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THE PROBLEM

Incarcerated Scarfaces Part 1 Of 6 - Video

DEATH OF THE WILLIE LYNCH SPEECH (Part I)

by Prof. Manu Ampim
Since 1995 there has been much attention given to a speech claimed to be delivered by a “William Lynch” in 1712. This speech has been promoted widely throughout African American and Black British circles. It is re-printed on numerous websites, discussed in chat rooms, forwarded as a “did you know” email to friends and family members, assigned as required readings in college and high school courses, promoted at conferences, and there are several books published with the title of “Willie Lynch.”[1] In addition, new terminology called the “Willie Lynch Syndrome” has been devised to explain the psychological problems and the disunity among Black people...Read More

Click for background and historical context:
This speech was delivered by Willie Lynch on the bank of the James River in the colony of Virginia in 1712. Lynch was a British slave owner in the West Indies. He was invited to the colony of Virginia in 1712 to teach his methods to slave owners there. The term lynching is derived from his last name.

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RBG BLAKADEMICS (LIBERATION THROUGH PROPER EDUCATION) IS THE SOLUTION

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Sunday, June 15, 2008

A HIV/AIDS Basic Medical Science Presentation and Expert Discussion of the Politics of Treatment and Prevention in Sub-Sharan Africa

Areas Covered in this portion of the presentation

HISTORICAL SUMMARY

EPIDEMIOLOGY

PATHOLOGY AND MICROBIOLOGY

PHARMACOLOGY

PREVENTION

Reference Resource Link Outs :

AIDS Pathology: Web Path

Medical Management of HIV Infection Johns Hopkins

CDC Divisions of HIV/AIDS Prevention

Prepared and Presented By:
Marc Imhotep Cray, M.D.
June 2008

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Presentation Transcript

HIV/AIDS BASIC MEDICAL SCIENCE

Slide3 : HIV/AIDS: A HISTORICAL SUMMARY

Slide4 : Acquired Immunodeficiency Syndrome (AIDS) 1950s: Blood samples from Africa have HIV antibodies. 1976: First known AIDS patient died. 1980: First human retrovirus isolated (HTLV-1). 1981: First reports of “Acquired Immuno-deficiency Syndrome” in Los Angeles. 1983: Virus first isolated in France (LAV). 1984: Virus isolated in the U.S. (called HTLV-III and AIDS-Related Virus, ARV). 1985: Development and implementation of antibody test to screen blood donors.

Slide5 : Acquired Immunodeficiency Syndrome (AIDS) History (Continued) 1986: Consensus name Human Immunodeficiency Virus (HIV-1). Related virus (HIV-2) identified. 1992: AIDS becomes the leading cause of death among adults ages 25-44 in the U.S. 1997: Mortality rates of AIDS starts to decline due to the introduction of new drug cocktails. 2001: World Health Organization predicts up to 40 million infected individuals. More than 22 million have already died.

Slide6 : EPIDEMIOLOGY & South Africa Data

AIDS: A Leading Cause of Death Among People Aged 25-44 years in U.S. Deaths per 100,000 people aged 25-44 years

Slide8 : Transmission of AIDS (Worldwide) Sexual contact with infected individual: All forms of sexual intercourse (homosexual and heterosexual). 75% of transmission 2. Sharing of unsterilized needles by intravenous drug users and unsafe medical practices: 5-10% of transmission 3. Transfusions and Blood Products: Hemophiliac population was decimated in 1980s. Risk is low today. 3-5% of transmission 4. Mother to Infant (Perinatal): 25% of children become infected in utero, during delivery, or by breast-feeding (with AZT only 3%). 5-10% of transmission

HIV Transmission in United States and Rest of the World : HIV Transmission in United States and Rest of the World

Slide10 : People Living with HIV/AIDS by End of 2001 North America 950,000 Latin America 1.5 million Western Europe 560,000 East Europe & Central Asia 1’000,000 Sub-Saharan Africa 28.5 million North Africa & Middle East 500,000 Australia & New Zealand 15,000 South/South East Asia 5.6 million East Asia & Pacific 1’000,000 Total: 40 million people Caribbean 420,000

Adults and children estimated to be living with HIV/AIDS as of
end 2001 :

Adults and children estimated to be living with HIV/AIDS as of end 2001 Western Europe 560 000 North Africa & Middle East 440 000 Sub-Saharan Africa 28.1 million Eastern Europe & Central Asia 1 million South & South-East Asia 6.1 million Australia & New Zealand 15 000 North America 940 000 Caribbean 420 000 Latin America 1.4 million Total: 40 million East Asia & Pacific 1 million

Estimated number of adults and children newly infected with HIV during 2001 :

Estimated number of adults and children newly infected with HIV during 2001 Western Europe 30 000 North Africa & Middle East 80 000 Sub-Saharan Africa 3.4 million Eastern Europe & Central Asia 250 000 East Asia & Pacific 270 000 South & South-East Asia 800 000 Australia & New Zealand 500 North America 45 000 Caribbean 60 000 Latin America 130 000 Total: 5 million

Estimated adult and child deaths from HIV/AIDS during 2001:

Estimated adult and child deaths from HIV/AIDS during 2001 Western Europe 6 800 North Africa & Middle East 30 000 Sub-Saharan Africa 2.3 million Eastern Europe & Central Asia 23 000 East Asia & Pacific 35 000 South & South-East Asia 400 000 Australia & New Zealand 120 North America 20 000 Caribbean 30 000 Latin America 80 000 Total: 3 million

Children (<15>

Estimated deaths in children (<15>

Total: 580 000

Estimated number of children (<15>

Total: 800,000

South African (SA) Public Ante-natal Clinic
HIV Prevalence Surveys : South African (SA) Public Ante-natal Clinic HIV Prevalence Surveys

SA antenatal clinic survey 2001 HIV Prevalence by Age Group : SA antenatal clinic survey 2001 HIV Prevalence by Age Group

The impact of HIV/AIDS on adult mortality in South Africa : The impact of HIV/AIDS on adult mortality in South Africa About 40% of the adult deaths aged 15-49 in the year 2000 were due to HIV/AIDS About 20% of all adult deaths in 2000 were due to AIDS AIDS accounted for about 25% of all deaths in the year 2000 AIDS has become the single biggest cause of death in South Africa

Source: MRC Report on the Impact of HIV/AIDS on Adult Mortality in South Africa : 2001

The impact of HIV/AIDS on adult mortality in South Africa : The impact of HIV/AIDS on adult mortality in South Africa Without treatment to prevent AIDS, the number of AIDS deaths can be expected to grow, within the next 10 years, to more than double the number of deaths due to all other causes, resulting in 5 to 7 million cumulative AIDS deaths in South Africa by 2010.

Source: MRC Report on the Impact of HIV/AIDS on Adult Mortality in South Africa : 2001

Slide21 : PATHOLOGY AND MICROBIOLOGY

Slide22 : African AIDS patient with slim disease Source: Tropical Medicine and Parasitiology, 1997

Opportunistic Oral Yeast Infection by Candida albicans in an AIDS Patient : Opportunistic Oral Yeast Infection by Candida albicans in an AIDS Patient Source: Atlas of Clinical Oral Pathology, 1999

Slide24 : AIDS Associated Disease Categories 2. Respiratory: 70% of AIDS patients develop serious respiratory problems. Partial list of respiratory problems associated with AIDS: Bronchitis Pneumonia Tuberculosis Lung cancer Sinusitis Pneumonitis

Chest X-Ray of AIDS Patient with Tuberculosis : Chest X-Ray of AIDS Patient with Tuberculosis

Slide26 : AIDS Associated Disease Categories 3. Neurological: Opportunistic diseases and tumors of central nervous system. Symptoms many include: Headaches, peripheral nerve problems, and AIDS dementia complex (Memory loss, motor problems, difficulty concentration, and paralysis).

Slide27 : AIDS Associated Disease Categories 4. Skin Disorders: 90% of AIDS patients develop skin or mucous membrane disorders. Kaposi’s sarcoma 1/3 male AIDS patients develop KS Most common type of cancer in AIDS patients Herpes zoster (shingles) Herpes simplex Thrush Invasive cervical carcinoma 5. Eye Infections: 50-75% patients develop eye conditions. CMV retinitis Conjunctivitis Dry eye syndrome

Slide28 : Extensive tumor lesions of Kaposis’s sarcoma in AIDS patient. Source: AIDS, 1997

Slide29 : Chronic Herpes Simplex infection with lesions on tongue and lips. Source: Atlas of Clinical Oral Pathology, 1999.

Slide30 : Non-Hodgkin’s Lymphoma & ascites in AIDS patient Source: Tropical Medicine and Parasitiology, 1997

Slide31 : Drugs Against HIV Reverse Transcriptase Inhibitors: Competitive enzyme inhibitors. Example: AZT, ddI, ddC. Protease Inhibitors: Inhibit the viral proteases. Prevent viral maturation. Problem with individual drug treatments: Resistance. Drug Cocktails: A combination of: One or two reverse transcriptase inhibitors One or two protease inhibitors. Drug cocktails have been very effective in suppressing HIV replication and prolonging the life of HIV infected individuals, but long term effectiveness is not clear.

PHARMACOLOGY

PREVENTION

The Charge To All 21st Century Physicians


Expert Discussion of the Politics of
Treatment and Prevention in sub-Sharan Africa



RBG Street Scholar Videos on Veoh TV






For all aspects of study including "The Origin of AIDS"
link to our RBG Worldwide Network
HIV and AIDS Education:
Basic and Advanced/ Special Focus on sub-Saharan Africa


Related RBG / IVMS Assets:

"YOUR CHILD CAN ATTEND MEDICAL SCHOOL FREE"

OUR STORY IN BRIEF! The Relationship Between America, Blacks, Health and Medicine

Socioeconomic Status, Race and Health: Is Health Care Colorblind?


IVMS Medical School Preparation Consultation Services
(Online and Face to Face Tutoring

/Group and Individualized, USMLE Review/ Board Prep)



RBGz Imhotep Virtual Medical School ( Dr. Cray/ bna RBG Street Scholar) is now offering individualized tutoring in the basic and advance biological sciences and Medical School Preparation Consultation Services. If you want to become a physician and you like what you just heard / read, but need to sure up your fun of knowledge in the basic biological sciences we have the capability to be of service.

We can best hook up and discuss your needs over at our
WiziQ Virtual Classroom Environment.
Join up and let's get to work.

Call Dr. Cray at 770-322-1050


IVMS is a product of IMPF:

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE

MISSION: IMPF is a collective voice of African American, Native American, Hispanic American and progressive European American physicians and medical scientists. IMPF believes that the root cause of minority under-representation in United States medical schools is academic disadvantage borne by lack of access to high-quality high school and college preparation. Consequently, IMPF mission is to become the leading organizational force for parity in medical education by helping minority students develop the skills that will enable them to compete on a more equal footing in the medical school admission process. The Institute for Minority Physicians of the Future elucidates, distills and fuses educational psychology, information technology and undergraduate medical education data; and then develops programs, projects and products that serve to increase recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United States medical schools. The ultimate goal being for these students to defend, define and develop medical careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the poor.

THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE

VISION STATEMENT: IMPF is a national professional educational organization representing the interest of minority high school and college students with the aptitude and desire to become physicians and medical scientists. Established in 1999, the collective body is committed to the vision of improving the health and well-being of future U.S. generations by increasing the minority physician/medical scientist workforce in such a way that the professions of medicine and biomedical research are reflective of the racial/ethnic profiles of the people physicians and medical scientists will serve. IMPF’s vision is directly linked to the AAMC data minority physicians are four times more likely than are others to practice in undeserved communities. Such communities are more frequently than not overwhelmingly populated by racial/ethnic minorities.

THE INSTITUTE FOR MINORITY PHYSICANS OF THE FUTURE:

CORE STRATEGY: IMPF strategy is to identify, inform, recruit, assist, advise and educate promising African-American, Native-American, Hispanic-American, high school and college students in order to increase the number of minority medical students and PhD candidates in United States medical schools.


IMHOTEP VIRTUAL MEDICAL SCHOOL

imhotep-tr.gif (20044 bytes)

A Institute for Minority Physicians of the Future Product

A WEB-BASED PRE-MED AND UNDERGRADUATE MEDICAL STUDENT COMPANION

DESIGNED, DEVELOPED,WRITTEN AND CURATED BY
MARC IMHOTEP CRAY, M.D

WHAT: IMHOTEP VIRTUAL MEDICAL SCHOOL

A digitally tagged and content enhanced replication of the United States Medical Licensure Examination (Step 1, 2 or 3) Cognitive Learning Objectives. Hyper links are authoritative and reliable public domain reusable learning objects(RLOs), along with well done PowerPoint-driven multimedia shows, comprehensive hypermedia basic medical science learning outcomes and detailed, content enriched learning objectives.

Tools/methods include:

* Illustrated HTML Notes and PDF

* PPT Presentations /PPS

* Concise, Cogent Word Doc

* Mini-Tutorial

* Animations, Simulations and Videos

* Virtual Labatories

* Pictures, Images and Photos

* Laboratory Slides and Micrographs

* Concept Maps and Schematics

* Case-Based Learning (CBL) Exercises

* USMLE Mirrored Practice Examinations

WHY: IMHOTEP VIRTUAL MEDICAL SCHOOL

Will serve as a gold standard for undergraduate medical education e-classroom globalization.

ELEVEN (11) UNIQUE FEATURES AND ADVANTAGES that tower over anything available in the contemporary undergraduate medical education community:

1.1. IMHOTEP VIRTUAL MEDICAL SCHOOL is course ware for independent study; amenable to periodic updates as the professor's IT savvy/teaching sophistication evolves and/or the students educational needs oscillate/advance

1.2. IMHOTEP VIRTUAL MEDICAL SCHOOL is interactive, inter-relational and versatile, i.e., capable of being individualized in accordance with teaching objectives, professor preferences and/or student learning styles.

1.3. IMHOTEP VIRTUAL MEDICAL SCHOOL is the ideal medical student independent study companion because its multi-tool/methodology design and diverse tutor expert points of view cultivates mastery learning, medical language fluency-building, improved academic performance and long-term retention.

1.4. IMHOTEP VIRTUAL MEDICAL SCHOOL emits a positive energy that provides the student with the zeal to develop and maintain good SDL (self-directed learning) habits.

1.5. IMHOTEP VIRTUAL MEDICAL SCHOOL provides the learner with detailed hypermedia study plans and lessons; which when approached sequentially result in a progressive building of the students medical fund of knowledge in an integrated manner.

1.6. IMHOTEP VIRTUAL MEDICAL SCHOOL is developed and designed to facilitate the globalization of the undergraduate medical education classroom for the purpose of internationalizing teaching and learning excellence.

1.7. IMHOTEP VIRTUAL MEDICAL SCHOOL is upgradeable; including Online/E-lectures, Faculty Lecture Archives, E-Board Reviews, Mock Board Exams and Computer-Based Testing (Assessment and Evaluation Management System).

1.8. IMHOTEP VIRTUAL MEDICAL SCHOOL is particularly useful for medical students in subject based pre-clinical curricula medical schools, becauseit is designed to bring the inter-related nature of the Basic Medical Sciences (BMS) into the clear light of day (horizontal integration). And as a direct extension, the curriculum provides a lens through which the student can clearly see the BMS foundations of clinical medicine (vertical integration).

1.9. IMHOTEP VIRTUAL MEDICAL SCHOOL has created over 1,000 foundational RLOs (Reusable Learning Objects) that serve to introduce core undergraduate medical education subjects, topics, mechanisms and concepts across all basic science and clinical domains. These learning objects concomitantly function as portals of entry into our global medical education cyber classroom. These digital classes are to be found all over the world, where all U.S. Medical Schools show-case their contribution to educating and the training medical students. Our products reflects cutting-edge undergraduate medical education methodologies and best evidence research data and resources. Consequently, with proper regards and credits for a colleagues intellectual property, contents can serve as excellent raw database source for academics to draw from in creating their own lecture notes, slide presentations and evaluations. And, what is most, should you find a object patticularly helpful to your personal learning style, information regarding commericial versions is at you fingertips.

1.10. IMHOTEP VIRTUAL MEDICAL SCHOOL Finally, and what is Trademark, data is always couched in pearls of wisdom concerning:
CULTURAL COMPETENCY IN MEDICINE,

MULTICULTURAL CURRICULUM INFUSION IN UNDERGRADUATE MEDICAL EDUCATION,
MEDICAL ETHIC AND PROFESSIONALISM,
HEALTH DISPARITY DATA AND
RACIAL/ETHNIC MINORITIES AND THE POOR

and surrounded with pictorial snippets of professional medical education community experiences.

1.11. IMHOTEP VIRTUAL MEDICAL SCHOOL IS available in different versions depending on needs:

Individual (Student) Version

International (Medical Teacher Assistant) Version

Academic (E-Learning) Version

Institutional (Multimedia CENTER) Version

1 comments:

Aditi said...
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