The special candidate
The medical road.
The movie
It is by afternoon on the unknown date of winter 2004 when the writing of the book named the genius road begun. Economic formula was discussed at house z TCE TUT Soshanguve campus. The character of the university has a lot to do with the kind of subjects discussed by then. The challenges of change had a lot to do with the shapes and sizes of higher education.
A cup of Black coffee was refilled hourly from one necessary subject to the other. Complex questions kept on flowing from the students who surrounded us, Umbuso DOMINIC Buthelezi from kruger’s dorp and I. I was known as Rasvusi by then at the university and later known as the mad author after the writing of the splitting minds, in where by I wrote the document about myself and often called myself the mad author. Splitting minds continues to enjoy e better attention for reference on my student political activities and of which played a major role in the making of this book called the special medical candidate.
The question that I asked them those who continued to ask me questions, was, why our bank accounts are always empty? To me and according to my understanding by then and now, an empty bank account is a clear evidence of physical poverty. As much as I knew and knows that poverty and wealth is defined in many ways, depending on where you stand and how you understand, I’m of an opinion that an empty bank account symbolizes poverty unless if the money is there but the account holder don’t feel like saving it in his/her account. As students by then we surely depended on our bank accounts as a channel for receiving money from homes and thus the question of the empty bank account was of a significant character to us and those who were with us.
It is the aforementioned question that sparked the so called the genuine genius road, it is this endless road which I’m still in today in this unknown summer evening of 2011. I became a special medical candidate because even though I got no one to recognize my participation in the war against HIV and AIDS, I continued to participate as if I’m receiving a salary for my participation and as if I had greater audience whereas most of the scholars found this topic so much boring and complicated. My view being that, I think my medical approach is more parallel from the professional line. In essence my medical views are viewed as destructive ideals systematically chained towards destroying the medical profession. It is usually said that I disrespect the medical profession or else I’m inviting the attention of the ordinary men to these unspoken matters of the profession. The gross incompetence paraded by the medical profession over past years and going on without notice on the manner in which they are conducting their researches on how to handle or cure the HIV/AIDS challenge in the society. The profession is trying by all means to polish the problem of this disease in context as if it is just a minor thing. The profession and its officials are so proud that they can’t come publicly and declare their incompetence. There are valid reasons why they can’t do so, mostly known by them.
As students by then we made our own stories about how thing are in and out of our country. My understanding of HIV/AIDS by then was as follows:
The endless genuine genius road refers to this pamphlet, titled VUS’UMBUSO AIDS SCIENCE THEORY
This is the mile ahead from ordinary minds. Reference, have been thoroughly made from various world books. It is a complex theory that demand, your patience and dedication. It is also unthinkable that the people who are expected to carry out the experiments on this theory will find it easy to understand. The aspect of the intellectual strength seems to be highly required in order for you to comprehend its details. Knowledge of various aspects of life is also expected. After a long time of expectations and pain, we decided to raise a vote of no confidence to our medical section. It then became necessary for us to engage ourselves into a quest that might never end. We have learned that it is better to graduate our minds first before we can wait for someone to graduate our body. The establishment of an endless genuine genius road became a challenge to our minds. We created a mind activating instrument in the form of a strange text of this nature, a text that always persuaded us to surrender our minds to these blank zones. An instrument that is capable of recharging our minds, whenever it got out of universal energy. This theory, consist of the unfamiliar picture of the world that we leave in.
It will never be possible for you to see the full picture of this world until you can be able to get your mind out of it. Most of the bad things that we do in our daily life, at times produce good fruits in our future. At times the good things that we do in our daily lives produce bad things without our intentions. We as the human race continually strive to preserve and sustain our existence, as individuals or groups. Our means and ways produce a unique and complex world which also become challenging for us to survive on. Individual trauma may create trauma to the nations, whilst at times the trauma of the nations may creates trauma to an individual. All human values (politics, economics, social and religious elements)
All the above contribute much in the completeness of the picture of our world and its complexities. We became naturally propelled and mentally compelled to sink to these in depth of our minds. This text will make you to know what you are going to do at your laboratories, courts, parliaments and in public arenas. Many are the doctors and medical technologists but few are the inventors of medicine. The more medicines they mix is the more diseases we experience. The more laws they make is the more crime is committed. At times the more speeches they make in parliaments the more the citizens don’t understand them. This text…
The following are the elements of the human structure:
The intellectual standard and intellectual grades,
Intellectual grade and economics,
Economic capacity and the human age,
Human age and his invention value,
His inventory value and the economic value,
Economic value and the individual contribution,
Intellectual capacity and the population dynamics,
Population and the health status,
The first, second and the third world
You should study the diagram or the table or the annexed graph in order to understand the above mentioned elements. We then found it necessary to outline the contents of these elements with relation to our findings.
THE INTELLECTUAL STANDARDS V/S THE INTELLECTUAL GRADES
According to VUS’UMBUSO’S AIDS PREVENTION THEORY,
The world as large together, with its various educational systems contribute much in the means and attempts of managing any kind of a deadly disease and of which AIDS is a relevant example. As South Africans, we as the concerned bonafide citizens have used our educational system as a state of departure when it comes to the illustration of the intellectual gap between the first, second and the third world. South Africa as a third world state have created an educational system that is structured in standards and o which it is not clear as to how its intellectual grading is internationally rated unless one can compare it with the other educational systems of the world. Twelve years is the minimum number which a pupil is subjected to in order to complete his/her secondary education, from standard 1-12. If we add six years which a pupil must have before beginning schooling already the child have reached puberty stage. According to our educational system, the pupil concentrate on alphabets and vowel from grade one to three in three year time. From grade four to grade six the pupil struggle to construct meaningful sentences in English which continually and constantly remain being a barrier to the academic progress of an African child. Then from grade seven to grade nine, the pupil faces a mental bombardment crisis of defining strange and traumatizing concepts. Some even decide to leave school at the early age of 14 whilst frustrated by a sensitive human stage of puberty. Those who patiently proceeds schooling from grade ten to twelve are also confined in a pool of a complicated scientific contents, which are raw minds of highly intellectual authors and mainly authors from the first world . by then they are also having the own personal quests around the aspects and the features of puberty at the age of seventeen, which is also accompanied by the sensual adolescent stage. Then move to the college and universities for a period of four years. The freedom and independence that, the child gains during this early stage of adolescence turns, to over power his/her sexual relationship decision making ability. We have also learned out of this research that their adolescent stage usually last four years. We also learned to realize that this longtime spending educational system might end up contributing in delaying the talent search whilst changing the educational campuses into AIDS spreading mechanisms or instruments. This is mainly as a result of their intellectual capacity that fails to handle their human independence and challenges at the right time. Pupil begins to understand their puberty and adolescence stages after they have passed them. Along the way, lot of injustice seem to be created to the pupil by the large number of years, which have been spent and wasted, during their early educational levels which only concentrated on teaching them how to read and write. The publicity mechanisms of preventing AIDS seem to reach them at their adult stages after they have already unconsciously involved themselves in sexual activities. Unnecessary social burdens thus flow out of their incompetence to handle their unthinkable financial responsibilities.
When we compared our educational system with the elementary educational systems of the first and the second world we have learned that the content of education at the early stages is concentrated on teaching children about their life outside of their classrooms such as communication skills, computation, character development also their home, neighborhood, community, state, nation and the world. They also focus on the development of the child’s social skills such as career, moral and sex. At their early educational grades teachers provide information that help prepare the children for puberty. We have also learned that their education have been compressed in order to achieve effective intellectual capacity that is equals to that of a capable adult at an early stage. It is thus we then realize that there is a vast intellectual gap between the first, second and the third worlds with relation to age.
This led us to a conclusion that the 17 year old person of the third world usually have got the intellectual capacity which is universally graded the same as the intellectual capacity of a 14 year old child of the second world. The same 17 year old year old person of the third world is also intellectually graded to a 12 year old child of the first world. In most cases the same 17 year old person of the third world is expected to be working the age of 22 after completion of his four year academic studies at the tertiary institutions, whereas the 14 year old child of the second world is expected to be working at the age of 18 after completion of his 3 year academic studies at tertiary institutions. At the same hand the same 12 year old child of the first world is expected to be working after completion of his 3 year academic studies at the age of 16. The second world educational system compared to the third world, have compressed their education by dividing twelve grades by three which is equal to four grades. Whereas the first world’s educational system is compressed by dividing the second world grades by two. This intellectual capacity gap truly need to be taken into account when the human race is in this kind of a process of managing a deadly disease like AIDs which is capable of speedily spreading world wide.
The intellectual grades v/s economics
The first world is always ahead by 11 years to the third world’s economic production with relation to their intellectual gap. It thus informs us that each year represents R1.00 according to the South African currency which is 11 pounds (11 years) in first world. The second world is always five and half year behind the first world, due to the intellectual gap which in turn makes the currency of the second world to be five and half, for example, American Dollars and of which reflect five and half pounds in the first world.
Economics capacity v/s human age
The aspects of age contribute much in a person’s economic production of the state, which simply mean that a young person at the first world contribute 11 pounds in an hour based on his age and intellectual capacity. Whereas a second world person contributes 7 dollars per hour and, still that is based on his age and intellectual capacity. The third world person then contribute 1 rand even less, actually based on his age and intellectual capacity to produce universal standardized intellectual goods which weigh universal economic value.
Human age v/s invention value
The third world person then attempt invention at the age of 28 because of his 11 years intellectual gap between him and the first world person. when we divide 11 by two, we got five and half added to a second world 14 year old child, which give us 19 and half years. The same 19 and half years is the age in which the second world person attempt or successfully complete an inventory task. Still when you round up five and half years into 6 divide by 2=3 added to 12 years child gives us 15 years which is enough to make a 15 year old child in the first world to complete a universal standardized intellectual inventory task which also weigh a universal economic value that contribute 100% to the economy of the state.
Invention value v/s economic value
It is explicit that the intellectual gap will automatically impact the same as the age gap between the first, second and the third world. For example, the person who is the product of the third world educational system is usually producing inventory goods which are equal to the intellectual capacity of the third world still contributing the same economic value to the state.
Population dynamics v/s health status
Population dynamics contribute much in the negative and positive developments in the economic production. The aspect of child grant and pensioner’s grants is also rated to that of the AIDS grant. When 4 children are usually born in the third world, two children are born at the second world and one child born in the first world. All these factual elements of the population statistics must be taken into account when funding the management of a deadly disease such as AIDS, which can speedily spread in densely populated areas. The higher educational funding student assistance is also one of the factors which cannot be merely ignored during the process of managing a deadly disease. Mind you, the state at that same moment it continually concludes financial contracts in the form of student loans and bursaries with the students who are also threatened by the same deadly disease. The risk becomes high and that still continue to weaken the state’s economic power in its process of managing the aforesaid disease.
It is so unthinkable that the students who are funded can manage to return the whole amount to the state. Funding the persons who are also victimized by a deadly disease sound more traumatizing to the funding program directors unless they are not conscious of the implications of such contracts.
The third world v/s AIDS
WE THEREFORE SUBMIT THAT THE EDUCATIONAL SYSTEM IS THE MAJOR PROBLEM. IT MUST BE RESTRUCTURED OR COMPRESSED BY MEANS OF REFINING THE OLD DOCUMENTS INTO SUMMARIES. THIS WILL THEN ASSIST IN MAKING SURE THAT THE STUDENTS FINISH LEARNING LIFE BEFORE LIVING IT. THE INTELLECTUAL CAPACITY WILL BE BOLDLY DEVELOPED DURING THE EARLY STAGE TOO. RESTRUCTURING OF THE EDUCATIONAL SYSTEM MUST NOT BE REDUCED TO AN INFERIOR DEFINITION ON CONVERTING THE NAMES OF THE BOOKS WITHOUT CHANGING THE STRUCTURE OF THE CONTENTS. YOU SHOULD ALSO BE ADVISED NEITHER TO CHANGE THE NAMES OF THE SCHOOLS WITHOUT CHANGING THE LEARNING CONDITIONS. THE IMPLEMENTATION OF VUS’UMBUSO THEORY WILL HELP YOU TO HAVE A WIDER MEANING OF A DEADLY DISEASE AND WAYS OF MANAGING IT. IT WILL ALSO HELP TO REDUCE THE SPREAD OF AIDS BY ONE PERSON OUT OF ELEVEN EACH YEAR. ECONOMY/CURRENCY WILL GAIN ONE UNIT/R1.00 PER YEAR. THE EARLIER THE INTELLECTUAL CAPACITY, THE EARLIER WILL BE THE PERSON’S ECONOMIC PRODUCTION AND THUS THE THE MEANS OF PREVENTING THE SPREAD OF A DEADLY DISEASE. IT WILL ALSO ALLOW THE THIRD WORLD TO INVOLVE ITSELF IN HIGHLY SOPHISTICATED SCIENTIFIC RESEARCHES AND INVENTIONS AS EARLY AS POSSIBLE. LOW INTELLECTUAL CAPACITY, INADEQUATE MEDICAL ACCESS, POOR SHELTER AND LACK OF INFORMATION, ALSO HEALTHY DIET CAN PRODUCE VARIOUS DISEASES UNLIKE AIDS AND IN DENSELY POPULATED AREAS AT TIMES DEADLY DISEASES STRONGER THAN AIDS
THE NEGATIVE IMPACT OF THE AIDS RELATED RESEARCHES IN THE THIRD WORLD, CREATES tensions and unbearable circumstances. One should also note that AIDS prevention and unemployment are the most and equal challenging problems which compete at the same track for the same interests. The sufficient educational reformation or restructuring is the only way to stop the spread of AIDS in 20 years time.
Revelations
Revelation chapter 13:18 have contributed directly in the completeness of Vus’Umbuso’s theory of AIDS
We have been influenced by this hide and seek question of the mark of the beast (666).
Then we found it challenging to us to create a thin inroad into the blank zone. This should stands as a formula to get the answer to the question. We have strove to keep this formula for generations to come (posterity).
For this endless genuine genius road belongs to them.
A calculator must be at hand now
22 should stand for the age which a third world person is expected to start working plus 18 stand for the age which a second world person is expected to start working plus 16 which is the age which the first world person is expected to start working= 56 multiplied by 6 which is the sum of the second and the first educational grades= 336 multiplied by 2 which stand for the sum of the first and second world = 672 minus 6 which stands for the six grades which are compressed into 1 grade in the first world= 666 divide by 3 which stands for the number of the worlds that we have in one world= 222 divided by 2 which stands for the first and the second supreme worlds= 111
666= pounds
222= dollars
111= rands
Then we began to search for the name of the person by means of writing down all the words which are comprised of six letters.
6 6 6
DEADL(Y) IMMUN(E) CRISI(S)
Y E S
Then we took out each of the above words’ last letters.
YES to us meant that the answer that we got above in our calculation was correct then we patiently changed YES into numbers and of which Y = 25, E= 5, S= 15.then it was 25515
2 5 5 1 5
B E E A E
We the decided to use this abbreviation as our direction to locate the name of a person and then we assumed that it stands for, BRITON EUROPEAN ENGLICAN ANGLO EMPIRE
GOD BLESSED AFRICA
As a special candidate I formulated a lengthy conversation with the medical profession together with the heads of governments but neither got any attention or response. An imaginary seminar comprised of ordinary persons is formulated in where by the letter to the president is formulated and written as if is a general understanding of any ordinary person. The scientific aspect of the content of these documents is not of major importance herein but the mental state of the person who is directly involved in formulating them. I as the writer and an imaginary ordinary medical researcher have undergone some personal clashes and several arguments with medical academics and persons of other professions whilst trying to express my views in terms of the manner in which the spread of AIDS is being handled. Those experiences which are accompanied by comedy and some strange ways of how the brain can think and its depth is what deserves to be granted exposure to illustrate the serious character of an ordinary person who is affected by the spread and the handling of AIDS. The wish of an ordinary man to be heard and the need for the governments to grant the ordinary persons an opportunity to speak and share their understanding, about what affect them most without giving much of a damn to their professorial credentials. The manner in which the special medical candidate criticized the medical profession is just an act of provocation aimed at creating a podium and a conversation between the ordinary and the medical profession. This movie is a mile stone indeed and it can’t be ignored, it deserves good actors.
Scene one
Act 1
Rasvusi went to buy bread in the morning when he came across one of his close friends who also passed Matric with flying colors.
Patrick= Hi man! A smile flowing out his small face and a sign of jubilation over clouding their eye contact as they hug each other
Rasvusi= after a sweet silent, absorbing the sense of moment and the beauty of reality, (a beautiful morning indeed, “actually it is a wonderful day”)
Pat= where to?
Rasvusi= well I’m going back home
Pat= I’m talking about where are you going to from here, which university are you thinking of?
Rasvusi= well I’m thinking of the university of Port Elizabeth?
Pat= but it is faraway from home why don’t you get something around Pretoria, univenda or turflooop?
Rasvusi= they say that University of Port Elizabeth is just a stone throw from the sea and so can you imagine, I mean the beauty of the sky there, the sea breeze away from these dry lands.
Pat= so what about your girl friend?
Rasvusi= well she is doing well but worried that I’m preparing to go.
Pat= I don’t even know where to start with mine, because I think that she will be so much hurt.
Rasvusi= well that is life my brother she is hurt or what this is it and nothing we can do.
Pat= what are you going to do by the sea?
Rasvusi= well I’m going to study law and, you?
Pat= that is perfect, I think B commercials, my dream is to work at the bank, furthering with banking.
Rasvusi= where?
Pat= I’m thinking of turfloop, I think is not that far from my girl friend.
Rasvusi= Well I understand…
Act two
Rasvusi is being taught how to cook for himself by his mother and he is so happy, his mother is trying to warn him of the girls and reminding him of the diseases out there.
Ras(Mom)= now that you are going to school , it is fine but please my son don’t forget that humbly girl…
(no response from Rasvusi)
The following day is the right night to say goodbye to friends and relatives.
Scene two
Rasvusi= at the university entrance, it is the University of the North (turfloop)
Pat is already a month settled there and he welcomed his friend.
Pat= and then what went wrong with the sea breeze my brother
Rasvusi= it is not real my brother, life is more real as you grow each an everyday it is better to be home than very far.
Pat= you are right , well let us stop mourning and make a turn at the bottle store for a brandy just to celebrate, at home we didn’t get a chance to celebrate.
Then Rasvusi meets Umbuso Buthelezi
Umbuso= where do you see yourself in five years to come?
Rasvusi= well, nature will direct me my brother.
Umbuso = you have the potential to be somewhere according to my observation
Rasvusi= I think that it will be best if I can register for another field after what I’m doing now
You are the director and the actor and viewer of this movie which is currently playing in your brains.
Enjoy the movie
