AIDS IN AFRICA

Two orphaned children stand next to the graves of their parents who died from the AIDS virus. An infected mother with her child who has the disease as well.

35 million people in the world have HIV/AIDS 70% of those live in Sub- Saharan Africa.

Sub- Saharan Africa is home to 90% of the them

Of 30 children born in sub-Saharan Africa- 10 will acquire the virus simply by being born- 4 will be infected from breast feeding.

Most of these children will not live to see their 5 th birthdays.

12 million African children have been orphaned due to the AIDS virus.

17 million Africans have already died since the epidemic began in the late 1970’s.

Requirements

Objectives Students will begin to investigate the African AIDS epidemic and understand the shifts in population, especially in Kenya. The students will recognize that social conditions will lead to not only to the growth of certain indicators but to the decline in others. The students will learn how to analyze graphs as well as exponential growth and decay. Students will use the Stella model to manipulate data to determine the impact of the AIDS epidemic on the population. By using an simulation of an AIDS epidemic the students will be able to comprehend how quickly this disease can effect the population. Through the interpretation of data obtained through research and manipulation, the students will then write an essay to explain the population decrease in Kenya. The students will also be able to recognize what solutions could be found in the data manipulation as well.

State and National Standards This project is based on Kansas State Standards which align with National Standards for both Math and Social Sciences. Social Studies Standards: –Geography: Geography Standard: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships among people, places, and physical and human environments in order to explain the interactions that occur in our interconnected world. –evaluates the relative merits of maps, graphic representations, tools, and technologies in –terms of their value in solving geographic problems (e.g., map projections, aerial photographs, –satellite images, geographic information systems). –uses geographic tools and technologies to pose and answer questions about past and –present spatial distributions and patterns on Earth –interprets maps and other graphic representations to analyze world events to suggest –solutions to world problems

State and National Standards Benchmark 2 - Regions: The student analyzes the spatial organization of people, places, and environments that form regions on Earth’s surface. –explains how U.S. and world regions are interdependent (i.e., through trade, diffusion of –ideas, human migration, economic networks, international conflicts, participation in –international organizations). –demonstrates how various regional frameworks are used to interpret the complexity of –Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, –governmental systems, economic systems). –explains the factors that contribute to human and physical changes in regions (i.e., –environmental changes expand or contract regions, technology alters perception and use –of the place, migration changes cultural characteristics). –uses regions to analyze past and present geographic issues to answer geographic –questions (illustrations: conflicts caused by overlapping regional identities, causes and –impacts of regional alliances, changing regional identities).

State and National Standards Benchmark 4 - Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. –describes and analyzes the characteristics, structure, and patterns of different populations –through the use of demographic concepts (i.e., population pyramids, birth/death rates, –population growth rates, migration patterns). –predicts trends and evaluates the local-to-global impact of population growth and –migration on physical and human systems in response to environmental, social, –economic, political, and technological changes

State and National Standards for Mathematics Math Standards: –In grades 9-12, students should be able to draw reasonable conclusions about a situation being modeled. –In grades 9-12, students should be able to understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference; –Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and apply mathematics in contexts outside of mathematics.

Widow inheritance has caused infection rates to reach about 30% in Nairobi Kenya.

Introduction

Recently, considerable attention has been focused on the apparent shortage of health workers in countries with the poorest health indicators, and the potential impact of the shortage on countries’ ability to fight diseases and provide essential, life-saving interventions. 1–3 13 According to recent WHO estimates, the current workforce in some of the most affected countries in sub-Saharan Africa would need to be scaled up by as much as 140% to attain international health development targets such as those in the Millennium Declaration. 4 4 The problem is so serious that in many instances there is simply not enough human capacity even to absorb, deploy and efficiently use the substantial additional funds that are considered necessary to improve health in these countries.

Introduction Health worker shortage in sub-Saharan Africa derives from many causes, including past investment shortfalls in pre- service training, international migration, career changes among health workers, premature retirement, morbidity and premature mortality. 5,6 56 Yet the dynamics of entry into and exit from the health workforce in many of these countries remain poorly understood. This limits the capacity of national governments and their international development partners to design and implement appropriate intervention programmes.

In recent years the government budget for Health care per person in Kenya has dropped from $9.50 to less than $3.00.

Within 10 years the average life expectancy in 11 countries in Africa will drop below 40 as HIV/AIDS continues to shorten life spans.