Difference Between Single & Married People Essay Example for Free

Difference Between Single Married People Essay Today, there are a lot of significant numbers of people who are married and some are single. This has changed their lives and gives differences between their lives. In this essay, I am going to compare and contrast the differences between single people’s lives and married people’s lives in their lifestyle, companionship, and responsibility. Some things in life are going to be good, regardless of whether you are single or married, and some things will be the opposite. There are advantages and disadvantages to both. The two areas that differ in married and single life are compromise and sharing of possessions. Lifestyle is the first difference between single and married people’s lives. Single people have much more privacy in their life. They are not bothered by anybody in their home. Nobody will demand that they sleep late, not watch movies too much and so on. And, single people can live a free life too. They can spend their time with their friends anywhere and anytime they want. In contrast, married people are bothered by their partner. They have to take care of their children and their partner. They cannot live a free life. If they want to go out with their friends, they must get permission from their partner first before they go. Married people are busier compared to single people, because married people have to take care of their children and their partner, unlike single people who do not have children and partner. Companionship is the next difference between single and married people’s lives. A husband depends on his wife, and a wife depends on her husband. Support is easily achieved from their partners, parents and their children, unlike single people who do not depend on anybody in this world. They cannot trust anyone to share their secrets and other important parts of their life except their parents. Support can be achieved only from their parents and their friends. Read more:Â  Married vs Single Responsibility is the last difference between single and married people’s lives. Married people have to manage their money and expenses gently and economically every day. They are also responsible for raising their children and guiding their families. If they cannot guide their family in the right way, their family can be broken and maybe ruined their lives. Married people are also responsible for managing their time. They have to spend their time with their children, husband or wife every day. In contrast, people who remain single do not have a schedule, they do not have any children or partners to guide and they are less responsible with their money and daily expenses. In conclusion, lifestyle, companionship, and responsibility are the three main differences between single people and married people’s lives. So is single life comfort and married life pleasure? Some people prefer to be single, others prefer marriage. Although there are reasonable advantages to both lifestyles, both lifestyles can be equally rewarding.

Role of the Media on Socioeconomic Development of Education

Role of the Media on Socioeconomic Development of Education Role of media in socio, economic development: Media and education When we talk about ‘Media education’, the first and foremost important question which strikes our mind is what is media? The word ‘media’ is the plural form of ‘medium’, which refers to any channel or source through which a message is sent. The term media became popular in the late 1920s when several sources of news emerged. Until then the only means of communication with masses were journals, newspapers and other such written modes. With the advent of radio and television the level of media has increased. Today we even have ‘New Media’. Education means to educate someone i.e. to bring a change in oneself education is a key. It is imparting and sharing of ideas, thoughts, talking useless also sometimes find a bridge in conservation whether it’s between two people or more and make them think about it. Therefore media education is the process through which individual’s become media literate- able to critically understand the nature, techniques, and impact of media messages and productions. Media education also means that being a journalist it is your prime responsibility to gather masses and to make them aware as to what they can do on their behalf for the betterment of our country. Media education isnt about having the right answers: rather, its about asking the right questions. Because media issues are complex and often contradictory and controversial, the educators role isnt to impart knowledge, but to facilitate the process of inquiry and dialogue. Today, the chief challenges are to locate and evaluate the right information for ones needs and to synthesize what one finds into useful knowledge or communication. Media education with techniques of critical thinking, creative communication and computer, visual and aural literacy skills at its core is a key part of a 21st c entury approach to learning. One possible meaning of media education could also be to educate people about the different- different mediums of media, for example- Print media, electronic media, Social media, New media. We also need to explain what exactly the terms print, electronic, social stands for and what role do they play in today’s era. Students pursuing their career in the field of Media, for instance doing the bachelors in BJ(MC) means they are studying about media and mass communication, moreover the difference between the two terms, journalism and mass communication. Journalism is the practice of investigating and reporting events, issues and trends to the mass audiences of print, broadcast and online media such as newspapers, magazines and books, radio and television stations and networks, and blogs and social and mobile media. People who gather and package news and information for mass dissemination are journalists. The field includes writing, editing, design and photography. With the idea in mind of informing the citizenry, journalists cover individuals, organizations, institutions, governments and businesses as well as cultural aspects of society such as arts and entertainment. News media are the main purveyors of information and opinion about public affairs. Besides this different- different definitions of journalism has been given by the renowned people. According to the famous reporter Curtis D. McDonald â€Å"Journalism is news gathering, fact finding and reporting. It is important anywhere at any time. It is indispensable in a democracy as people cannot govern themselves without being informed†. According to Arthur Ochs Sulzberger, Chairman of New York Times (1963) â€Å"Journalisms ultimate purpose [is] to inform the reader, to bring him each day a letter from home and never to permit the serving of special interests.† On the other hand Mass communication refers to the means of communicating with large numbers of people. A number of different elements make up mass communication media: images, colours, lighting, and a variety of other techniques are used to communicate messages and obtain particular effects. Trained professionals of organisation particularly belonging to private entrepreneurs or public, autonomous or government bodies that invest heavily for the hardware and software needed for production and dissemination of those messages. The universal appeal rapidity, ubiquitous and attraction to people irrespective of education, age, gender differences and social status. Today, mass communication has attained an all time high attention because of its need and importance. It is only because of the impact of mass communication that the world has been reduced to a global village. Today, life is so much involved with media that not an hour goes by when we do not speak about, refer to, or plan for t he use of media. It is pervasive like air. About 2500 years ago, Aristotle came out with the ‘ Rhetoric†, a celebrated and highly regarded book on the principles of public speaking that holds great relevance even today. He exalted communication to the level of study. After him, several scholars came up with their own sets of definitions on communication, communication models, as a specialised branch of study, is as old as civilization. Study of communication disapproves the general notion that â€Å"good communicators are born† and indicates that the skills of effective communication can be acquired through conscious effort and practice. Media educators base their teaching on key concepts of media literacy, which provide an effective foundation for examining mass media and popular culture. These key concepts act as filters that any media text has to go through in order for us to respond. Before moving further, the claim people do that Is media only interested in negative stories? The view that the media is only interested in negative stories is hard to digest. One of the basic factors responsible for making such an impression is that in today’s highly globalized economy, corruption has permeated over all sections of the society, resulting in frequent incidence of corruption and crime. It is but natural for the press to bring these facts before the public. Secondly, a lot of mud slinging takes place because of envy and vengeance among the wrongdoers. This type of accusations when reported in the media, occupy a lot of space, raising the percentage of negative stories. The claim of the press that it has to adjust with the taste of readers, viewers and advertisers is a contentious issue. However, it remains a fact that with the growing competition and over enthusiasm to be the first in so-called ‘breaking news’ there is often an extra dose of negative stories or exaggeration of realities. At times, we are shown more than what happened in real ity and that too repetitively. There are a number of key concepts to choose from. Some of the current ones used by media educators are as follows:- Media are constructions Media are constructions generally means that media is such a powerful tool that it even has the power to set agendas. They construct path and compel people to think, to accept what they are showing. What media highlights, people gets involve in it. For instance, Nirbhaya’s rape case of 16th December 2012. In a country where it seems that cases of rapes, sexual abuse etc. would ever get vanish and also when in every 2 minutes a girl gets rape brings out the unlettered people of our country. Nirbhaya’s case got immense coverage because media highlighted it a lot because it was somewhat different from the other rape cases, more atrocious and brutal. People pay tribute to the brave girl, did candle marching and much more. Therefore, media are constructors as whatever they show or write in Newspapers viewers and readers believe. Audiences negotiate meaning We all bring our own life experience, knowledge and attitudes to the media we encounter. Each person makes sense of what he or she sees and hears in different ways. Using their sense many accept the facts or whatever is shown they accept it, but still many argues but ultimately they have to eat humble pie because media is so powerful and has the tendency to make people think and accept the facts they want from people to accept. Media have commercial implications Today almost everything is commercialised and so is media. For instance what we called as ‘paid news’ is one of the example. Daily in newspaper we find a lot of advertisements, any company or people who want to communicate with the larger mass use the print medium by giving the full information whether it is any new product or scheme. This is something which benefits both the entrepreneur and the newspaper. Role of Media in education sector Today media’s functions are not limited to disseminating information and entertaining the masses. Media is an important actor of the civil society. It possesses immense power in its hands. It can effectively help in the formation of public opinion. Notwithstanding this media also plays an important role in education sector. First of all, media keeps people aware about their rights and responsibilities from time to time. For example, we can vote if we are 18 years old. This is our right- Right To Vote. People know about it because all forms of media must have shown this or told about this right of people. Had media not shown this, then people definitely won’t know about their this right even today. Media educates people in all the ways they can. For example, â€Å"That one famous line which you will see in every theatre before the commencement of the movie â€Å"Smoking is injurious to health† and Mukesh’s ad also. If we talk in terms of electronic then da ily we will find so many ad in tv catering to the hazards of smoking or drink. Similarly Print media also keeps on alerting people about the effects of smoking and drink. In newspapers, their articles are their power. They have got that power in their hand which has the potential to motivate people not to smoke. Mass Media is a potent educational force in India, which serves to maintain and expand unjust systems and violent attitudes.Like schooling, the mass media is used to support the coercive power structure of a techno-industrial elite (be they corporate or governmental). Like schooling, the mass media undermines our existence as complete and unique human beings, and tells us instead that we are needy, deficient and homogenous. Prominent figures of our country doing ad also aims at educating people. For example, the polio ad of Amitabh Bachchan, Aamir Khan show ‘Satyamev Jayate’ and through campaigns also media educates people in all form. . Over a span of time development support programmes have been launched effectively by media organizations. An example can be the AIDS awareness campaign of Uganda, where media ran advertisements free of cost. According to some media analysts in third world countries media should play a developmental role. The research will also try to explore this fact. How well have awareness campaign been run in different parts of the world trough the media and if media can take the role of the â€Å"TEACHER† in the society.

kants moral theory :: essays research papers

Kant ¡Ã‚ ¯s Moral Theory   Ã‚  Ã‚  Ã‚  Ã‚   I think Kant ¡Ã‚ ¯s Moral theory is one complement to the Utilitarianism because one deficit of Utilitarianism is it is sometimes impossible to foresee the consequences, and Kant brought up that  ¡Ã‚ °the consequences of our acts are not always in our control and things do not always turn out as we want ¡Ã‚ ±. However, he believed that we can control our motives, and the  ¡Ã‚ °motive to do what is right ¡Ã‚ ± gives an act its moral worth.   Ã‚  Ã‚  Ã‚  Ã‚  The second belief Kant holds is  ¡Ã‚ °people ought not to be used, but ought to be regarded as having the highest intrinsic value ¡Ã‚ ±. My understanding here is Kant believe that the intrinsic value of an act determines what is morally right or morally wrong. The intrinsic value always accompanies the act, for example, if A is intrinsic to B, then it is no accident that B exhibits A.   Ã‚  Ã‚  Ã‚  Ã‚  For actions to have moral worth,  ¡Ã‚ °good will ¡Ã‚ ± and good act (in accordance with duty) are required. Kant believed that the  ¡Ã‚ °good will ¡Ã‚ ± is the right motive. Good will is to will your maxim to be a universal law or universally valid and accepted.  ¡Ã‚ °Having a right intention is to do what is right (or what one believes to be right) just because it is right ¡Ã‚ ±. Kant believed that acts done from the motive of duty are the only ones with moral worth. For example, you borrow money from a friend, and your options, or maxims, are to either return the money, or not to return the money. To return money is of good will, and if you choose this to be your maxim, you are in accordance with duty. Not to return money, if put into a universal law, nobody ever returned the money, and everybody broke their promises, there would be no promises, and the act is not in accordance with duty. So the act of not returning the money has no moral worth and i s morally wrong.   Ã‚  Ã‚  Ã‚  Ã‚  There are two different types of imperatives, according to Kant, hypothetical imperative and categorical imperative.  ¡Ã‚ °an imperative is simply a form of statement that tells us to do something ¡Ã‚ ±. Hypothetical imperative is conditional and represents an action that is good and necessary as a means to further results. It can be expressed as  ¡Ã‚ °if I want to  ¡Ã‚ ­, then I ought to  ¡Ã‚ ­Ã‚ ¡Ã‚ ±. For example, if you don ¡Ã‚ ¯t want to get sick, then you ought to wash your hands carefully. kants moral theory :: essays research papers Kant ¡Ã‚ ¯s Moral Theory   Ã‚  Ã‚  Ã‚  Ã‚   I think Kant ¡Ã‚ ¯s Moral theory is one complement to the Utilitarianism because one deficit of Utilitarianism is it is sometimes impossible to foresee the consequences, and Kant brought up that  ¡Ã‚ °the consequences of our acts are not always in our control and things do not always turn out as we want ¡Ã‚ ±. However, he believed that we can control our motives, and the  ¡Ã‚ °motive to do what is right ¡Ã‚ ± gives an act its moral worth.   Ã‚  Ã‚  Ã‚  Ã‚  The second belief Kant holds is  ¡Ã‚ °people ought not to be used, but ought to be regarded as having the highest intrinsic value ¡Ã‚ ±. My understanding here is Kant believe that the intrinsic value of an act determines what is morally right or morally wrong. The intrinsic value always accompanies the act, for example, if A is intrinsic to B, then it is no accident that B exhibits A.   Ã‚  Ã‚  Ã‚  Ã‚  For actions to have moral worth,  ¡Ã‚ °good will ¡Ã‚ ± and good act (in accordance with duty) are required. Kant believed that the  ¡Ã‚ °good will ¡Ã‚ ± is the right motive. Good will is to will your maxim to be a universal law or universally valid and accepted.  ¡Ã‚ °Having a right intention is to do what is right (or what one believes to be right) just because it is right ¡Ã‚ ±. Kant believed that acts done from the motive of duty are the only ones with moral worth. For example, you borrow money from a friend, and your options, or maxims, are to either return the money, or not to return the money. To return money is of good will, and if you choose this to be your maxim, you are in accordance with duty. Not to return money, if put into a universal law, nobody ever returned the money, and everybody broke their promises, there would be no promises, and the act is not in accordance with duty. So the act of not returning the money has no moral worth and i s morally wrong.   Ã‚  Ã‚  Ã‚  Ã‚  There are two different types of imperatives, according to Kant, hypothetical imperative and categorical imperative.  ¡Ã‚ °an imperative is simply a form of statement that tells us to do something ¡Ã‚ ±. Hypothetical imperative is conditional and represents an action that is good and necessary as a means to further results. It can be expressed as  ¡Ã‚ °if I want to  ¡Ã‚ ­, then I ought to  ¡Ã‚ ­Ã‚ ¡Ã‚ ±. For example, if you don ¡Ã‚ ¯t want to get sick, then you ought to wash your hands carefully.

Smallpox in New England :: Colonial Diseases Native Americans Essays

Smallpox in New England The original New England Natives first felt the effects of Smallpox and other diseases during the first decade of the sixteenth century. This was shortly after John Cabot explored the coast in 1498. By 1504, constant fishing trips were being made by the French and Portuguese, which started the spread of disease. However, It wasn’t until the outbreak of 1616 and 1617, when huge numbers of natives were killed. Diseases like chicken Pox, cholera, the plague, tuberculosis, and many others were introduced to New England for the first time. For the most part, Europeans had become immune to these diseases over the years. The natives, on the other hand, were completely vulnerable. ¹ Native Americans were completely susceptible to contracting the disease, but they weren't the only victims. Twenty people died on the Mayflower as a result of smallpox. There was a smallpox outbreak in Plymouth Colony around 1633. Twenty people died including their only physician. This was the beginning of the colonial's struggle with the disease. Smallpox became distinguishable as the most destructive disease in New England in 1633. From this date forward, smallpox continued to plague New England. Captain John Oldham was considered the first Englishman to conduct explorations along the Connecticut River. After his trip north, there was a severe breakout of smallpox. Many Natives held him responsible for the thousands of deaths that spread from Maine to New York and up into Quebec. The truth of the matter is Henry Hudson and his followers had already begun spreading the disease into New England from above, in Canada. Quebec was established in 1608. The French found an oppurtunity to trade in nearby Ontario with both the Huron and Iroquois. This interaction led to a smallpox outbreak in the area between 1634 and 1640. ² In 1636, The Jesuits provided Hurons, Abenakis, and tribes of the St.

Resistance, Infections, and Defenses of Streptococcus pyogenes Essay

Resistance, Infections, and Defenses of Streptococcus pyogenes Streptococcus pyogenes was the bacteria that used to be the cause of numerous cases of human sicknesses and deaths. As our technology evolved and advanced, our perspective and understanding of this bacteria grew to a point that it is no longer a huge threat. The once blurry details became so clear that it came to the point of which we can identify, locate, and treat the bug accurately. After those many years of dedication and research, we finally saw exactly how the bacteria came about, entered our bodies, infected our cells, and tricked our immune system to attack itself. We also found out specific details on how the bacteria reproduce, survive in the wild, spread from host to host, and what drugs it was and is susceptible to. Streptococcus pyogenes (Todar, 2002) Streptococcus pyogenes is gram positive, facultative anaerobic, nonmotile coccus, typically 0.6-1.0 ÃŽ ¼m in diameter. The bacteria reproduce in chains and pairs. (Todar, 2002). It is also nonsporeforming and catalase-negative. Some older cultures may lose the gram positive identifications and occasionally there are â€Å"obligate anaerobes.† (Patterson, 2001). There are three different groups of streptococci: Beta-hemolysis which would result with clear surroundings on blood agar, Alpha-hemolysis which would result with red blood cells changing to a green appearance due to the reduction of hemoglobin in the red blood cells, and gamma-hemolytic which is not hemolytic. (Todar, 2002). To identify the bacteria, checking for hemolysis is not the best source of identification for streptococci because the age, species, and many other elements could affect the results. (Todar, 2002). Resistance, Infections, and†¦ 2 St... ...once hundred-percent fatal bacteria. There is no vaccine, but there is a cure. Sooner or later, our diagnostics and understanding of this great killer will come to the point that Streptococcus pyogenes is no longer a threat to our world. Bibliography Duckworth, D. Ph.D., Richard Crandall Ph.D. and Richard Rathe M.D. (1999, May). Streptococcal Infection*. University of Florida. July 29, 2005: http://medinfo.ufl.edu/year2/mmid/bms5300/bugs/strpyoge.html#AA2 Patterson, M. (2001, October). Streptococcus. The University of Texas Medical Branch. July 29, 2005: http://gsbs.utmb.edu/microbook/ch013.htm Todar, K. (2002, May). Streptococcus pyogenes. University of Wisconsin. July 29, 2005: http://www.bact.wisc.edu/Bact330/lecturespyo Fischetti Ph.D., V. (1995, June). The Streptococcus. The Rockfeller University. July 28, 2005: http://www.rockefeller.edu/vaf/strep.htm

The Name “Trifles” and Its Significance

The name Trifles and its significance John Wright was murdered in his bedroom; someone had took a rope and put it around his neck and strangled him. All the men, the sheriff, the country attorney, and the neighbor, thought his wife was the one killed him. This play is based on events that happened in the early 20th century. Susan Glaspell, the writer, uses the word trifles appropriately when naming this play, and she uses this play to establish that women were taken for granted.First, you can see the meaning of the word â€Å"trifles† and the reasons behind why it is an appropriate title. You can first start to figure out the word’s meaning shortly after the play begins. Mrs. Peters tells the men that Mrs. Wright is worried about her fruit jars breaking during the cold winter night. Mr. Peters, who is the sheriff, responses with, â€Å"Well, you can beat the woman! Held for murder and worryin’ about her preserves† (1369). Mr. Hale states, â€Å" Well, wom en are used to worrying over trifles† (1369). Mr. Hale and Mr.Peters refer to Mrs. Wright worrying about the fruit preserves as something of little importance compared to being held for murder. The County Attorney, George Henderson, judges Mrs. Wright of being a poor housekeeper when he tells everyone else, â€Å"Not much of a housekeeper, would you say ladies? † (1369). He is criticizing Mrs. Wright instead of thinking about how this small detail can help solve the investigation. The kitchen is considered to be a woman’s domain, so the men look everywhere else but there and the living room.The wives notice the quilt; Mrs. Hales mentions to Mrs. Peters,† †¦look at this sewing! All the rest of it has been so nice and even, And look at this! It’s all over the place! Why, it looks as if she didn’t know what she was about† (1371). The women worry over the small things around the house; the women are able to figure out the motive of why Mrs. Wright killed her husband, because of all the small, simple details they discovered. Trifles is an appropriate title, because it is the little things that are very sufficient.Finally, Susan Glaspell, the writer, uses the title to express her theme. This play was written in the early 20th century in a man dominated society. Women did not have a say when it came to important decisions. When Mr. Hale is telling the sheriff and the county attorney why he had stopped by that morning he states, â€Å"†¦I said to Harry that I didn’t know as what his wife wanted made much difference to John† (1367). Men made all the decisions and women were to be seen and not heard. Mrs. Hale found the bird in a box that was hidden in Mrs. Wright’s quilting basket.When they opened the box and found the bird, they noticed the bird’s neck was wrung. Mrs. Hale tells Mrs. Peters, â€Å" I wonder how it would seem never to have had children around. No, Wright wouldn’ t like the bird- a thing that sand. She used to sing. He killed that, too† (1373). Mrs. Hale came to the conclusion that Mr. Wright was abusive to his wife and that’s why she changed; this is the reason why she killed him. The county attorney tells Mrs. Peters, â€Å"For the matter a sheriff’s wife is married to the law. Every think of it that way†¦Ã¢â‚¬  (! 374). Mrs.Hale protects Mrs. Wright by taking the pretty box with the pretty bird inside. Mrs. Hale knows the difference between the law and justice. She gave justice to Mrs. Wright when no one else was going to. The title Trifles is an appropriate name for this play, because it’s the small, simple details that are the evidence for solving this murder. Susan Glaspell uses this play to show how women were treated in the early 20th century, and how the husbands took their wives for granted. She wanted justice for the women, and she makes an incredible argument in this play.

AIDS in World History

The epidemic of human immunodeficiency (HIV) virus causing acquired immune deficiency syndrome (AIDS) has transformed international history involving the emergence of social norms and stereotypes against Black races, homosexuals, and countries plagued by the disease (e.g. Africa, Thailand, etc.).Historically, the first convincing evidence of HIV virus and actual disease process of AIDS was found in the blood of an unknown man from Kinshasa, Africa in 1959 (Iliffe, 2007 p.311). Eventually, the infection reached the Western Nations initially in Los Angeles around June 1981 wherein a rare pulmonary Pneumocystis carinii was found infecting six cases with blood-borne HIV condition (Feigal, Levine and Biggar, 2000 p.1).By mid-1982, approximately 450 cases of HIV had been identified by CDC, and by the end of the year, an estimated case increase of 300 or more was received by the same organization (Finkel, 2007 p.89). The event marked the first AIDS epidemic creating a global stigma against races, demographics, countries and gender associated with the disease epidemiology (Parker and Aggleton, 2003).From 1982 to 1985, AIDS and HIV monitoring institutions were able to file an approximate 16,000 cases of HIV, while death toll caused by the disease had reached 8,100 for 1985 alone (Finkel, 2007 p.89). By the end of 2002, UNAIDS reported 42 million people with AIDS worldwide, while 25 million had already died of the infection (Porth, 2005 p.427).Due to the increasing number of infected population, AIDS had reshaped the world history by influencing the world’s views on countries, nations, and people responsible for the spread of the disease across the globe.I.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discussiona.  Ã‚  Ã‚   Epidemiology and its International ImpactAIDS epidemic has kept on growing in its exponential rates since its marked discovery in June, 1981. In United States, AIDS epidemic rose from the 1985 Centers for Disease Control (CDC) records of 5,600 to 82,764 in 1989, 816,000 by the end of 2000, and UNAIDS records of 3.5 million by the end of 2002 (Porth, 2005 p.428; Patterson, 2005 p.179).In an international perspective, global AIDS prevalence among adults from 15 to 49 years old has increased from approximately 8.5 million in 1990 to 38.6 million in 2005, while African AIDS prevalence trend among the similar demographics has increased as well from 1.3 million in 1985 to 25 million as of 2005 (UNAIDS, 2006).According to Steinbrook (2004), there are nine countries that have the most number of HIV-infected demographics, and eight of these are from sub-Saharan Africa totaling to approximately 12 million individuals with AIDS. The country and race of African people have been severely affected by the global stereotypes and trauma against AIDS.According to Iliffe (2007), convincing trace of HIV-1 transmission has been detected in chimpanzees exclusive to the region of Kinshasa, while the ten subtypes of HIV-1 have been foun d in an early epidemic only within the equatorial Africa, which consequently suggests the viral origin of AIDS (p.311).The increasing international stigma over sub-Saharan Africa has affected the global ethnicities of blacks, African American and African immigrants in every part of the world (Steinbrook, 2004).According to the review study of Valdiserri (2002), race and ethnic groups associated with the groups dramatically affected by AIDS infection have experienced negative attitudes, prejudice, judgment and discrimination from the social public.b.  Ã‚  Ã‚   Global Trend of AIDS EpidemicThe complex hallmark of AIDS in World History involves the rising trend of social stigma against AIDS epidemic and demographics associated with the disease epidemiology (Steinbrook, 2004).According to the review study of Valdiserri (2002), series of national interviews from 1990s to 2000 reveals that the 1 out of 5 individuals living in the study sample (n=5,600 American adults) possess negative a ttitudes against races associated and patients with AIDS.According to Perloff (2001), the increasing trend of AIDS epidemic triggered various social prejudice and negative attitudes against various groups of individuals across the world. In mainland South Africa, women and children who obtained HIV becomes the social projection of rejection, prejudice and discrimination brought by the global stigma towards AIDS (Brown, Macintyre and Trujilo, 2003).In United States, African American or Blacks have been viewed negatively after the American public harbor more stigmatizing attitudes from sub-Sahara’s reported HIV infection, while in Thailand, social hostility towards prostitutes (e.g. police harassment, discrimination, etc.) are increasing   consistently (Perloff, 2001 p.130).According to Armstrong-Dailey and Zarbock (2001), the common impact of AIDS stigma on a global perspective is the development of social ostracism among families or patients who contracted with AIDS (p.119) .According to the study of Sudha, Vijay and Lakshmi (2005), 51.13% of the sample (n=800) felt the need to publicly denounce the names of AIDS patients for the public to avoid them, while 73.75% of the families interviewed prefer to keep AIDS condition among family relatives only.Discrimination brought by the public and even medical practitioners becomes the by-product of the worldwide stigma stimulated by the exponential growth rate of AIDS (Perloff, 2001 p.130).c.  Ã‚  Ã‚   Impact of AIDS in Future GenerationWith the continuous rising trend of AIDS population worldwide, social stigma of the general public against the race, demographics and individuals associated with the disease epidemiology is likely to increase causing global negative attitudes, fear and prejudice against their population (Armstrong-Dailey and Zarbock, 2001 p.119).Contrary to the above predictions, the study of Blower, Schwartz and Mills (2003), public stigma against AIDS patient may reduce depending on the inc reasing health awareness of the public regarding HIV prevention and patient management.Meanwhile, Piot, Bartos and Ghys et al. (2001) have predicted that the immediate future implications of AIDS epidemic in high stakes countries (e.g. South Africa, Thailand, U.S, etc.) are (a) the increase in medical expenditures of the country (e.g. predicted 45% in South Africa, etc.), (b) decreased of life expectancy (e.g. 59 y/o down to 45 y/o by 2005 in South Africa, etc.), and (c) reduced economic efficiency of the country’s economy.II.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ConclusionFrom the localized outbreak of 1981 to the massive infection of 21st century, AIDS has dramatically affected the global trend of social perceptions and health care due to the global stigma caused by the exponential increases of AIDS epidemic.AIDS patients in globally known epidemic countries, such as South Africa, India, United States, Thailand, are predicted to suffer social ostracism wherein patien ts may fail to publicly seek AIDS medical treatment due to their fears of discrimination, persecution and inferior treatment.According to presented studies, the global effects of AIDS epidemic may increase the countries’ allocations for medical expenditures, and decrease the life expectancy of the general population.III.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ReferencesArmstrong-Dailey, A., & Zarbock, S. 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