National High School Quilt programme - AIDS Memorial Quilt Conference (1995)

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[00:00:00] This audio comes from the collections of the New Zealand aids Memorial quilt. [00:00:07] Our next panel is a quilt display team that participated in the National High School quilt program nearby in a city called San Jose. they've traveled from Foothill High School today to be here, along with our National High School quote program coordinator, and she's the one who tries to keep track of all the zillions of schools and make sure they have a successful display. [00:00:41] It's an honor to be here and to listen to the last panel of educators. [00:00:48] I was struck by the similarity and a lot of your questions. [00:00:53] Even though we may have some more access here in the United States, we still have very similar issues to grapple with [00:01:02] the questions about how to get around parents, how to make parents involved, and how to access schools. We have those questions too. And that's something that [00:01:16] I work on daily. [00:01:19] I'm going to very briefly [00:01:24] give you an overview [00:01:27] of the program the nutshell of the program. Christina has told you a lot about the theory and and some of the activities that we do. [00:01:39] I'm going to describe the general outline of the high school program [00:01:43] in 15 minutes or less, a small feat for a program [00:01:49] that takes three months preparation and results in a two to five day display. [00:01:59] The basics structure of the program is meant to be a guide for the schools. [00:02:05] It leaves them enough flexibility to be creative. In designing a display that will be the right fit for the school, be it big or small, rural, or urban, culturally similar or diverse. [00:02:25] The overhead is in your hand books that are in your pack your conference binders. [00:02:34] It's a guide that we sent out to the school with their application. And it describes the breakdown of the team. [00:02:45] I'm going to briefly touch on each point of the team. [00:02:51] just emphasize that the most important part of this display is the student involvement in all aspects of it from the beginning, when they begin to plan to bring the quilt to their school. [00:03:10] Team leadership. [00:03:13] I'm always in constant contact with the staff team leader. [00:03:18] I work as a coach as well as the coordinator of the program. And I can help the team with ideas to maximize the effectiveness of the program can help problem solve and help them with logistical problems. [00:03:38] Ultimately, however, I end up learning more from the schools probably than they do from me. It's a reciprocal educational experience. [00:03:51] The staff team leader roles vary from school to school. [00:03:56] It is usually the person who initiated the application. [00:04:00] It could be the health teacher, the school nurse, the drama teacher, the social studies teacher. Even in one school, the principal Was this the staff team leader [00:04:17] because this program touches on so many topics, so many subjects, it can be used in so many topics in schools. Any staff team any staff team leader can be teacher from any part of the school. [00:04:34] recruiting students also depends very much on the school. [00:04:39] Some have used already existing peer educators. Some students that work on the quote display are part of student government. [00:04:51] When school we did this last semester had students from the gay lesbian bisexual and questioning group it's very rare that a school has such a group. But the school was able to some schools put out a call for volunteers and get a cross section of students from all different parts of the school. [00:05:14] The student and tech staff team leader work together to oversee the quote display team activities, obtain approval for the display. [00:05:25] Then they can send us panel requests and coordinate the rest of their team. We try to send them panels from their area panels of youth of women [00:05:42] panels that reflects the cultural diversity of the school. And if they know of somebody in their school community, we will try to send that panel if there is a panel. [00:05:56] Education, the next aspect of the team. [00:06:01] The Education team helps link the quilt display to the other prevention activities. We see the quilt as the focal point. And there should ideally be other HIV prevention activities happening during that week of displays. Some of the activities the schools have done include HIV positive speakers, community health educators, team theater, several schools I work with wrote and produced plays dealing with teens and AIDS. And I noticed that the students were very impacted by those productions. [00:06:44] Other things that schools have done are showing videos, reading writings [00:06:51] by people with HIV and AIDS, and art projects. [00:06:59] The other important aspect of the Education team is to review the names project education materials, which you have in your binder. [00:07:10] they distribute them to the teachers and ensure that they are used [00:07:17] briefly, the materials include the lesson guide, the education guide, student guides for each student that sees the quilt and videos, voices of the quilt, speak my name, and common threads. We also send the book of letters written by panel makers called upon us to remember and we send a signature square, which is a blank 12 by 12 that the schools can put their own logo on and the students can record their reactions and comments after seeing the quilt. We will put a signature square out after this that you can view from Foothill High School [00:08:06] lot logistics and security. The logistics team sets up the signature square and coordinates receiving and returning the quilt. [00:08:19] We provide the schools with a detailed installation guide. [00:08:26] You just want to say I get more questions about how to hang the quilt than anything else during a display. People are very nervous. [00:08:39] But when we finally talk about it, it turns out to be very [00:08:45] not such a problem. [00:08:48] We have had we have no problems at all was vandalize ation, or the quilt has not been hurt at all. Despite the fact that we do not accompany the quilt to the school. [00:09:03] The logistic team also monitors the quilt during the display. A lot of students can get involved in being security officers for the quilt. And that can be a real opportunity for students to be involved. [00:09:22] Quickly public relations [00:09:26] this team is responsible for publicizing the display. [00:09:32] recruiting volunteers to generate student and teacher interest and seeing the quilt [00:09:39] oftentimes will use students who work on the school newspaper or in journalism classes. [00:09:46] We send a press packet from the names project and help them publicize [00:09:54] panel making. [00:09:57] This team coordinates the process of making a panel either in class or out of class. They coordinate a public presentation and dedication of the new panels at the school, then the panels would be sent back to us. And eventually those panels would be part of high school quilt displays. [00:10:23] Panel making is one of the most significant activities related to the display. Students and staff coming together to make a panel can unite school community. [00:10:38] I'm going to turn this over now that you have a basic understanding of our team to a high school did a club display this last spring. I'm really excited that they're here and it will help you get a feeling for what happens at a school. After they talk. I'd like to open it for questions. You can ask them or myself. [00:11:04] Welcome them, and they will tell you about the display. [00:11:16] Thank you. Good afternoon. My name is Rena for letting I'm a high school teacher in San Jose about an hour from an hour to the south of San Francisco. [00:11:28] I come from the east side Union High School District which is a school district of 10. [00:11:34] High Schools. Foothill [00:11:37] High School today is the only school which brings a group of students to share their experience with you and the students and I feel honored to be in this position. And yet we also know that there are reasons, important reasons why we were chosen to speak here today. [00:12:00] Before I tell you about our personal experience with the quilt at the school, I want you to know a little bit about some of the statistics about our student body. [00:12:14] For your high school is a continuation High School. It's an alternative high school for students who are not having success [00:12:24] at the other 10 [00:12:26] schools in our school district. [00:12:30] The district [00:12:30] serves 22,000 students total. [00:12:35] But there are only 300 [00:12:36] students at Fort Hill. It's a very special environment for them. [00:12:43] 37% of our students are Hispanic [00:12:48] 25% [00:12:50] are Asian. [00:12:54] 20% are Caucasian. [00:13:00] 9% are Filipino or Pacific Islander. [00:13:06] 7% are African American, [00:13:12] and approximately 2% are Native American. [00:13:18] These statistics reflect the statistics of all of San Jose and California [00:13:30] in the neighborhoods where our schools reside where our students reside. [00:13:37] Poverty overlaps with a number of other factors. [00:13:45] These are a high frequency of adolescent births. [00:13:52] Late or no prenatal care [00:13:56] hi tuberculosis rates, [00:14:00] infant mortality [00:14:03] and high rates of sexually transmitted disease [00:14:09] as well as problems related to HIV and AIDS, [00:14:14] drug and alcohol or violence related crimes. [00:14:18] And hi hi hi high school dropout. [00:14:23] Over one third of the students at Foothill our team parents. [00:14:32] 45% of the student body has a history with juvenile probation [00:14:42] 50% of the pregnant teens at Foothill by self report [00:14:49] conceived while under the influence of alcohol or drugs [00:14:55] 85% percent [00:15:00] of our students report problems of drugs and alcohol. [00:15:05] And 90% of our students and their families [00:15:13] say that they need medical or social services. [00:15:22] As our school learns about family wellness, and as the families learn and the students learn about options for health and wellness, [00:15:35] the awareness of students and their families and therefore the larger community [00:15:45] increases and they begin to articulate their need [00:15:51] to ask for what their options are. [00:15:58] The aids the high school quilt project is one of the most powerful examples of an answer to those families questions. [00:16:13] Our project was part of all 10 of the schools in our district participated in the high school quilt project [00:16:23] and was coordinated by a central Coordinating Committee. [00:16:28] Today the students from Foothill [00:16:33] or just from one and the smallest of the schools in the east side district. And they will talk to you about the importance of their experience with the quilt. [00:16:44] at Foothill, we organized a three week [00:16:49] plan and program of events. [00:16:53] The first week was the introduction [00:16:57] to the quilt. Before in quilt came to our campus. [00:17:05] Asha just explained many of the activities and we drew from all of the activities that were suggested by the [00:17:12] by the [00:17:12] high school quilt program. [00:17:17] They included videos, photographs, and at our school, we developed a school wide lesson that was 90 minutes in duration [00:17:34] which all teachers presented to all students at the same time. [00:17:42] This served as an introduction to the quotes coming the next week. [00:17:49] Week two [00:17:52] was the quote display week, the the five days when the quote was actually at our campus. [00:18:01] The crowd was displayed with the help of students. [00:18:07] Classes visited the quilt at least twice. [00:18:14] We included a panel of speakers from our campus, [00:18:19] adult adults who had [00:18:20] had experiences with HIV or AIDS in their own lives. [00:18:29] These activities were designed [00:18:33] to build empathy and students. [00:18:38] Enter provide them with first hand experience [00:18:42] with people who had lived with AIDS and HIV. [00:18:47] During the third week, [00:18:50] we had our AIDS and HIV curriculum, which was developed [00:18:55] by medical professionals and social service professionals on our campus. [00:19:02] We also provide a counseling and support for students, because we found that the quote brought out a lot of emotion. And we wanted to be prepared to be able to handle that. [00:19:15] We also get plenty of time for follow up and closing activities. [00:19:23] The remarkable success of the quote project in our school was due to a number of factors which I will show you on overhead. [00:19:35] First of all, we planned ahead, that's what you're doing now. [00:19:41] We [00:19:42] had committees of staff members that looked at the curriculum provided by the quilt project. [00:19:49] The second step was that we involved everyone. [00:19:55] We divided [00:19:58] all of the activities into [00:20:00] tiny little pieces. [00:20:03] And we delegated them to many different people so that everyone could feel involved [00:20:11] all of the adults and all of the students on our campus. [00:20:15] The third step was that we took our time, [00:20:20] we [00:20:20] did not present all activities just when the quilt was on campus. We included a week before and a week after we went slowly with our educational program. I suggest that highly number four, get personal, the speakers who came to talk to our students, and the discussions that the students had were highly personal nature. And for that reason, for number five, you should expect emotion. [00:20:55] It means that what it means by getting personal is that's that people who are HIV positive, or who had family members or friends who had died of AIDS, [00:21:07] or who were ill with AIDS, [00:21:09] were able to speak with students [00:21:11] very clearly and openly and very honestly, about the intimacy of their experience in a very personal way, not in an abstract way, or in an academic way. Therefore we expected emotion and we got emotion. [00:21:31] Lots of mixed emotion on the part of the students. Number six. The quilt itself nurtures empathy, acceptance and love. And in our environment, that's what we also did. [00:21:51] Amai 919 95 [00:21:53] Hills High School in East Bay, California, we had a parents night. We are we all invited the parents of the students to come and visit our school. [00:22:07] At this parents night, we had a few of the quote panel [00:22:12] from the age quote in our library. [00:22:20] I took my parents there first, before I took them to any of my classrooms. It looks on their faces, were looks of compassion, and mostly looks of being very upset. [00:22:41] I knew what was going through their minds. How? [00:22:46] How could this one teeny little tiny little virus get into one person's body and spread [00:22:58] and kill this many people. [00:23:03] That's what was going through a lot of parents his mind. [00:23:10] Not only that, but how could it kill all those innocent children. [00:23:20] It could have been their children. [00:23:25] But thank God it wasn't. [00:23:29] But it could could have been. But it could be if they don't educate and put their foot down about protection in the 90s. [00:23:43] Not only in the 90s. But forever. [00:23:50] And they won't need to make a quote one day for their child. [00:23:57] The quotes mean was very compassionate, and carrying [00:24:07] thought that all those people cared enough for their loved ones, friends and family. [00:24:18] It was those people enough to take the risk and show their feelings to the public and to the world. [00:24:30] My feelings about AIDS is that I'm scared. [00:24:37] Scared for my life. And for my young community. [00:24:43] That's good. I'm scared. Because this whole aids project [00:24:50] has scared me into having safer sex, protecting myself and my loved ones. [00:24:58] From this deadly disease [00:25:03] and concentrating on a safe future for me and my future children. [00:25:12] The quote is life to me. It shows the life of all those people [00:25:19] and how they lived. [00:25:24] To me, they're all still alive, not just in our hearts. But in that quote. [00:25:33] And that quote, will never die. [00:25:38] I think is is the number one killer among America and the world. [00:25:46] But I'm not the only one who thinks that. [00:25:52] children, teenagers and adults die every day of this horrible death. [00:26:00] It's time the world, especially teenagers, to wake up and realize we have to protect ourselves. [00:26:12] We're doing it to ourselves. [00:26:17] We're spreading this disease. [00:26:20] And it's time for us to stop. [00:26:27] It's time for us to stop the death and the misery. [00:26:34] If we stop that will get life going again, for the children of our future for the future that we all want. Thank you. [00:27:04] Right, the quote to me, there's something important because it shows people AIDS awareness [00:27:19] shows people that HIV and AIDS is not stopping. [00:27:24] The clock continues to grow every day. [00:27:29] It's not stopping or slowing down. It's growing very rapidly. [00:27:36] And NyQuil makes people aware from all over the world, that HIV and AIDS is out there. [00:27:46] And the only way it's going to stop or slow down is every single individual gets educated [00:27:58] enough to know how you can get AIDS and how you can't. [00:28:06] And all the different ways to protect yourself against HIV or AIDS. And, [00:28:14] and a good way to start out is learning about the quilt. [00:28:21] The quote is what opened my eyes to hate. [00:28:27] When the quote came to our school, it was displayed in the library. [00:28:35] When I walked in the library, I was amazed to what I seen. [00:28:42] The thing that got my attention the most was a quote of a little girl, [00:28:51] maybe somewhere in between the age of two to five years old. [00:28:57] And by seeing that it made me realize [00:29:02] this could seriously happened to me. [00:29:06] Someone we begin to learn about this in class. [00:29:13] I was more focus. [00:29:20] I wanted to know more. [00:29:22] I want it to be educated more than the little I already knew. [00:29:30] And I just hope that everyone can have a chance to be educated for a better future. [00:29:36] For all of us. Thank you. [00:30:02] Good afternoon, everybody. [00:30:06] When I first seen the quilt, [00:30:11] I walked into my school library [00:30:16] in big letters, and the first panel I seen was a person with the exact same name as me. [00:30:28] It shocked me with amazement. [00:30:32] Her [00:30:34] happiness, and sadness. [00:30:39] The reason for my sadness [00:30:43] was because of all those panels [00:30:47] that went on for miles. [00:30:53] Which meant all of those thousands of panels. [00:31:00] Men, thousands of people who have died from AIDS. [00:31:09] My amazement was basically the size, [00:31:13] the time, [00:31:16] the effort [00:31:20] and all the love put into this gigantic quilt. [00:31:27] My overwhelming happiness [00:31:32] was because of all these people that will be remembered. [00:31:40] Because of one man who put all this together. [00:31:47] This quote gave these people's families [00:31:54] a chance to show their love [00:31:59] and her in a positive way. [00:32:05] It gave them a chance to say [00:32:10] remember me [00:32:12] and remember me in a good way. [00:32:15] And most of all, remember it does happen. [00:32:21] So remember to protect yourself. [00:32:27] Last of all [00:32:29] the reasons for my hurt [00:32:34] was for all those families and loved ones [00:32:41] who had to endure all the hurt [00:32:46] and pain. [00:32:50] The way they had to have someone they cared about live and die with eight. [00:33:00] It is a reality it hurt. [00:33:09] The feeling I got during our AIDS Awareness Week [00:33:17] was that all of this was a true hard hit on reality of AIDS. [00:33:28] It's dramatic effects on the people [00:33:34] who are living and dying or have died with AIDS. [00:33:41] And the friends and family [00:33:45] going through this with their loved one with AIDS. [00:33:52] One of the activities the many activities that participated in [00:34:01] was listening to a panel of speakers [00:34:07] who have AIDS or either had a loved one who has died from AIDS. [00:34:16] The panel of speakers had a very emotional effect on me. [00:34:24] A couple of people [00:34:27] had someone die for me it [00:34:33] were people that our staff at our school. [00:34:41] Mrs. Young, who is a staff at Foothill [00:34:50] and a very close acquaintance of mine. [00:34:56] Brother nice Kim, [00:35:01] who has AIDS to speak for us. [00:35:07] One person I could never imagine [00:35:13] to know someone with AIDS. [00:35:19] Kim had AIDS for several years [00:35:25] without knowing and became pregnant, [00:35:33] gave birth to a baby girl named Cheyenne. [00:35:41] Shanna was infected with AIDS since birth [00:35:49] was not found out till she was one and a half years old. [00:35:56] That was later when she became very sick with pneumonia, vomiting and fever. [00:36:04] That [00:36:04] is to when they found out her mother Kim had AIDS. [00:36:13] As Kim and Miss young continue to tell us [00:36:19] how [00:36:19] Shan's condition progress to the worst. [00:36:31] I felt the hurt as their eyes filled with tears and voices cracked. [00:36:45] I looked around the room and I could see that my other fellow students [00:36:57] we're teary eyed and felt the hurt this motherfucker for her daughter. [00:37:07] Mainly because most of the girls in their head, children also. [00:37:17] She continues to tell us for her daughter [00:37:24] became well and then sick again. [00:37:31] Finally, she got so ill. [00:37:36] They had to send her to Stanford hospital [00:37:43] where she would spend her last days. [00:37:49] One of Sharon's interns, the little girl [00:37:56] who had the night shift [00:38:00] took a liking to Cheyenne. [00:38:07] He knew how much she loved Barney and Cheetos [00:38:18] that every other night. [00:38:25] He would bring her Barney movie in a bag of Cheetos. [00:38:33] Cheyenne was starting to get very ill. [00:38:38] She had external and internal bleeding from her bottom. [00:38:45] Cheyenne only four years old soon died at Stanford hospital. [00:38:58] Sham was it took a dramatic effect on all of us [00:39:04] that we all decided to make a quote for her because she had have a [00:39:08] quote already. [00:39:14] So we are some circumstance participated. [00:39:21] And we made her [00:39:24] we bought it today. So [00:39:27] to present to the names project. [00:39:51] We also for Joe students. [00:39:56] We made a signature quilt. [00:40:00] I wrote a poem under dedicated to Cheyenne and all those who have died from AIDS. [00:40:05] And you guys could read it later over here. Oh, you must read it. Okay. [00:40:16] Okay. [00:40:19] In their eyes, I see them dying. [00:40:26] Deep inside, I felt like crying. [00:40:33] Life was too short for them to go. [00:40:41] Now their dreams will never know. [00:40:48] One precious thing they left behind [00:40:55] was for us to be careful and use our mind. Thank you. [00:41:35] We have time for a couple questions. [00:41:42] Yeah, we have time for a couple [00:42:06] wanted to thank them for coming and taking the time to come and to thank the teacher for teaching for showing you how to how to work with the students. [00:42:19] museum? [00:42:40] Yeah, yes. [00:42:49] Yeah, I did talk to my aunt and my uncle and my father, and friends to like, we'll just bring it up, you know, and we'll talk about it. And you know, we just talked about different and talk to them about the different ways you can get it. [00:43:09] I begged my parents to see the quilt in the library as I did when I went in there. And I showed my mom the quilt with my name [00:43:21] was kind of shocking for her. [00:43:28] And I think it both affected us a lot. Because at one time, there was time for us where she was dying of cancer, sort of kind of similar. [00:43:40] So that week was kind of hard for me because I knew how it felt to live or somebody that was dying of something like a disease or something like that. So we talked about it a lot. [00:43:57] Another question? [00:44:03] much. [00:44:16] And [00:44:24] the question [00:44:24] is, [00:44:26] how much before you saw the world? How much did you talk about AIDS with your parents and talk about sex with your parents, and just know that it's [00:44:34] really, I never really talked about it with my parents, all I really knew was to use a condom. And that's how my parents really ever told me. And I didn't really know all the different ways you could get AIDS and how you can't, I mostly just thought you get AIDS just by sleeping with the person that had AIDS without a condom. But after you know, the weight of the topic on AIDS, I don't like all the ways he could and it has made me feel more like I just feel more secure that I know the way I could get it. And I like the way count. And I know the different ways to protect myself. [00:45:16] I always talked to my parents about sex and AIDS and transmitted diseases. And because I was curious. And plus, I was, as I said before, I was scared because I didn't want to die of something that was so [00:45:35] cruel. [00:45:37] cruel, cool in that sense, but it's cool for for a young person, like my age like a teenager, because we have so much to live for in life. And if he dies, something like that. [00:45:51] It's just really sad because [00:45:55] you haven't lived life to the fullest. [00:46:02] Yes. [00:46:26] The question is, [00:46:28] were you asked before the quilt came? Do you want it to come? And the second part was how do you deal with? [00:46:42] Right, the feeling of Oh, it's another aids talk. It's another presentation. Oh, how boring. [00:46:53] Definitely different program. I'm from another program. And the program that we had is, we had a we had just had one week where we were discussing everything on the on the world, like the bombings and all that. And one of our week was one of the weeks that we had, [00:47:10] was to discuss. [00:47:14] Basically, it's awareness. And we were asked if we want to, we wanted to do it. [00:47:22] And [00:47:25] because some of us, it was harder for us to do that. [00:47:31] Like there was one activity we participated in that was had to do with that, that quote was, we wrote for card of the most important people in our life, for things we like to do the most, for prized possessions. And they said it was a really emotional activity. Actually, I don't want to believe it. But when I participated in it, a lot of the students participated, even though Did they say that it wasn't all that but they participated in it. And they told us the picture ourselves being a person with AIDS, [00:48:11] and picture ourselves in a safe place. [00:48:15] Where we felt safe all the time. [00:48:18] My safe place was in my room where I could talk to my mom. [00:48:24] And [00:48:26] slowly, they said that our disease was getting worse. So we had to take one of each of those things away most important things. [00:48:34] And so we we ended up with two people and two things we liked. And then they just came around. And they just took one without even asking us. They just took it. And I started to cry. And I was going to get emotional, I started to cry because [00:48:49] they took my mom and they left me what my son and I wanted to build my mom, because I know she'll go through my son's too young to understand. [00:48:58] So a lot, lot of the students got emotional, and they didn't say oh, I don't want to participate in that it with the teachers and have to ask us because then we knew, you know, it was it was really a mental deal, which is I can explain it the activity, which is so we tend to deal with it. So basically, we just saw a volunteer to do something we needed, we felt we needed to do [00:49:28] it [00:49:29] when [00:49:30] I'm sorry, hold on. [00:49:35] When we started the topic about AIDS, they did ask us if we wanted to call to come. And almost the people our class said yeah, that we didn't want it to come cuz I look interesting to do. And I never really heard nobody saying something about another aids talk or something. Because unless just something you know, you want to know, because you know, it's matter of life or death, and most people do want to know about it? [00:50:03] Well, the one that they said that they never really said nothing, they just kind of like you know, ignored it, I didn't really pay attention. And you know, [00:50:12] and I think most of the people, the students that maybe thought that way, when they went in, because I kind of thought the way to honor the stock when I got in there and I seen all those quotes. It just just hear me it was just like, God, this these are, these are each lives, their lives, I mean, the something you're not going to want to say on a stock, it's reality and make you think they should make you think more when I seen that, especially when I see my name up there. My name is not very common in my north and I was like, Oh my god, that was me. [00:50:49] One more question. [00:51:07] The question is that the prevailing attitude is that AIDS is a gay disease. And and the question is, did that change at all? Or how did that how was that at your school? [00:51:25] The question is that most people think of AIDS as a as a gay disease. That's where the question was asked from North Carolina. What to say the question again, Valjean, that from being from North Carolina. [00:51:41] Yeah. [00:51:49] Yeah. [00:51:52] A lot of the students in my program that I'm in, they didn't, I never heard anything like that. They never most of all the data was from like, people that share needles, like shooting up and from unprotected sex, unprotected sex, but I never heard them say anything about just gay people have it or think that we discuss that. But it wasn't like a big issue. Like people felt that strongly about it. And I think when they went in to see the quote, they see no, children there. I mean, it's not they are not they can see, you know, children to is not, it's not just certain people said it's happened to anybody, they could see that. And every time they went to see the quote, we always seen something different. In the same quote, we come back and we see something different in there. [00:52:40] When I was younger, I kind of thought like that, because growing up like, this was like an elementary, that's all you really heard about was like people talking about gays having aids and stuff. But then after as I got older, I got more educated, and knowing about what aids really was, and it's just like case, I get it, I started to know that anybody can really get it. [00:53:04] We have time for one. [00:53:05] Okay, go ahead. [00:53:17] Either on a screen. [00:53:19] In case you're wondering, for being here today, for me, [00:53:32] that touches my heart, [00:53:34] and this be fresh eyes. [00:53:41] It's [00:53:46] where the voices [00:53:56] about, about kids about, you know, the way they say about the reason why they don't protect themselves, they always have like little reasons. And like a reason is like, some reasons that I could think of is like, parts, like, you know, when they see the person, they're thinking, Oh, look at this person, you know, she looks nice, she looks like you know, she wouldn't have it. So you know, and, you know, they take Why, why stop in the middle, you know, having doing it and, you know, just to put a condom on, but then when you really realize, you know, it's just make it a natural thing, you know, make it natural, you know, just kind of make it natural, it'll be different. But, you know, when you meet a natural person, like, you know, like, if I wouldn't meet her, I would think, you know, I would look at them and talk to them over the phone stuff. I would think like, Oh, I don't think this person has agent on them. I wouldn't really be looking at that you see, but you shouldn't be thinking that that person has a dish just be a natural thing for you to do just use condom. You know? [00:54:53] What one last thing I want to say was the mother of Cheyenne little girl that died. She when she came the staff person that I was really close to you know, I never expected anything like that. I mean, she was so nice. And I never thought anything. Maybe because I had kind of a stereotype. Something like that. And they sat there when she they taught I mean, I can speak for everybody that was in the room. I just I was crying and I was I couldn't hold it in I was kind of embarrassed at first but I can hold it in because I know how it feels to lose somebody like I didn't lose her but for like losing that person. And after she got done speaking I went up there and I was always scared of to be next to somebody who had AIDS I was always wondering guys have AIDS. But now I think that I'm not scared of the person that has AIDS. I'm just scared to get AIDS and I got to protect myself. So after I went up there and it was just a natural reaction I went up there and I hugged the lady Kim and I hugged and I was crying and I made the staff Mr. Miss young I made her cry too. There's just a strong feeling I wasn't scared anymore. I don't know it was different after that experience, it felt good [00:56:07] inside [00:56:10] a lot of stereotypes a lot of stereotypes people have is like you know by you know people that look like they don't really have a people really mostly think most likely like um people that use drugs for people that you know have that have sex lot really have AIDS but then on you know, a person that may be a virgin has sex for the first time can get AIDS just once. So it only takes once you know, you know it's a lot of stereotypes, only people that you know, shoot needle drugs and have a lot of sex or people like to get AIDS because the first time a person has sex for the first time people use a needle Okay, get AIDS. [00:56:45] Thank you very much. Thank

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