Sterotypes and Diversity in American Research Paper

Sterotypes and Diversity in American - Research Paper Example Stories related by friends and families, narratives handed down from generations to generations, information from books and magazines, and depictions in movies and television allow individuals to formulate generalizations. Majority of these stereotypical generalizations are logically correct, however, in almost all cases, humanity is resorting to bigotry by assigning labels and categorizations about a person merely rooted in a stereotype, devoid of real facts. Through stereotyping, suppositions are made on a person or group with some individuality. Stereotypical biases are oftentimes derived from secondhand information (Grobman, 1990). Extensive and continuous circulation of stereotypes causes uncertainty between realism and fallacy for both the subject and doer (Prell, 2009). At the time the United States was experiencing remarkable changes in the nineteenth and twentieth centuries from enormous immigrant arrivals; modernization and industrial ascension; and the inclusion of women, races, and minorities in the labor force, American civilization developed preoccupations with inflexible and often vindictive cultural stereotypes in the fields of literature, arts, and the media (Prell, 2009). As portrayed in the movie industry, African-Americans are negatively stereotyped as intellectually incapable, idle, or violent. Consequently, with this type of pigeonholed films, injustice in opposition to African-Americans is promoted. Another example of media stereotype is how women, the physically perfect in particular, are constantly presented as weak, unintelligent and sexually immoral (Grobman, 1990). Fashion icons, sports figures, television and movie personalities are glamorously represented by the media as models of perfection. However, ethnic, gendered, and culture-rooted stereotypes are oftentimes impossibly achievable resulting in a great divide between genders boasted in the media and the â€Å"ordinary† sexes of society. Moreover, with the current trend o f humanity’s fixation for excellence, society is confronted with socio-cultural threats and loss of identity and ethnicity (McConnell, 2008). The dilemma frequently comes up once the ‘label’ twists from being a classifier into an insulting position for the subject, especially if the individual formulating the stereotype is a person of authority. At that juncture, it is not simply the human perception of stereotypes but the person who commands power, creates labels and holds egotistic interests that is at fault. When a stereotype is used for maneuvering an individual’s manner of judgment, it has to be classified if it is an instrument or an obstruction in the user’s opinion (Stewart, n.d.). This paper will provide an explanation as to why stereotypes are made. Advantages and disadvantages of negative stereotyping will be laid out to raise awareness on how it affects the social wellbeing of a stigmatized individual. A treatment plan in combating negat ive stereotypes through active participation of individuals, the media and the educational system, will likewise be presented. The Reasons behind Stereotypes Nowadays, the term 'stereotype' is perceived as a form of maltreatment and exploitation. Diverse groups, predominantly the black outcasts, inferior-to-men women and discriminated gays, are stereotyped in the mass media and in the

How Does the American Public School Philosophy address the concept of Research Paper

How Does the American Public School Philosophy address the concept of Democracy aad the individual - Research Paper Example In this case, before undertaking to explore the role that American schools play in educating children in about democracy, it is crucial to attempt explaining the relationship between the two concepts of education and democracy. Thus, from a contemporary point of view, democracy can be considered to be that which results from and is reflective of modern day societies political and market economy, it personified by activities such as choosing political representatives and an autonomous judicially (Loflin, 2008). In these premises, school provides education to the minority future political figures, the majority to fit into their future role as consumers and producers in the society, and ultimately the decision makers in the society. Hence, such an education, will ideally involve educating them by practical activities so that they can experience democracy in their own personalized setting such as participating in their student centered committees and organizations, in their schools. This paper is an introspection of the role played by public schools in perpetuating the concept of democracy and individual through pedagogy by discussing the rationale; examining the objectives of teaching democracy in schools, the methods and implementation as well as the challenges that are encountered in the endeavor. The culture of democracy should be taught to schoolchildren for a number of reasons; prominent among them is the need to create self-awareness to them, which is instrumental in helping them take responsibility for their lives and the country’s destiny. This is because when children understand democracy, they will appreciate its importance and can easily apply it in their lives as students. This is concerning activities such as voting for prefects and student leaders as well as in simple things like solving a dispute on where to eat lunch among friends or which bus to take home (Rosenthal and Burroughs, 2003.). While these might seem like minor considerations, th ey set ground for bigger issue that the students will have to make in their adult lives, and it helps socialize them into democratically sensitive individuals. Although it is hailed and praised for facilitating legitimate governance, democracy can only be as strong as those who practice it. As a result, in America, students should be taught about democracy in order to ensure they are able to make judgments for themselves on what is democratic and what is not democratic. The process of democracy in America is often fraught with conflict and can often be messy, thus, teaching schoolchildren democracy is crucial since it helps them to appreciate the potential for conflict that result even with democracies, in order to develop democratically acceptable ways of dealing with these conflicts. In addition, youths might mistakenly assume that what happens in congress, and in national politics, is the epitome of democracy due to its lofty position. Nonetheless, the truth is that democracy is frequently abused and overstepped by politicians in their search for political mileage. Therefore, education about democracy provides learners with wisdom enabling them to contemplate the political climate and happenings critically so that they do not get mislead by these populist shenanigans. Electronic and print media has failed miserably in their attempt to convey to

Define three level of viewing images Essay Example | Topics and Well Written Essays - 250 words

Define three level of viewing images - Essay Example And what is excluded in the image that should be included? To illustrate these points, the paper will use an image from one of the widely read internet news sites and attempt to answer all the questions above. The paper will also describe the surface meaning of the image, explain how the image has been manipulated to articulate a certain perspective, and evaluate the image using the checklist provided above. (Reuters) - Mitt Romney and Paul Ryan engaged in tag-team attacks on President Barack Obama and the Federal Reserve on Monday at a joint appearance that showcased the chemistry between the Republican presidential candidate and his running mate. A picture is worth a thousand words, so goes the popular saying. As Porter and Scheer suggests, analyzing an image requires three key steps. One has to observe the image and describe exactly what is seen in it. One has to identify the people and objects in the image, scrutinize the physical setting, and discern how everything is arranged. The second step is to summarize what one already knows about everything that is in the image. One should take note of the people, the subject matter, the situation, the social context and the time when the image was constructed or the period it depicts. The third step is interpretation. The observer has to use what they see in the image to make conclusions on what is going on, what the functions of objects in the picture are, who the people are, what the people are doing and what the period implies. Observation answers the questions of what, where and when. Observation takes cognizance of what is literally visible in the image. From the picture by Holland (2012) showed above, it depicts two men in the foreground and a crowd in the background. One of the men on the foreground is carrying a microphone and the people in the crowd are carrying placards and cameras. The background also shows the sky, some trees, and the steeple of a building. One’s

Guilt and Punishment Essay Example for Free

Guilt and Punishment Essay Creon’s actions and judgment in the play Antigone were questionable, but I don’t think he deserved the punishment he received at the conclusion of the play. My philosophy of life probably influenced my decision because I believe that everyone deserves a second chance. Creon was arrogant and did not listen to anyone’s advice, including Tiresias, a prophet who has never told him a lie. However, in the end he realized what had happened and accepted his fate. Creon was just recently appointed king so I guess he was trying to set a good example by sentencing Antigone to death. He didn’t’ want the people to think he was a person who made exceptions to their own ruling. A part of me did not want to forgive Creon, because what he did was rotten. He turned against his own family. I could never send a family member to jail or even worse, death. Creon’s punishment was quite harsh. All of the people close to him died. His son and daughter died and that was when he realized what kind of mistake he had made. He went against the morals of the people, ignored advice from his family members as well as a prophet who has never been wrong. His obstinate decision led him towards his downfall. In the end Creon knew that it was his fault that every one around him died. It was too late to regret now, so he accepted his punishment. I don’t think that the punishment was suitable because it was too extreme. Image if everyone in your family died because you made a poor decision. No one is perfect, that is why they put erasers on top of your pencils. I believe everyone should deserve a second chance, even if that someone is Creon.

Language and Gender in Adolescence Essay Example for Free

Language and Gender in Adolescence Essay In the reading, I agree with Penelope Eckert that adolescents are leaders of linguistic change. According to the World Wide Web, linguistic change is a phenomenon whereby phonetic, morphological, semantic, syntactic, and other features of language vary over time. Adolescents also known as teenagers or youth play a significant role in deteriorating or accelerating the kind of linguistic system in a particular place or community. If to be analyzed, this can be equated to the strong, active and consistent participation of the youth in voicing out their opinions, getting into social issues and trends, and in creating an environment that is suitable and almost ideal to their generation. In my opinion, there are three reasons which support the claim that adolescents are leaders of linguistic change in today’s age. These are peer pressure, media and the Internet. Peer Pressure A primary concern for teens during adolescence is the issue of ‘fitting in’ and ‘belongingness’. Since adolescence is an adjustment period where children suddenly leap to a stage where he or she would start in creating an image of themselves or a self-concept, there is a tendency for them to be lost and confused to who and what they really should be due to the numerous options in front of them. Often said than not, adolescents are more easily swayed rather than adults. It is easier to teach a youngster that is less matured and still in the process of knowing his or herself than an adult who already has a formed principle and beliefs. For example, if there is a new trend, let’s say in fashion or music, an adolescent would normally be swayed to what is ‘in’ and hit’ to most of the people around him or her so that he or she may be accepted in the circle he or she wanted to belong to. This also goes with his or her choice of words and language. Adolescents tend to speak the way people around them speak. They tend to become the persons their environment and peers dictate them to be in order to be socially accepted and relevant. When it comes to choice of words and language, youth can be easily influenced with what vernacular or words to use since in the stage of puberty serves as their training ground and preparation phase of how and who they’ll be in the future. Moreover, due to peer pressure, adolescents are assigned to groups or pacts which can influence another group of adolescents that make the widening of a certain trend expand faster. For example, in the Philippines there is this particular way or style of speaking called the ‘conyo’. In this manner, the person tends to combine his or her vernacular with American English when speaking in public or to certain persons. Most youth embraced this kind of manner since it is what is ‘in’ and famous among adolescents of their generation. Now, if a group speaks that way then heard by another person or group of persons and then that certain persons adopt the manner of speaking, there is a domino effect of the ‘conyo’ style that changes the linguistic system existing in that certain place or community. Media and the Internet Media and Internet are two powerful tools in linguistic change. This can be viewed in two ways: first, media and internet as tools in changing and influencing the minds and behavior of the people, and second, these tools as used by the people to change and influence their environment. Since most media and internet users are composed of the young population, those of which belong to the teen’s age and young adulthood, it can be concluded that the adolescents compromise this population. Now, how do the media and the Internet serve as tools in influencing their users? The media is changing and along the likes of TV programs that are hit to their viewers, people especially teenagers are going along with the change. Since media is a daily part of one’s life, it can easily influence its viewers on how they should be. For example, most teens mimic their favorite artists with their fashion, choice of stuffs and even with their manner of talking and handling things. Aside from the media, the Internet constitutes a great deal in linguistic change. The trends being delivered by Internet services like instant messaging, blogging and social networking influences the culture of its users when it comes to their linguistic style and system. Instant messaging taught us the short-style of sending messages (i. e. â€Å"Who R U? †, BRB, LOL, and the like). Through media and Internet, adolescents are also exposed to different styles of language. They are exposed to the kind of words they see in web pages, newspapers, magazines and different publications, and hear in TV and radios or in podcasts that sooner or later they’ll adopt. On the other hand, these tools are also used by the people to change and influence their environment and co-individuals. Through these, the youth became more empowered when connecting with their co-youth and when sharing their ideals that affect a great deal of people. They became more heard, powerful and capable of changing the linguistic system they live with. They were able to take control of the system through media, internet, and their characteristics as youth and population. To summarize, I believe that adolescents are the leaders of linguistic change. Primarily, the interconnectedness of peer pressure, media and the internet attributed to the power of the youth to be the catalyst of change in their linguistic system due to their own ways and styles of dealing with their environment and in their process of finding and knowing them

Characteristics of Renaissance Art in the Last Supper

Characteristics of Renaissance Art in the Last Supper It is agreed that the Renaissance was a period of great art and architectural feats and ingenuity, during which artists looked back to the classical art of Greece and Rome from which to draw inspiration. This influence can easily be seen in the many paintings and sculpture that came out of the Renaissance. However, the conservative nature of the period, the subject matter, and the restrictions imposed upon artists of that time kept the Renaissance from truly becoming a return to the classics of Greece and Rome. The most obvious factor in the difference between the two artistic periods is the predominant subject matter the artists of the time chose. In ancient Greece and Rome, the subject matter most popular among artists were depictions of myths, war, or intellectual figures: statues of the gods decorated nearly every significant architectural landmark of the time. Being a Christian society, the art of the Renaissance did not simply depict various bible stories, but also moral stories permeated with religious allusions and symbolism. The Sistine Chapel is just one example among the many depictions of the creation, Madonna figures, and religious icons that existed in that era. However, there were some artists, such as Botticelli who depicted mythological figures as religious icons such as Botticellis Birth of Venus, which put the Greek goddess into a Christian context. Artists from both periods experienced problem with completing and preserving works. In Ancient Greece and later Rome, because of frequent war and the threat of invasion, many of the bronze sculptures that existed were melted down so that the metal could be used for weaponry. In addition to that, the construction of the pieces was often so weak that they would break, usually at joints such as the ankles because they couldnt support the weight of the piece indefinitely, or other limbs that were too fragile to withstand any kinds of damages. Because artists of the Renaissance were often commissioned by wealthy patrons or the church, they had to work within the guidelines given by the patrons which limited the freedom with which they could compose a piece. Even for artists such as Michaelangelo, often times, funding for commissions would be limited or discontinued altogether, forcing the artist to either leave the piece unfinished or scale down the size of the original project. Although Renaissance art was based on Greek and Roman schools of thought and art, the subtle stylistic differences between the two periods are reflective of the ideals of beauty at the time. Greek sculpture often depicted highly idealized figures- usually young, athletic men and women- in extremely melodramatic poses, while figures of the Renaissance were more realistically rendered- such as van Eycks which even showed the flaws of those who posed for the pieces instead of beautifying them- but still remained slightly melodramatic in at least facial expression if not posture. Though it attempted to revive the classical art of Ancient Greece and Rome, the Renaissance instead simply modified the style and applied it to its own tastes. Artists of both times sought to appeal to the general public with what was popular at the time- war, myth and melodrama in Ancient Greece and Rome, religious icons and pleasing the patron in the Renaissance. Leonardos Last Supper is a priceless piece of art with much hidden meaning and obvious talents bestowed upon a wall. Under the study of Verrocchio as a painter and a sculptor, he was able to use his skills in creating a very detailed and a very naturalistic piece of work that would be remembered for hundreds of years. He was also able to create characters with amazing individuality. Not only was his portrayal of the characters magnificent, but the symbolism he used which emphasized the story being told in the Last Supper. Lodovico Sforza chose Leonardo to create The Last Supper in the refectory of the Dominican Church of S. Maria delle Grazie in Milan. The Abate of the S. Maria delle Grazie saw Leonardo work from morning until night on The Last Supper without eating. Although, there were times he would stop painting for days at a time; or, he would work on a specific character for just a few moments and then leave to continue working on it later. He worked on it from 1495 thru 1498 (Strauss, 27). Before Leonardo began painting the actual portrait, he put down a substance which was suppose to absorb the tempora and protect the tempora from the moisture on the wall. Unfortunately, the substance was proved unsuccessful, and by 1517 it began to deteriorate. In May 1556 a painter Giovanni Batista Armenini said that the painting was so badly affected that nothing is visible but a mass of blots'(Heydenreich, 18). The painting has continued to decay in the following centuries. It was further damaged by restorations made by careless artists and by the addition of a doorway put in the lower part of the painting. Yet even to this day his painting The Last Supper is widely known and visited by many tourists each year. The remembrance of the Last Supper could be due to the sacredness of the parting meal. It is quite obvious that the skill used in the creation of the Last Supper was magnificent. Although, the way Leonardo allows its viewers to depict the scene from a specific point in the Bible adds to the importance and significance of the painting in which no other artist could even compare. He does allow the viewer to recognize this scene by the gestures of both the Lord and the Apostles. The Lord sits ever so quietly while the Apostles rise in reaction to what the Lord had just announced. It is rather obvious that Leonardo chose the critical moment after the Lord had stated, Verily I say unto you that one of you shall betray me, because of the emotions that evolve in this specific scene (Matt. 26.21). He took much time to express every detail of each Apostle and the Lord. Leonardo had even wrote in one of his notebooks that A good painter has two chief objects to paint man and the intention of his soul. The former is easy, the latter hard because he has to represent it by the attitude and movement of the limbs(Heydenreich, 27). For example, the Lord is very relaxed with his arms resting on the table which adds to the portrayal of His greatness. He also emphasized the Lords greatness by giving Him a serious attitude and by presenting Him as untouchable with the space between Himself and the Apostles. The distance put between them is called the spacial perspective, which is one of the techniques Leonardo feels is important in naturalistic art. Although, the Apostles are painted in a more restless fashion. They are all facing different ways and seem to be jumping out of their seats. Even the grouping of the apostles in three was done intentionally. He used four groups of three Apostles in each group in order to symbolize the Holy Trinity which means three, and the  four groups were used to symbolize the Gospels and the Cardinal Virtues . He was very cautious in every aspect of his painting from the placement of the figures to the movement they each possessed. Leonardo had to create actions and various postures which would be appropriate for each figure in order to keep them from looking as if they were brothers. Monica Strauss stated that in her research she had found that for the first time in the history of the subject, Leonardo had distinguished each one by appearance and gesture(Strauss, 27). For each of the twelve Apostles he had to not only resort to the historical information on their names and on their appearances but also by the portrayal of their specific qualities as they are known to us from the Gospels. For instance, Judas was put outside the circle of the innocent Apostles and only his shadowed  profile can be found. He is the only one to be found sitting in the shadows and in solitude. This allows the viewer to see the guilt he had, for he knew he was the one who would betray the Lord Jesus. He is also frozen in shock, and he is an outcast in the group. The significance of the portrayal of Judas is very important because in earlier pictures of the Last Supper, no one had ever been able to show this (Heydenreich, 57). Peter and John, located at the sides of Judas, were both painted with bright heads and with outstretched hands to the Lord Jesus which signify their fateful connection with Him. Yet, he distinguishes their differences by showing Peter to be more stubborn and argumentative and John to be more gentle and submissive as the Bible has thoroughly explained. Philip, on the other hand, stands up in excitement; and, he puts his hands on his chest to express a tender loyalty towards Christ. Andrew is found next to his brother Peter. Then, there is James the Greater, the older brother of John, who  touches Peters shoulder and forms a link with Peter and John. These three are those who witnessed the Transfiguration and who accompanied Jesus to the Garden of Gethsemane (Matt. 17.1; 26.36-37). Leonardo continued to distinguish each of the Apostles as he felt necessary. He placed James the Less, the Lords brother (Gal. 1.19), to the Lord Jesuss right where he is like Him in feature and with outstretched arms; but, his gesture is only a reaction and not an expression of a completed action like the Lord Jesuss. Behind James the Less stands the doubting Thomas who is known to share a common feast day . St. Matthew is next and finally comes St. Jude, who is the brother of James the Less and St.  Simon. James the Less and St. Simon were martyred together so they too have a common feast day. Leonardo not only arranged the Apostles in four groups according to kinship and the personal links they shared, but each of the twelve Apostles exhibit an emotional and temperamental reaction appropriate to the character attributed to him in the Gospels. Each disciple reacted in his own way, as men. Leonardo had said, Emotions move the face of man in different ways, for o! ne laughs, another weeps, one becomes gay, another sad, one shows anger, another pity, some are amazed, others reflective. In these the hands and the whole person should follow the expression of the face, (Heydenreich, 57). He made sure he portrayed this in his Last Supper. The Lord Jesus was also given qualities that distinguished Him from everyone else. The Lord Jesuss hands are laid in a resting fashion on the table. His hands lie between the filled cup and the unbroken bread, the symbols of sacrifice, as if pointing in a silent gesture towards them. He seems to relay a message that His business has not yet been completed. Only the objects in front of Him remain in order, as does He remain calm, unlike the objects in front of the Apostles which are in disarray, as are the Apostles also in an unorderly emotional state of confusion. Leonardo uses the description of the  table to symbolize the state in which the Apostles and the Lord Jesus are in. For this reason, Leonardo not only uses the characters to portray the story but also the objects and the structures which encampeth around them. Leonardo used the beautiful background motif of the pedimented doorway, which was centered behind the Lord Jesus, in order to emphasize the Lord Jesuss greatness. It acted as a crown of glory hovering over His head. The surrounding walls and ceiling, where tapestries hung, were not in natural perspective but in an idealized one. The surroundings were unrelated to any spectator in the room. The same can be said of the characters in the portrait. Their scale and grandeur is other worldly, but their emotional distress is obviously human. He created the characters as if they were each on their own frontal plane. He also put a painted border around the painting which cut off most of the ceiling and the walls. These two modifying factors caused the characters to seem to leap out of the portrait. The Last Supper portrayed very individualistic characters which have made Leonardos piece of work stand out from all the others who also have tried to create the Last Supper; but, talented Leonardo was able to perfect his creation with his perspective of atmosphere and color. Leonardo had said, If we see that the true quality of colours is known through light, it is to be concluded that where there is more light, the true quality of the illuminated colour is better seen; and where there is more darkness, the colour is tinged with the colour of that darkness, (Heydenreich, 65). Later he concluded with, Nothing ever looks to be its real colour, if the light which strikes it is not all of that colour, (Heydenreich, 65). He used his theory in his painting to make it more realistic. He used two sources of light which came from the last gleams of the dying day which entered from behind the window with its charming view of the countryside and from the window in the refectory itself. He claimed to have painted in tones of light, when he created his Last Supper (Heydenreich, 66). Rosci had said that it is possible that he may have given the advice on the construction of the rectangular refectory because of the illusion the light gives the paint! ing (108). The two zones of light make it possible for Leonardo to give his characters a very finely graduated relief (Heydenreich, 70). Leonardo caused the colors of Christs garments, a red tunic and a blue cloak, to reflect in the pewter plate in front of him; and, similarly the plate in front of Philip reflects the red of his cloak. The colors of the Apostles robes are distributed across the painting in a wonderful array of colors. To the right of the Lord, the pale green tunic of James the Less forms a transition between the Lords blue cloak and the red robe of Philip, whose blue sleeves are just a shade brighter than the tone of Christs cloak. There is also a mixture of colors in the second group on the right of the Lord. Matthew is clothed in bright blue, which together with Judes ochre tunic and Simons violet cloak forms a perfect three note chord. Even in the group to the left of the Lord, consisting of John, Peter, and Judas; emphasizes the blending of colors. Judass greyish blue garment is the only one whose tone remains indefinite and dull which was formed from Johns dark, rust red cloak and bluish green tunic and Peters dark blue sleeve. In the outer left hand group, which stands in the darker background, Andrews green cloak over a yellow garment, James the Greaters reddish clothing, and Bartholomews violet blue tunic and dark olive cloak form a carefully equivalent to the outer right hand group, which stands in bright light. From one side of the Lord Jesus to the other the colors go from light primary tones to dark subtle blends. All of this coloration is due to the effect that light has o!n colors. Leonardo really believed that the perspective of light was important because it ensured to make the Last Supper as realistic as possible. Leonardo believed that naturalization was harmony between mental and physical motion. He accomplished the correspondence between physical movement and mental emotion by the pause between two great emotions which are the momentarily stiffening at an extreme point of excitement and at the horror of being startled out of tranquility (Heydenreich, 67). The painting portrays both expression and emotion. This combination complements each other. The expressions allow the viewers to see the emotions the characters are feeling. Their frozen movement allows one to see they are human. We can see both their outward and inward reactions. It is as if Leonardo had been there, and he had taken a picture of the marvelous meal. He definitely accomplished his goal in portraying his Last Supper as a realistic piece of art. The symbolism, the individualized personalities of the characters, and the skills such as the light perspective and spacial perspective blended together to fo!rm a photograph-like pai nting.

AIDS Problem Essay -- Health, Diseases, AIDS, HIV

1. Introduction Acquired immunodeficiency syndrome, also known as AIDS, is caused by human immunodeficiency virus (HIV).HIV damages body’s immune system by destroying white blood cells which help us to destroy invaded pathogens. When HIV enters a white blood cell, it may remain dormant. However, once it is activated, it infects another cell to produce many new HIVS. After a certain period of time, the white blood cells are destroyed and leading to a loss of function of the immune system (Y.K. Ho,2004). People infected by HIV will turn out to have AIDS. Infected people are very weak to fight off other infectious disease and soon they will die. According to the data and statistics of WHO, global summary of the AIDS epidemic, 2009, the number of people living with HIV is around 33.3 million and AIDS death in 2009 is around 1.8 million. How about China situation? We couldn’t find much data about China situation. Therefore, we have to explore the situation from other sources. 2. Current Situation of AIDS in China According to the ministry of health of the people’s republic of China, the number of people living with AIDS is about 370 thousand and AIDS death is about 60 thousand. The figure is much different from the prediction of United Nations (UN), UN predicted that there will be 10 million people living with AIDS at the end of 2010. So, which figure is more reliable? I would suggest the UN one and the following is my reason. In the early 1990s, the Chinese leadership launched a blood drive and paid donors for their plasma (Alice Park,2004), this is so called the â€Å"plasma economy†. Especially in Henan province, many blood stations appeared in a short period of time. Farmers believed that they could earn a lot of money by d... ...n provide AIDS patients with counseling service which can help them to accept themselves and dispel prejudices. 6. Conclusion To conclude, the central pillars of public health can explain the AIDS problem in China. Public health is composed of multidisciplinary knowledge, prevention and social justice. We could not interpret AIDS problem by only exploring the scientific perspective. Economic and social perspective also play am important role. Moreover, prevention can be divided to 3 levels, primary prevention is crucial to the issue, which is also most effective way to get rid of the problem. Tertiary prevention is the last line of defense, reminding the Chinese government should do something before it is too late. Lastly, social justice should be upholding in Chinese, this is the most critical aspect to see whether the AIDS problem can alleviate or not.