conclusion, the evidence outlined above has led me to conclude that designing and making skills can be best taught through child initiated learning. The adult can support the child’s learning by providing further opportunities and materials once they have highlighted the child’s own interests. A directed approach to teaching design and technology in the Early Years does not follow the guidance given in the Foundation Stage Curriculum (DFES 2000), and as such should have no place in our schools as it does nothing to further the children’s learning. I now feel more confident that I would know how to approach the teaching of designing and making skills if placed in a Foundation Stage setting. Appendix I ‘Key Features of the Foundation Stage: Recognition that young children need to learn through practical experiences rather than being taught. Play is emphasised as the vehicle of learning for children. The importance of working from children’s interests and needs is highlighted. It is the first curriculum in England to cross the divide between pre-schools and schools. Personal, social and emotional development of children is recognised as providing the backdrop for other learning. The role of parents is promoted as that of being an equal partner.’ (Tassoni 2002, 1) Bibliography DFES (2000) Curriculum Guidance for the Foundation Stage London: Department for Education and Skills. Hohmann, Mary and Weikart, David P. (2002) Educating Young Children London: High/Scope Educational Research Foundation Ofsted (2000) Ofsted Subject Reports, 1999-2000: Primary Design and Technology (DT) London:Ofsted Tassoni, Penny (2002) Planning for the Foundation Stage: Ideas for themes and activities Oxford: Heinemann Educational Publishers

History of Acquired Immune Deficiency Syndrome Essay -- AIDS Health Im

History of Acquired Immune Deficiency Syndrome Acquired Immune Deficiency Syndrome (AIDS), specific group of diseases or conditions that result from suppression of the immune system, related to infection with the human immunodeficiency virus (HIV). A person infected with HIV gradually loses immune function along with certain immune cells called CD4 T-lymphocytes or CD4 T-cells, causing the infected person to become vulnerable to pneumonia, fungus infections, and other common ailments. With the loss of immune function, a clinical syndrome (a group of various illnesses that together characterize a disease) develops over time and eventually results in death due to opportunistic infections (infections by organisms that do not normally cause disease except in people whose immune systems have been greatly weakened) or cancers. In the early 1980s deaths by opportunistic infections, previously observed mainly in organ transplant recipients receiving therapy to suppress their immune responses, were recognized in otherwise healthy homosexual men. In 1983 French cancer specialist Luc Montagnier and scientists at the Pasteur Institute in Paris isolated what appeared to be a new human retrovirus—a special type of virus that reproduces differently from other viruses—from the lymph node of a man at risk for AIDS (see Lymphatic System). Nearly simultaneously, scientists working in the laboratory of American research scientist Robert Gallo at the National Cancer Institute in Bethesda, Maryland, and a group headed by American virologist Jay Levy at the University of California at San Francisco isolated a retrovirus from people with AIDS and from individuals having contact with people with AIDS. All three groups of scientists isolated what is now known as human immunodeficiency virus (HIV), the virus that causes AIDS. Infection with HIV does not necessarily mean that a person has AIDS, although people who are HIV-positive are often mistakenly said to have AIDS. In fact, a person can remain HIV-positive for more than ten years without developing any of the clinical illnesses that define and constitute a diagnosis of AIDS. In 1997 an estimated 30.6 million people worldwide were living with HIV or AIDS—29.5 million adults and 1.1 million children. The World Health Organization (WHO) estimates that between 1981, when the first AIDS cases were reported, and the end of 1997... ...easures. In 1990 HIV-infected people were included in the Americans with Disabilities Act, making discrimination against people with AIDS for jobs, housing, and other social benefits illegal. Additionally, the Ryan White Comprehensive AIDS Resources Emergency Act established a community-funding program designed to assist in the daily lives of people living with AIDS. This congressional act was named in memory of a young man who contracted HIV through blood products and became a public figure for his courage in fighting the disease and community prejudice. The act is still in place, although continued funding for such social programs is threatened by opposition in the U.S. Congress. The lack of effective vaccines and antiviral drugs for AIDS has spurred speculation that the funding for AIDS research is insufficient. Although the actual amount of government funding for AIDS research is large, most of these funds are used for expensive clinical studies to evaluate new drugs. Many scientists believe that not enough is known about the basic biology of HIV and recommend shifting the emphasis of AIDS research to basic research that could ultimately result in more effective medicines. History of Acquired Immune Deficiency Syndrome Essay -- AIDS Health Im History of Acquired Immune Deficiency Syndrome Acquired Immune Deficiency Syndrome (AIDS), specific group of diseases or conditions that result from suppression of the immune system, related to infection with the human immunodeficiency virus (HIV). A person infected with HIV gradually loses immune function along with certain immune cells called CD4 T-lymphocytes or CD4 T-cells, causing the infected person to become vulnerable to pneumonia, fungus infections, and other common ailments. With the loss of immune function, a clinical syndrome (a group of various illnesses that together characterize a disease) develops over time and eventually results in death due to opportunistic infections (infections by organisms that do not normally cause disease except in people whose immune systems have been greatly weakened) or cancers. In the early 1980s deaths by opportunistic infections, previously observed mainly in organ transplant recipients receiving therapy to suppress their immune responses, were recognized in otherwise healthy homosexual men. In 1983 French cancer specialist Luc Montagnier and scientists at the Pasteur Institute in Paris isolated what appeared to be a new human retrovirus—a special type of virus that reproduces differently from other viruses—from the lymph node of a man at risk for AIDS (see Lymphatic System). Nearly simultaneously, scientists working in the laboratory of American research scientist Robert Gallo at the National Cancer Institute in Bethesda, Maryland, and a group headed by American virologist Jay Levy at the University of California at San Francisco isolated a retrovirus from people with AIDS and from individuals having contact with people with AIDS. All three groups of scientists isolated what is now known as human immunodeficiency virus (HIV), the virus that causes AIDS. Infection with HIV does not necessarily mean that a person has AIDS, although people who are HIV-positive are often mistakenly said to have AIDS. In fact, a person can remain HIV-positive for more than ten years without developing any of the clinical illnesses that define and constitute a diagnosis of AIDS. In 1997 an estimated 30.6 million people worldwide were living with HIV or AIDS—29.5 million adults and 1.1 million children. The World Health Organization (WHO) estimates that between 1981, when the first AIDS cases were reported, and the end of 1997... ...easures. In 1990 HIV-infected people were included in the Americans with Disabilities Act, making discrimination against people with AIDS for jobs, housing, and other social benefits illegal. Additionally, the Ryan White Comprehensive AIDS Resources Emergency Act established a community-funding program designed to assist in the daily lives of people living with AIDS. This congressional act was named in memory of a young man who contracted HIV through blood products and became a public figure for his courage in fighting the disease and community prejudice. The act is still in place, although continued funding for such social programs is threatened by opposition in the U.S. Congress. The lack of effective vaccines and antiviral drugs for AIDS has spurred speculation that the funding for AIDS research is insufficient. Although the actual amount of government funding for AIDS research is large, most of these funds are used for expensive clinical studies to evaluate new drugs. Many scientists believe that not enough is known about the basic biology of HIV and recommend shifting the emphasis of AIDS research to basic research that could ultimately result in more effective medicines.