How to Survive a Plague—HIV Education Video AssignmentThe documentary video you will view for part of this assignment covers the HIV epidemic from about the years 1987- 1996. It highlights the activism that led to the development of drug treatments to prolong life. It also shows personal stories of the activists. DISCLOSURE--you will see and hear the following: AIDS patients, homosexuals (sometimes engaged in kissing), cursing and other derogatory language and words, a protest inside of a church. Please suspend any judgments you have until after you see the entire video. The video does start loudly, but then settles down.1. FIRST, visit the Centers for Disease Control and Prevention website to find the following information.https://www.cdc.gov/hiv/default.html Search in the HIV Basics section. Answer in brief one sentence responses.List the ways HIV is transmitted (spread from person-to-person).List the prevention methods for these 5 categories—sexual transmission, IV drug use, mother-to-child transmission, protecting others when you’re HIV-positive, other prevention methods.What is PrEP vs. PEP? In what situations are these used?NOW, watch the video. Visit https://libguides.grossmont.edu/media/streaming-videos, click on the Swank database link at the right, log-in with your usual Grossmont-Cuyamaca info and search for the video How to Survive a Plague. Video length is 1hr 49min.2. List at least two of the activist organizations that were formed during this time period.3. What types of discrimination could HIV+ individuals face during the time period covered in the documentary? Make sure at least one example is related to the healthcare setting. 4. What are some of the symptoms of AIDS described in the documentary?5. Why did the activist movement develop around this issue?6. What was the first drug developed for treatment of HIV infection, and what was the cost of it?7. After the first drug, the most effective treatments came later in the form of protease inhibitors. How do the protease inhibitor drugs work to control the virus? 8. Was this documentary beneficial to view? In what ways was it, or wasn’t it beneficial?Thank you for your open mind and attention during this video!

Homo: The HumansDuring the Pliocene-Pleistocene transition the Homo genus appeared in the fossil record. The Homo genus is a a continuation of the Gracile Australopithecines. Like those that came before, Homo is an obligate biped, but unlike its precursors Homo displays a unique set of physical adaptations along with behaviors that make the genus unique among hominins. To begin with, Homo and all its eventual lineages display hunting behaviors along with the associated stone tools necessary to process meat. At the same time, the creation and dependence on stone tools and other cultural technologies is a function of the increase in brain size that begins with the onset of Homo.Hunting, the new Homo subsistence pattern, required not just a new kind of mind set to create new cultural technologies but at the same time required a specialized hand that would allow for better manipulation of objects while being capable of resisting the unique physical pressures associated with making tools. In addition, being able to run after prey became essential. The Homo genus was the first to display adaptations that allow for endurance running. The type of running that Homo becomes known for is not a type of running that allows us to be fast but rather it allows us to run for long distances at a pace which forces prey to undergo hyperthermia over the long run. Your task for this activity will be to compare and contrast the locomotor features of Australopithecus afarensis to Homo erectus. You will accomplish this by answering the following.Before you begin make sure view all relevant reading material so that you can give me informed opinions.What anatomical features makes it possible for Homo erectus to be a biped runner. Pick only one feature discussed in any of this week's material that allowed Homo erectus to be a biped runner. How is your chosen feature different from Australopithecus aferensis equivalent feature? Briefly explain the difference.Lastly, I would like you to briefly explain in your own words how endurance running would enhance the fitness of the Homo genus. RubricSome Rubric (5)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDescription of criterionStudent will pick only one feature in this week's material that allowed Homo erectus to be a biped runner.2.0 ptsFull MarksStudent focused on only one feature that allowed Homo erectus to be a biped runner.1.0 ptsNo DescriptionStudent did not focus on only one feature that allowed Homo erectus to be a biped runner.0.0 ptsNo MarksStudent did not answer the question2.0 ptsThis criterion is linked to a Learning OutcomeDescription of criterionHow is your chosen feature different from Australopithecus aferensis equivalent feature? Briefly explain the difference.3.0 ptsFull MarksStudent briefly compared their chosen bipedal running features with Australopithecus aferensis equivalent feature?1.0 ptsNo DescriptionStudent failed to compare their chosen bipedal running features with Australopithecus aferensis equivalent feature?0.0 ptsNo MarksStudent did not answer the question3.0 ptsThis criterion is linked to a Learning OutcomeDescription of criterionStudent briefly explained in their own words how endurance running would enhance the fitness of the Homo genus.4.0 ptsFull MarksStudent briefly explained in their own words how endurance running would enhance the fitness of the Homo genus.2.0 ptsNo DescriptionStudent failed to explain in their own words how endurance running would enhance the fitness of the Homo genus.0.0 ptsNo MarksStudent did not answer the question4.0 ptsThis criterion is linked to a Learning OutcomeNo DescriptionStudent will cite their information1.0 ptsFull MarksStudent cited their information.0.0 ptsNo MarksStudent did not cite their information.1.0 ptsTotal Points: 10.0I expect at least 90%.