HIV/AIDS Unit
Elyse L. Karpa
Overview
It is no
secret that in the United States today, young people are becoming sexually
active at earlier ages. Nearly one
fifth of all high school students have had four or more sex partners.
Every thirteen minutes a teen is contracting HIV.
Despite all the health warnings, posters, workshops, newsletters, etc.
about HIV and AIDS infection, most teens still believe it cannot happen to them.
Most of them still seem to feel that HIV and AIDS await people who are
sexually promiscuous or homosexual.
While HIV infection does
take its toll on these populations, it also infiltrates others as well.
Adolescents, for instance, have the highest rates of infection than any
other population. AIDS is the
number one killer of young adults between the ages of 24 through 44.
This means that many of these individuals were infected during their teen
years. Teen years are filled with
ideas of invulnerability. With all of the sexual flirting and experimentation
within and between the sexes, it’s no wonder that sexually transmitted disease
infection rates are high, although we have seen a slight drop in some of these
recently.
Rationale
During this two
week HIV/AIDS unit it is important for teens to understand that there is no real
statistical drop for HIV because it is not curable and there is no vaccine yet
available. They must understand
that you have to go out of you way, so to speak, to contract this virus.
HIV is much harder to contract than the common cold or flu virus.
It cannot be transmitted by casual contact such as shaking hands, or even
kissing. It is transmitted from one
person to another through bodily fluids. Some
of these fluids contain enough of the virus to infect someone else.
Others do not.
There are a variety of risky behaviors associated with the contraction of
HIV that will be discussed in this unit. The
students will be motivated by a number of activities, discussions, films, and
statistical information incorporated into the unit. Statistics alone speak for the need of this vitally important
unit of study.
Overall
Objective
The overall goal of
this unit is to motivate the students to become critically aware of the
importance of vital health issue, HIV transmission and AIDS.
It is critical that they be able to recognize high-risk behaviors for
transmission of this disease. They
must lose the sense of invulnerability and develop a realistic code of conduct
to decrease their chances of transmission.
Furthermore, they will have the ability to take a stand on the HIV and
AIDS issues in society through the information that they collect in this unit.
Some time in the future they may be asked to vote on important HIV/AIDS
legislation. The more informed a person is, the more access to proper
health care and suitable medications he/she has.
He or she is also better able to defend himself or herself against
negative risk-taking behavior associated with the transmission of HIV.
This unit will
give the students answers to questions that many people have about HIV and AIDS
infection. It will arm the students
with informational resources so that they will be able to obtain adequate
clinical support, any new updates, hotline numbers, and other vital information
necessary throughout their lives. They
will be able to share this information with friends and family members.
In
order for this unit to be fun and successful for the students, I have provided
simple ways for the students to access information from different classroom
sources. One source is film study.
Through film study the students can watch and analyze how certain
behaviors contribute to the spread of HIV/AIDS.
Film also gives the students graphical and statistical information about
HIV/AIDS. They will be able to
understand the importance of the immune system and how it affects their risk of
HIV/AIDS infection. From the film study the students will be able to successfully
complete the other activities in this unit, including a rumor and fact sheet and
the quilt project. The HIV
transmission activity will bring the issue of being tested to a new level of
awareness.
In order for the teacher to feel successful teaching this unit I have
added teacher notes as a guide. Included
in the unit is a pre and post-test to give the teacher a sense of how much
knowledge the students have gained by doing this unit.
As the teacher follows the helpful suggestions he/she can add their own
strategies.
Let us get started with the unit. For
some students this will increase their knowledge of HIV infection and AIDS. For others, it will be an important review.
Objectives:
The student will be able to:
1.
test his/her knowledge of AIDS/HIV information
2.
focus on AIDS/HIV information
3.
use the results of this pretest as a measuring tool later
Procedure
The students will take a pretest formulated to evaluate how much they
actually know about HIV/AIDS. This
pretest will take approximately 15 minutes.
The instructor will not give any unit information or prompt the students
in any way. The instructor will
then score the pretest and secure them until the end of the unit.
At that time, the students will be able to compare the pretest results
with the results of the post-test and measure their growth in knowledge in this
area. The post-test is located in
the appendices.
Teacher Note:
Some students may need more time based upon the individual reading and
comprehension skills.
After
collecting the pretests the teacher will orchestrate some class discussion with
these prompting questions.
1.
Why is it that we can't contract HIV from shaking hands, or rubbing
against another sweaty body
in gym class, but we can get it through sexual intercourse?
2.
Are there skin differences in vulnerable areas that have to be
considered?
3.
What are these differences and what makes them so vulnerable?
Teacher Note:
(below) - these are facts that the teacher will present to the students.
The teacher will allow for student comments and questions.
The teacher may also create from this a handout(s) using these facts.
In the early
eighties a new infection grabbed the attention of the medical community.
This disorder affected the body's immune system's effectiveness in
combating pathogens. In short, it
couldn't defend the body against normal infections.
In general, most patients were young, homosexual males who developed a
specific type of pneumonia later called pneumocystis carinii, (PCP).
This lung fungus is common in our environment, but health officials
couldn't figure out why these seemingly healthy young men’s' immune systems
could not keep it in control. Other
microscopic organisms seemed to run rampant as well, not being checked by the
immune system. Because of the lack
of immune efficiency, researchers called it Acquired Immune Deficiency Syndrome.
The teacher
will define the terms homosexual and heterosexual. Homosexuals are individuals who have a sexual desire for
those of the same sex: male-male relations, female-to-female relations.
Heterosexuals are individuals having a sexual desire for those of the
opposite sex: male-to-female
relations.
Not long afterwards, medical personal began to notice that IV drug user
patients were also developing the same signs and symptoms they had seen with the
male homosexuals. As time
went on, these symptoms were showing up in other groups such as blood
transfusion patients, organ transplant patients, and infants.
By the latter part of the nineties, HIV was massively rearing its ugly
features among the heterosexual population as well.
According to
medical researchers, AIDS is a fragile virus.
It does not live long outside the body.
It is important to remember that people don't die of AIDS.
They die because this virus causes the immune system to malfunction.
The virus strips it of its ability to protect body cells. HIV is the first stage of AIDS.
People
infected with HIV cannot spread it through casual contact such as sneezing, hand
shaking, hugging, etc. It is
transferred through certain body fluids. Blood,
semen, vaginal secretion, and breast milk are the body fluids with the highest
concentration. Traces of the virus
are found in saliva, sweat, and tears, but to date there is no official
documentation that HIV has ever transmitted from these sources.
HIV is most
likely to be transmitted when a person involves himself/herself in risky
behaviors such as having unprotected sexual contact with an infected person.
Here a person exposes himself/herself through microscopic abrasions in
the mucous lining of the vagina of the females, or the mucous lining of the
urethra of the males. A mucous
lining is porous and allows pathogens to pass through easily.
Although the skin of the penis is non-porous, during sexual intercourse,
microscopic abrasions could also be happening on the skin of the penis as well.
All it takes is one opening for the virus to enter and set up shop.
Although the
skin is a strong first line of defense against pathogens, some openings are
manmade. Another risk-taking behavior according to health experts is sharing
needles with infected persons. Whether
the drugs are legal or illegal, a person must be extremely careful not to use
the same needle that someone else has used.
When a drug is injected, small droplets of blood remain in and on the
needle. When another person uses
the same needle, the new drug and the leftover contaminated blood are mixed and
injected into the body. This causes
the contamination to transfer. For
occasions when a person is not injecting a drug, such as tattooing and body
piercing, sterilized needles should be used.
Since HIV infection can enter through any opening in the skin, people
should not share razors, toothbrushes, or any other intimate items.
These are
highly successful and safe in the United States.
Blood, tissue, and organs are put through sophisticated tests and
screening. Donors are also screened
for risk behaviors.
A pregnant
female can transmit HIV to the fetus through the umbilical cord.
During delivery is also a critical time for a baby to contract HIV from
an infected mother because of the blood involved.
Any cut on the baby's body will allow the virus entry into the body.
A mother choosing to breast feed her baby must not be HIV infected.
Breast milk is another highly contagious HIV fluid.
Researcher believe that approximately fifteen to thirty percent of babies
are HIV infected through perinatal transmission.
(AIDS: Choices for Life p. 44.)
Since I am a teacher at George Westinghouse High School, where the
student population is predominantly African American, I will be focusing at
times on the African American community statistics in comparison with the rest
of the populations. The students
will view a short, but very effective film about the spread of HIV among African
Americans in the United States. It
sends a powerful statistical message about HIV infection in primarily African
American communities.
Teacher Note: The
instructor will be able to make handouts from the films
or discussion questions suitable for his or her classes.
The impact of HIV and AIDS among the African American community has been
epidemically devastating. According
to the CDC (Centers for Disease Control), more than 700,000 new cases were
reported in the year 2000. Close to
300,000 cases involved African Americans. Although
African Americans make up an estimated 12 percent of the United States
population, they represent 38 percent of all AIDS cases.
The CDC also reported that approximately 129,000 African Americans were
living with AIDS at the close of 1999. Furthermore,
the CDC estimated that more African Americans contracted the AIDS virus than any
other ethnic group in 2000. http://cdc.gov/hiv/pubs/facts/afam.htm
Teacher Note: More
statistical information for duplication can be obtained by calling Bob Lloyd of
the Allegheny County Health Department, and asking for the Annual STD/AIDS
Summary Report.
Through the
use of technology students can also learn how to find sufficient health care and
support or any other information for themselves, friends, and family members.
They will be encouraged to share this information with their classmates.
They will discuss risk-taking behaviors that are most commonly associated with
the spread of HIV infection. These web sites are listed at the end of the unit.
These discussions will also include African American HIV/AIDS statistics and
defining certain key components to answer questions as to why this particular
ethnic group is so vulnerable to the spread of this disease.
Many African American teens are now having to cope with friends or family
members who are infected with HIV or dying of AIDS.
The students will be able to access current information that is
particular to their cultural and ethnic identity by using the school library
resources. Using the Internet and a
variety of web sites chosen by the instructor, the students will be able to
access HIV/AIDS statistical and graphical information.
They will be able to answer questions such as, why is it that
statistically African Americans have the highest rate of HIV/AIDS infection?
According to the CDC, African Americans make up 12 percent of the U. S.
population, but account for 57 percent of all HIV diagnoses.
Is this because of heredity, lifestyle, environment, genetics, culture,
etc.? Why is it easier for a female
to contract HIV, yet males have more HIV infection?
The students will learn that early recognition through testing will allow
the individual more avenues of treatment options that may keep them healthy
longer. It also allows them to take the necessary steps to prevent
spreading HIV/AIDS to someone else. With
this unit, anyone could obtain information about the availability of effective
new drug therapies.
Activity #2
Anyone Can Avoid AIDS - film
This film will
be an educational venture as well as an entertainment piece for the students.
It is full of information about the AIDS virus in an animated setting.
It takes place in a town called Fearville. It depicts an educator, Dr. Prevention, teaching an audience
at a town meeting about AIDS and HIV infection and answering their questions.
It will serve as a review for the students.
It will broaden their base of knowledge and understanding of the disease.
This film is available at the Allegheny County Health Department to
borrow. It can also be purchased
from a variety of educational video catalogs.
Teacher Note:
again, a teacher may want to incorporate the following information into a
handout for the students. One has
been done for you. It is located in
the Appendices.
The Immune System
and Why Is It So Important?
The immune
system protects us from invading pathogens (germs) Whether these pathogens are
viruses, bacteria, funguses, etc. the immune system's job is to combat or
prevent them from taking over healthy cells.
As a pathogen(s) enters the body, an immune response team made up of
lymphocytes specifically designed to fight the infection meets it.
These lymphocytes are white blood cells made up of B-cells and T-cells.
They multiply to conquer the invaders.
B-cells produce antibodies that are special proteins that fight
infection. The T-cells stimulate
the B-cells to produce antibodies. This
is a very important connection because B-cells perform their duty without
T-cells. These antibodies travel
through the bloodstream and attach themselves to pathogens, making it easier for
other specialized white blood cells called macrophages to engulf and destroy
them. The dead pathogens enter the
lymph system and are discarded by the spleen.
Teacher Note: The
teacher may review this handout with the students before going onto the next
activity.
Activity #3
Film
Study of the movie, Osmosis Jones, 2001
This film
mixes real life characters with an animated version of the immune system's
response team, the white blood cells. A
deadly virus (the red death) has entered an unhealthy human played by Bill
Murray. The comedian Chris Rock is
center staged as the only white blood cell to recognize the invasion.
Being of unsound mind and plenty of determination, he sets out to track
down this pathogen and save the body from ultimate doom.
The students will be educated as well as entertained by this comic, but
serious immune film. The catchy
little phrases and evasive tactics of the viral villain will captivate their
interest. This movie can be
rented/bought at any video store. (Blockbuster,
Hollywood Video, Giant Eagle, etc.)
The students
will be graded on the completion of a film analysis sheet according to their
writing rubric, both displayed in the appendices section.
Objectives:
The students will be able to:
1. view how
pathogens can enter the body
2. recognize
unhealthy behaviors in themselves and others
3. realize how
diseases and illnesses are spread throughout the body
4. realize that
each part of the body is dependent on the workings of the other parts
5. recognize the
general signs and symptoms of an illness or disease
6. recognize those ignorance/fear issues that still prevail among
certain individuals
Procedure
1.
The students will be given an analysis sheet at the beginning of the
film.
2.
During the viewing of the film, the students will fill in the sheet based
on the information they obtain from the film.
3.
At the end of the film, the students will hand in the sheet for credit.
Teacher Note: The
teacher may want to follow up the film with a quiz for review.
Check the Appendices section.
There are many
myths about HIV and AIDS that are carried from one group of people to another.
The rumor mills are full of clichés and misinformation.
This will be a class activity. Each
student will be responsible for his or her creative written piece.
Objectives: By having the students develop a myth and fact sheet they
will be able to:
1.
determine what is rumor and what is fact
2.
increase their sexual-decision making power
3.
spread factual information to others
4.
pass this sheet to other groups and organizations.
Procedure
Each student
will be asked to write down a rumor he/she has heard about HIV infection or the
AIDS virus. He/she will then give
the real fact of the matter. ( See
examples below.) The students can also use their textbook for ideas.
When each
student has finished his/her particular rumor and fact statement, the instructor
will ask him or her to read them out loud for the class.
As each statement is read, the instructor will elect one male student to
write the rumor statements on the board and one female student to write the fact
statement beside it. The class and instructor can then decide whether or not the
statements are correct and if they need to be changed in any way.
If some students have the same or similar statements, the class along
with the instructor can redesign the statements. The class may also choose a
graphical design or some pictures to add to the final project.
When all statements are read and corrected, the instructor can arrange to
have them typed and handed out.
Rumor:
You can contract HIV from kissing.
Fact:
The CDC warns against open-mouth kissing because contaminated blood may
be present.
Rumor:
You can contract HIV if you use the same fork as someone else.
Fact:
There is no recorded HIV infection case involving a fork.
Rumor:
Mosquitoes can transfer HIV to humans
Fact:
There are no known cases of mosquito/human HIV infection.
The students will
be graded according to their writing rubric.
A copy of this is at the end of this unit in the appendices.
Teacher Notes:
below is background information on the AIDS quilt project.
This information can be shared with the students prior to the project.
AIDS information can be disseminated in a variety of ways.
One very interesting way is the quilt project.
The AIDS quilt began as an idea in 1985. By 1987 it was a reality.
The quilt was exhibited throughout the United States.
Organizers Cleve Jones and Mike Smith began the NAMES Project Foundation
in San Francisco California. The
quilt is an expression of love and an outpour of sympathy for AIDS victims.
Their family and friends put pieces of mementos and personal memories on
pieces of cloth and attach them together. Parts
of the quilt are still on display across the country today.
The official quilt tour was discontinued in 1989 because it was too
massive to transport and display.
Objectives:
Having the students create a paper quilt will be:
1.
a reminder that there continues to be victims of this virus.
2.
a memoriam for those who were personal friends or family members in your
school building
3.
a reminder to students/staff that AIDS is an equal opportunistic disease
4.
a reminder to students/staff that HIV testing and counseling is available
and vital to a healthy lifestyle
5.
a reminder to students /staff that AIDS education is one of the most
important pieces of education.
The students will
be directed to complete one of the following activities.
1.
Design a quilt piece with AIDS/HIV information on it.
2.
Design a quilt piece in memory of a loved one who has died as a
result of the AIDS virus.
Materials
- 6x6 inch pieces of construction paper in different colors enough for each
class, pencils, markers, magazines, glitter, glue, and rulers.
Procedure
1.
The students will be given a 6x6 piece of construction paper.
They may choose the color. This
will represent the quilt piece.
2.
The students will select the information or a theme for their quilt piece
from their text, notes, or magazine information.
3.
The students will begin to design their quilt pieces using symbols,
pictures, or drawings. The instructor will encourage them to be creative.
4.
When the students have finished their quilt piece each piece will be
attached to a main frame (bulletin board or large piece of brown roller paper)
in the school hallway. This will
enable all students/staff to exam the information and special designs of the
quilt pieces.
The students
will be graded according to their writing rubric located in the appendices.
The writing rubric is a basic standard rubric used by many teachers
throughout the district. There are many variations of it. For more information on the
AIDS quilt go onto the Internet at http://www.aidsaction.com/.
This activity can be found in the Meeks Heit Health and Wellness text, Lesson 64
one page 497.
Since some
students will complete their designs earlier than others, the teacher will give
the AIDS/HIV crossword puzzle to those who finish early.
This will allow everyone to be involved in an assignment.
Those who do not finish the puzzle by the time the class has ended can
take it home for homework. A copy
of the puzzle is in the appendices.
Activity #6 AIDS
Crossword Puzzle #2
The students
will complete the crossword puzzle to familiarize themselves with the unit
terms. This will be a fun and
educational activity that can be used as a unit review assignment in class or as
homework.
Teacher Note:
Go to puzzlemaker.com on the internet and create a crossword puzzle from
the list of vocabulary words at the end of the unit.
Objectives: The
students will be able to:
1.
learn to associate the terms with the unit of study
2.
increase language skills with term pronunciation and spelling practice
3.
identify each term with its meaning
Procedure
Each student will receive a crossword puzzle.
They will be asked to
complete
it and turn it in for credit. The students will be graded according to
their
writing rubric. A copy of this is
located at the end of this unit.
The students
will be asked to use their critical thinking skills as a group to answer each of
the following questions. Some are
provided below. Feel free to make
up your own.
Objectives:
The students will be able to:
1.
increase their communication skills with other students
2.
work effectively in a group situation to solve for answers
3.
follow group discussion guidelines given by the instructor
Procedure
1.
The students will be divided into 5 or 6 groups depending on the size of
the class. You may need more groups
if the class size is larger.
2.
Each group will be given a question to discuss using critical thinking. The groups will have approximately 5-7 minutes to brainstorm
their question and write down their responses.
4.
Each group should elect a group leader - someone help keep the group
focused and on task. The group will
elect a group recorder - someone to write the responses.
The group will need a spokesperson - someone to speak for the group when
their group is asked to share their responses.
Group Discussion
Questions
1.
Explain the statement: "When
you sleep with someone, you are sleeping with all the other people that they
have slept with."
2.
Should couples be tested for HIV when applying for a marriage license?
3.
Why do so many IV drug users get infected with HIV?
4.
Should insurance companies be allowed to test people for HIV?
5.
Why are there so many cases of HIV infection showing up in the teen
population?
6.
Should visitors or immigrants who have HIV be prevented from entering the
United States?
7.
Why is HIV so prominent in third world (underdeveloped) countries?
8.
What is a carrier of HIV and why are they so dangerous?
Teacher Note:
The following group discussion guidelines will be used for any class
discussion. The teacher will review
these with the students prior to any group discussion activities.
1.
RESPECT one another during the discussion.
2.
ALLOW someone to finish what he or she is saying before you speak.
3.
DISCUSS your topic/question in a calm, rational manner.
4.
REMEMBER that everyone is entitled to an opinion.
5.
REMEMBER that you do not have to agree with someone's opinion, but must
respect his or her right to have one.
6.
REMEMBER that a discussion is just that, a discussion, not an argument.
The students
will be graded according to their accountable talk rubric.
A sample of this rubric is posted at the end of this unit.
The teacher will call upon each student group to present their ideas to
the class. The remaining groups
will remain quiet during the presentation.
Having points extracted from their group’s grade will penalize any
group not following the guidelines. This
has proven to be a valuable tool for class discipline.
Students keep each other in check.
Since the
students took a pretest in the beginning of this unit, it would be wise to have
them also take a posttest. The
following test can be used as a posttest to see how much information the
students have retained. The
questions are stated a little bit differently from the pretest, but contain
about the same information.
The students will be participating in an experimental activity whereby
they exchange (artificial fluids) bodily fluids. This activity is available
through
Objectives:
The students will be able to:
1.
access how dangerous the exchanging of bodily fluids can be
2.
access how quickly a disease like HIV can be spread
Teacher Lab
Procedure
Materials:
1.
Dixie cups (any disposable cups will work well).
2.
Tap water
3.
Glucose test strips
4.
Glucose solution (Have chemistry teacher prepare a very saturated
solution of glucose, but NOT TOO CLOUDY!
Procedure:
1.
Teacher will hold glucose solution and will become a resident of
Downtown.
2.
Teacher is infected and therefore spreads the HIV.
3.
Towards the end of the lab, the teacher will go through the class with
test strips and test each cup with different test strip.
4.
If the strip turns green students are positive for the disease.
5.
Using the data table, trace the path of the disease with the students.
6.
Have the students determine who started the infection.
7.
Use your own discussion questions to wrap up the lab exercise.
Check the
Appendices for the HIV Transmission Instruction/Data Sheet.
Teacher Note: Below
is a 10-point reminder of how to reduce the risk of HIV transmission.
This can be made into a handout for the students.
It was taken from the Meek Heit text page 504.
1.
Abstain from sex until you are in a committed monogamous relationship
such as, marriage.
2.
Do not engage in any type of sexual activity until you have a sexual past
history on that person. Consider
the consequences.
3.
Make some changes in your code of sexual conduct if you have been
sexually active.
4.
Do not inject any illegal drugs or share any type of needles or piercing
equipment with anyone.
5.
Be extremely conscientious of the tattooing needles that are being used
on your body. Be especially careful
of the ink that is used from one person to another.
6.
Ask your dentist about his or her sterilization practices.
Make sure he/she is wearing a mask and gloves when working on your teeth.
7.
Take nothing for granted. Always
ask questions. Talk to you doctor.
8.
Remember, if a person is unwilling to share a personal sexual history
with you, this is a caution sign that they are not ready for a commitment or are
not willing to trust you.
9.
Talk to a trusted adult about a sexual encounter or decision that you are
about to make.
10.
Don't be a people pleaser. Set
limits for expressing affection.
REMEMBER - a sexual
medicator someone who uses sex to relieve stress) is not going to like being
told "no." Not everyone
is going to like you for setting limits, but they'll get over it.
What you can't get over is HIV infection.
HIV Testing
Who should get tested? Are
you at risk? How do they test you? How much does it cost?
Is it confidential? What if
I'm positive? These are all
questions well deserving of an answer.
The Pennsylvania Department of Health has an excellent brochure called
"Teens and HIV & other STDs: At Risk?
Get Tested!" It's a colorful, multicultural pamphlet that explains
and answers questions about HIV/STD testing.
Another
brochure is "What Everyone Should Know About HIV Testing".
It is a bit more in depth with information on HIV only.
I highly recommend both for students.
The instructor can review the information with the students and students
are able to take this information home to family and friends.
Call 1-800-662-6080
AIDS factline for this and other testing information.
CDC National STD
Hotline 1-800-227-8922
CDC National AIDS
Hotline 1-800-342-2437
English
1-800-344-7432
Spanish
These web sites
have been
http://www.cdc.gov/
most helpful for
information.
http://www.fda.gov/
www.nih.gov
The Allegheny
County Health Department STD/AIDS Program is another excellent source of
information:
Bob Lloyd is the
contact person for films and information.
3341 Forbes Avenue,
Pittsburgh PA 15213
(412) 578- 8344
HIV/AIDS
Information Line 412-578-8332
Free/Confidential
HIV Testing 412-578-8332
STD Clinic
412-578-8080
Teacher Note:
The instructor can make a word wall with the vocabulary words listed
below. You may want to add more
words.
Vocabulary
abstinence - not
having sexual contact
B-cells
- cells in the immune system that produce antibodies against
infection
behavior - a way in
which a person acts
heterosexual - people
who are sexually attracted to those of the opposite sex
HIV - the virus that
causes AIDS
homosexual
- people who are sexually attracted to the same sex
immune system
- system that protects the body from disease
infection
- a contamination with a germ or disease
intravenous
drugs - drugs injected by needle directly into a vein
opportunistic
- favorable conditions for
pathogen
- germs that cause disease
sexual
abstinence - delaying or
refraining from sexual intimacy
syndrome
- symptoms characterizing a certain disease
T-cells
- cells that regulate the action of the immune system
transmission
- to pass from one person to another
treatment
- to try to heal
urethra
- part of the body for the passage of urine
vagina
- female reproductive structure that receives semen/sperm
virus
- smallest living organism that causes disease
vulnerable
- open to or at risk for
Books
DeSpezio, Michael.
The Science of HIV. Virginia:
National Teachers
Association, 1997.
Forsyth, Elizabeth
M.D. and Margaret O. Hyde. Know
About AIDS, 2nd
Edition. New York: Walker
and Company, 1987.
Gold, Robert PH.D.
and Jerrold Greenberg ED.D. Health.
Florida: Holt,
Rhinehart and Winston, Inc., 1994.
Heit,
Philip Meek, and Linda Page and Randy Page.
Health and Wellness.
Ohio: Merrill Health, 1999.
Nash, Carol-Rust.
AIDS: Choices for Life. New
Jersey: Enslow
Publishers, 1997.
Newton, David E. AIDS
Issues: A Handbook. New Jersey: Enslow
Publishers, 1992.
Nourse, Alan E.,
M.D. AIDS. revised
edition. New York:
Franklin Watts,
1989.
Stang, Lucas and
Kathleen R. Miner PhD. MPH, CHES. STD
Health Facts.
California: ETR Associates,
1994.
Films
Anyone Can Avoid
AIDS. Dir. J. Arthur
Milestone. 1987.
Osmosis Jones.
Dir. Peter and Bobby Farrelly. Warner Bros, 2001.
African American
HIV. Dir. National Institute
of Health/Office of AIDS Research. 1999.
Web sites
AIDS Action. "The
AIDS Memorial Quilt". 2001
http://www.aidsaction.org/.
Available May 26, 2002
This web site is
valuable for information on the quilt history.
Centers for Disease
Control. "HIV and It's Transmission".
2001
http://www.cdc.gov/hiv/pubs/facts/transmission.htm.
Available May 20, 2002.
This web site was
valuable for explaining how HIV is transmitted.
National Minority
AIDS Council. "Get the
Facts About HIV and AIDS: HIV/AIDS Statistics". http://www.nmac.org/. Available
May 26, 2002.
This web site is
valuable for Minority statistical information.
Office of Disease
Prevention and Health Promotion U.S. Deaprtment of Health and Human Services.
"HIV Infection in Minority Populations". 2001
http://www.niaids.nih.gov/.
Available May 26, 2002.
This web site
depicts HIV infection rates for minorities.
Planned Parenthood
of America. "STIs: HIV/AIDS". PPFA/Teenwire 2000
http://www.teenwire.com/index.asp.
Available May 20, 2002.
This web site is
valuable for any information on HIV/AIDS, STDs, sexual decisions, male/female
differences, etc.