Advancing Nursing Practice Current Role and Personal Learning

Advancing Nursing Practice Current Role and Personal Learning The idea of Advanced Nursing Practice (ANP) is reported to have commenced in the USA in the early parts of the 20th century (Mantzoukas, 2006) and its development has been well recorded in the literature (Ketefian, Redman, Hanucharurnkul, Masterson Neves, 2001; Furlong Smith, 2005). But lack of clear definitions for the concept, its scope of practice and standards has resulted in a great diversity in practice (Woods, 1999; Pearson Peels, 2002; Daly and Carnwell, 2003). Furlong and Smith (2005) identifies that several attempts have been made to conceptualise advanced nursing practice. This has resulted in some consensus on the core concepts that underpin ANP such as clinical autonomy, professional and clinical leadership, research capabilities, application of theory and research to practice and graduate level education requirement (Ketefian et al., 2001; Furlong Smith, 2005; Mantzoukas, 2006). Knowledge level, skill level and population of response model developed by Calkin (1984) and from novice to expert model by Benner (1984) are some of the models that were developed but none of these analysed contextual influences on advanced nursing practice. Manley (1997) developed a conceptual framework that describes four integrated sub roles (expert practitioner, educator, researcher and consultant); necessary skills and processes as well as contextual prerequisites for the advanced nurse practitioner to achieve outcomes strove for. This framework was developed from a model by Hamric (1989) and shares similarities in the four sub roles, some skills and processes. However, the framework by Manley (1997) establishes a relationship between the ANP role, its context and its outcomes, giving it an advantage over the models of Calkin, Benner and Hamric. It is worth stating, at this point, that the term ANP is not for a single role but for different advanced nursing roles such as nurse practitioners, certified nurse midwives, nurse anaesthetists and clinical nurse specialists (Ketefian et al., 2001) I have worked for one year as a general nurse (Nursing Officer rank) after completing my four-year nursing training in Ghana. My responsibilities include ensuring adequate nutrition and elimination, administering medication and reporting on patients response, allocating task based on skill of staff, supervising staff and students in the ward, and participating in ward rounds (GHS, 2005). Henry (2007) states that Ghanaian nurses have automatic promotion after every five years of service until they reach the rank of Principal Nursing Officer. It seems that this is changing. My experience is that, recently, higher education certificate as well as evidence of continuous professional and personal development is a requirement for certain roles in the nursing profession. Moreover, research, leadership and application of theory to practice are some of the advanced nursing skills that are not well developed in my current role. I have, therefore, enrolled in the MSc. Advanced Nursing course to develop these skills to advance my nursing practice. It appears that the four advanced nursing roles described by Ketefian et al. (2001) are present in Ghana, although the term ANP is not used. East and Arudo (2009) identifies that due to shortage of health personnel, nurses in sub-Saharan Africa perform certain roles and tasks that would be classified, in other countries, as advanced practice. Ghanaian nurses in these roles have some degree of clinical autonomy, especially in the district hospitals, but not necessarily a graduate level education. Instead, a post-basic diploma is required for some of them (nurse anaesthetist and clinical nurse specialist roles). Until recently, post-basic diploma was the qualification for medical assistants (similar to nurse practitioner role). Thus, ANP roles in Ghana developed as a result of shortage of health personnel and the health needs of the population. However, the roles are different from those in the UK and USA in areas such as research, professional and clinical leadership, academic qualifi cation, and clinical autonomy. Therefore, with the ANP conceptual framework of Manley (1997) as the focus, I hope to achieve the following objectives in advancing my practice: Develop a teaching package to slow progression of chronic kidney disease (CKD) among patients with diabetes Advance myself as a nurse educator and the other sub roles identified by Manley (1997) Develop leadership and effective change management skills Contribute to the professional development of my colleagues. The Project: Introduction and Rationale for Selection In advancing my nursing practice, my focus for this project is to develop a teaching package to slow progression of chronic kidney disease among patients with diabetes. Other patients at risk of developing kidney failure, including those with hypertension would also benefit from this project. The package would, also, be used among patients with stages 1 4 chronic kidney disease. In the final year of my nursing training, I had to submit a care study to the Nursing and Midwifery Council of Ghana. The patient I worked with had been diagnosed with type II diabetes. The care study required that I participate in the active management of the patient and present a report on that, as well as a literature review on the condition. I reflect on the entire process now and I realise that complications of diabetes were just mentioned to the patient, with no adequate information on how they can be prevented. This project is, therefore, anticipated to create awareness of chronic kidney disease as a major complication among patients with diabetes in Ghana and how to delay its progression, if not avoid it. My primary focus would be to develop a strategy that would reach out to all patients, including those with low literacy skills. This would advance the nursing care and health education given to such patients, thereby, delaying the need for dialysis (Thomas et al., 2008). Literature Review WHO (2002:11) defines chronic conditions as health problems that require ongoing management over a period of years or decades and has labelled them as the biggest challenge faced by the health sector in the 21st century. While the economic cost of managing chronic diseases is high, Suhrcke, Fahey McKee (2008) identify some strong economic arguments that may be made in support of the need for societies to invest in their (chronic diseases) management. They identify some primary benefits such as improved health (in terms of patients quantity and quality of life in years), long-term cost savings from complications avoided and workplace productivity experienced by patients and their employers. Nevertheless, preventing their occurrence is central in the general management of chronic conditions (Nolte McKee, 2008) and this is a responsibility for all, including governments, private sectors, healthcare systems and individuals (Novotny, 2008). Chronic Kidney Disease (CKD) is becoming a global pandemic (Mahon, 2006; Chen, Scott, Mattern, Mohini Nissenson, 2006; Clements Ashurst, 2006). The disease causes gradual decline in kidney function (Silvestri, 2002). It has been categorised into 5 stages according to the glomerular filtration rates (Johnson Usherwood, 2005) and the progression through these stages is influenced by several processes, mostly lifestyle-related (Riegersperger Sunder-Plassmann, 2007). Management of stage 5 (end stage) is either by dialysis or kidney transplant (Johnson Usherwood, 2005, Chen et al., 2006). Patients with CKD stages 4 and 5 experience other complications such as anaemia and metabolic acidosis that must, also, be managed efficiently (Silvestri, 2002; Murphy, Jenkins, McCann Sedgewick, 2008). This, in addition to dialysis, accounts for the reported higher costs of managing CKD (Gonzalez-Perez, Vale, Stearns, Wordsworth, 2005; Kaitelidou, Ziroyanis, Maniadakis, Liaropoulos, 2005). Presently, more than 23,000 adults in the UK undergo dialysis treatment as a result of kidney failure and this number is expected to increase yearly (World Kidney Day, 2009). Korle-Bu Teaching Hospital (Ghana) recorded 558 cases of CKD between January 2006 and July 2008 in the country (All Africa, 2009) and this may represent less than 30% of the total disease burden as the hospital serves a few regions in the country. Several studies have identified diabetes mellitus and hypertension as the major causes of CKD (Clements Ashurst, 2006; Rosenberg, Kalda, KasiuleviÄ ius Lember, 2008; Marchant, 2008; Stropp, 2008; Thomas, Bryar, Mankanjuola, 2008; Ulrich, 2009). Amoah, Owusu and Adjei (2002) report of little, but outdated, statistics on the prevalence of diabetes in Ghana. Another report is on the assumption that diabetes is uncommon in Ghana (ibid.). However, it appears that my clinical experience at KATH alone suggests otherwise to the latter. Amoah et al. (2002), again, report that data on diabetes in Ghana is unreliable and this is confirmed by incongruent data observed in the literature. For example, Abubakari and Bhopal (2008) report that prevalence of diabetes in Ghanaian adults (25years and above) was 6.3% in 1998 while the Ministry of Health, Ghana (2001 cited by Aikins, 2004) estimates diabetes in 4% of Ghanaians between 15 to 70 years. Notwithstanding, Aikins (2004) reports of incr ease in the prevalence rates of chronic illnesses in the country, and diabetes is no exception. Primary care management delays nephropathy and other complications of diabetes (Thomas et al., 2008). They add that there could be a lot of potential savings if the need for dialysis can be delayed, even if for a short period for a few patients. Since prevention reduces healthcare costs (Booth, Gordon, Carlson Hamilton, 2000), Ghana, not being a rich country (CIA, 2008) stands to benefit from such an approach. Chen et al. (2006), also, identify that delaying the progression of CKD improves clinical outcomes and moderates costs. Strategies to delay progression include good glycaemic control, blood pressure control, smoking cessation and other lifestyle modification (Nicholls, 2005; Clements Ashurst, 2006; Rosenberg et al., 2008). Patients knowledge on these factors may lead to a change in behaviour which, in turn, would yield positive outcomes in the management of their conditions. Health education is one of such strategies to achieve positive outcomes and prevent complications, especially if the method used is appropriate for the age group as well as their cultural background (Funnell et al., 2008). It is often used interchangeably with health promotion in the nursing literature and criticisms have been made on that (Whitehead). The argument has been that health promotion has shifted from preventing specific diseases or detecting risk groups towards health and well being of whole populations (Naidoo Will, 2000). Hitherto, health education remains central to health promotion (Whitehead, 2), and, because of the dominance of the medical model, health promotion is mostly equated to prevention of disease, through primary, secondary or tertiary prevention in clinical settings (Naidoo Wills, 2000). Secondary and tertiary prevention interventions prevent complications such as chronic nephropathy development in patients with diabetes and health education is one of such interventions (Rosenberg et al., 2008; Naidoo Wills, 2008). Diabetes is, predominantly, self-managed (Collins et al., 1994; Funnell Anderson, 2002), making education very necessary as it empowers the patients to take charge of their health behaviour and other factors that influence their health status (Piper, 2009). Whitehead (1) adds that health education focuses on lifestyle-related and behavioural change processes, making it an integral part of comprehensive diabetes care (type II education). The above implies that when patients with diabetes receive health education, it enhances their ability to collaborate with the effective management of the disease and, consequently, avoid its complications. However, very little knowledge on CKD as well as misunderstandings of illness and treatment has been reported (Jain, 2008; Holstrà ¶m Rosenqvist, 2005). Patients may not appreciate the role that lifestyle modification, in addition to pharmacological interventions, can play in effective management of diabetes. Since diabetes, usually, do not present any physical symptoms, patients tend to distance themselves from it and, as a result, ignore the education being provided because they do not feel ill (Holstrà ¶m Rosenqvist, 2005). Complexity of self-management of diabetes may also be a major contributor to the reported misunderstandings (Szromba, 2009). The primary concern then becomes who should educate these patients and what strategies should be used to achieve positive outcome s? Making time to educate patients and their families on everything that they need to know is seldom easy because of the busy schedules of nurses in the ward (Rankin Stallings, 2001). Yet, Hamric (1989) and Manley (1997) have documented the integration of health education into the roles of advanced nurse practitioners and Rankin Stallings (2001) have attested to this. Advanced nurse practitioners are able to draw on their knowledge and skills related to higher education as well as their expertise from practice to achieve positive outcomes in the clinical settings (Manley, 1997). Szromba (2009) suggests that alternative methods to the traditional lecture method of health education should be utilized to enhance self-care. Babcock and Miller (1994) suggest that discussion, demonstration, modelling, group activities and role playing are other teaching strategies that the health educator can employ. However, they add that consideration should be given to the strategy that best fits the obj ectives, content, the clients, the health educator and the reality of the learning situation. This underscores the importance of client needs assessment in health education. Literacy skills of the clients should, also, be taken into consideration during health education. This project is to be implemented in Ghana and WHO (2009) estimates an adult illiteracy rate of about 35% of the total population. The use of written materials may be a difficulty in such settings, especially as the literates may not understand the jargons used in health very well. Therefore, the health educator should ensure that materials are simplified so readers do not have difficulties in understanding the content. Rankin Stallings (2001) suggest that health educators should, therefore, focus information on the core of knowledge and skills that clients need to survive and cope with problems, teach the smallest amount possible, make points vivid, present information sequentially and allow patients to restate and demonstrate what has been learnt. They also suggest the strategic use of educational media such as flipcharts, photographs, drawings and videotapes to enhance understanding. Aims and Anticipated Outcome The primary focus of this project is to develop a teaching strategy to slow the progression of chronic kidney disease among patients with diabetes in Ghana. Consideration would be given to strategies that would reach out to and promote understanding among patients with low literacy skills. It is anticipated that when patients have enough information on their disease condition, they would collaborate with the healthcare team in the management of the condition. I hope to enhance my knowledge on the management of chronic kidney disease and my role as a nurse educator. This experience would, also, be transferred to my colleagues in Ghana and lead to general improvement in the management of chronic kidney disease in the hospital. This collaboration would, therefore, reduce complications of the disease and enhance patients quality of life. As has been identified by Thomas et al. (2008), when complications such as kidney failure and the need for dialysis is delayed for a short period among few patients, a lot of financial savings is made. Therefore, in addition to providing quality care for patients and enhancing their quality of life, this project would reduce the cost of managing complications of diabetes and chronic kidney disease in Ghana. The Professional and Organizational Context Komfo Anokye Teaching Hospital (KATH) is the second largest teaching hospital in Ghana, training many doctors, nurses and other paramedics in the Ashanti Region of Ghana. It is an autonomous service delivery agent under the Ministry of Health of Ghana (MOH, 2009a). In addition to training many of the health personnel in the Ashanti Region at KATH, many people within and outside the Ashanti Region seek healthcare there. As a result, provision of quality healthcare has always been the focus. An organisation that recognises the need for change, weighs costs and benefits, and plans for the change when the benefits outweigh the costs is ready for a change (Dalton Gottlieb, 2003). KATH is, therefore, ready for change because some of its employees are sent overseas or to other parts of the country, whenever there is the need for a new skill or knowledge to be gained, to bring about a positive change within the institution. This may be a factor that would facilitate my agenda to implement s ome changes within the institution upon my return to Ghana. However, Ghana, as a country is underdeveloped (CIA, 2008). Therefore, financial support, many a time, becomes a difficulty. Another challenge may be the fewer nursing staff. The Ministry of Health (2009b) estimates that there was a nurse-to-population ratio of 1:2024 in Ashanti Region and 1:1451 for the entire country in year 2007 while the WHO estimates that there are 9 nurses/midwives per 10,000 of the Ghanaian population (WHO, 2009xxxxx). Nevertheless, the desire to provide quality patient care and reduce healthcare costs, and dedication from the health personnel are factors that would supersede the anticipated obstacles to the implementation of this project.

Born worker †Raymond Run Character Essay

Born Worker is a short story that talks about a young man his name is Jose . Jose and his cousin Arnie came from different backgrounds . Jose was born to work . one day Arnie came to Jose and told him we must work together we must open a business doing odd jobs for people but what happens that Jose does all the work and Arnie just sit around . One day they were called to clean a pool for an old man his name is Mr.clemens as usual Arnie sit and Jose does all the work .But when the old man falls into the pool and cracks his head open Jose stays with him ( even thought Arnie wanted to ran away so he wouldn’t get into trouble). After what happened with Jose he realizes that he care about helping people unlike his cousin he cares about repetition . while also Raymond Run is a short story that talks about a girl named squeaky and a boy named Raymond squeaky is Raymond younger sister, squeaky is responsible to take care of he younger brother Raymond . Squeaky like running she run in lots of events and she always win . squeaky hates gretchel while also gretchel was her competitor, on the day of the race squeaky wins the race but she realizes that she can do many things other than racing . There are some differences and similarities between both stories, Born Worker and Raymond Run . The language in both stories were in the colloquial ( language is spoken day to day ) it was in colloquial so it can help the reader visualize squeaky as an African American girl and her attitude that was not acceptable for some people in Raymond Run story . While also in Born worker story the language was in colloquial so the reader can imagine the poor guy Jose and his miserable life , and how kind he is because he always care to do right thing unlike his cousin Arnie he cares about reputation . usually colloquial language are used in both stories so it make the characters seem real and make the story more to real life . The theme in the both stories were different in Raymond Run story the theme was don’t under estimate other so in â€Å"Raymond Run† story squeaky thought that Raymond cant run and he’s a special need but then she realizes that he can run so don’t underestimate others and in Born worker the theme was Responsibility and human obligation so in â€Å"Born Worker â€Å"story Jose was responsible of his family and he went work so he can get some money because he is in a poor class while also the theme in Born worker story was human obligation because Jose help Mr.clemens when he falls in the pool and his head cracked. In a conclusion I want to say that I learned many things from those two stories I learned to be responsible and we must not judge the book by its cover and I liked those stories because they make me learn new things and the make me more aware how people live and how people can do anything just to get money .

Medical advancements in World War Two Essay

World War II brought death and destruction upon the world. On the other hand, it also opened doors for pioneering developments that commonly occur during such situations of high adversity. Some of the most important advancements took place in the field of medicine when the world was embroiled in World War II. As Dr. Ralph Major states, â€Å"An army is a vast laboratory of medical research where disease and injuries are seen on a far larger scale than in peacetime. Many improvements in the treatment of infections have come from experiences on the battlefield† (Major 52). Devastation in the war left countless soldiers and civilians with life threatening injuries and diseases. This devastation and destruction, led to the innovation of the three most important medicines in history namely Penicillin, Blood plasma and Sulfanilamide. These three innovations in the field of medicine helped save thousands of soldiers in World War II and are considered to be the most important medical advancements in the war. â€Å"Penicillin fought for the soldier as bravely as the soldier fought for his country† (www.lib.niu.edu). Out of the three innovations in medicine during World War II, penicillin undoubtedly was the most important. Penicillin was invented by Dr. Alexander Fleming in 1928 and was crucial in saving lives of soldiers on D-Day where stockpiles of penicillin were gathered in depots of England and were on hand in time for the Allied invasion of Germany (Rowland 32) . Operation Overload was the pivotal point of World War II because that was when the Allies took the offensive and attacked the German stronghold of Normandy Beach. It was estimated that 3000 lives were saved on that day with the use of Penicillin and by the time the war ended that number turned out to be over two million (www.historylearningsite.co.uk). These figures clearly show how useful penicillin was during the period of the war. Penicillin however was first seen in action in the Battle of Britain where air raids by the Luftwaffe left many civilians and soldiers wounded and the doctors needed more effective ways to treat burns (www.lib.niu.edu). Penicillin was needed in large numbers as it was the only way Britain could save their soldiers and civilians. Penicillin was also the first broad spectrum antibiotic ever created. It was first broad spectrum antibiotic because it cured various diseases such as: â€Å"hemolytic, streptococcus, gonorrhea, syphilis and it was a wonderful antibiotic for wounds and burns†Ã‚  (www.historystudycenter.com). All these diseases could be cured with the use of penicillin and displays how penicillin outnumbered any other medical advancement during World War II in the number of diseases it cured. Soldiers also felt more confident having penicillin in their pockets as they knew that no disease could affect them as long as they had penicillin. This passionate bond could be observed through posters from World War II saying â€Å"Thanks to Penicillin†¦He Will Come Home!!† which was used as propaganda in an attempt to diminish the fear of going to war on the home front (www.mcatmaster.com). Penicillin had motivated civilians to get involved in the war effort and was rightly called the war’s ‘wonder drug’ (www.abc.net/au). Penicillin had motivated the medical industry to expand and an accidental discovery more than sixty years ago in the laboratory of Alexander Fleming helped save countless lives during World War II. Blood Plasma was also an important medical advancement during World War II as when war was raged in Europe, blood was needed for the wounded troops and plasma was used to transfer blood to the wounded soldiers. It was invented by Dr. Charles Drew in 1938; he discovered it by separating the plasma from the whole blood and then refrigerating them separately (home.att.net/steinert.htm). They could then be combined up to a week later for a blood transfusion (www.history.amedd/army). Blood plasma could replace whole blood and this discovery played a major role in World War II where many countries experienced extreme casualties with a lot of bleeding, resulting in the huge losses of blood. Plasma was used to transfer blood as it served to keep satisfactory blood pressure and supply critical proteins and globulins (antibodies) to the wounded soldiers (www.usaaf.net/wwii). There were many uses of Plasma on the battlefield and on the whole, it helped keep a proper balance in the body which ma kes it one of the best innovations in medical history. The pressing demand for blood on the battlefields led to Britain organizing the International Transfusion Association in 1940 which collected blood (people donated blood) and turned it into blood plasma. This program collected, processed and transported 14,500 units of plasma to the allied armies and it was all done within five months (home.att.net/wwii.htm). Dr. Drew was an important member of the group and his scientific research helped revolutionize blood plasma  transfusion so that blood plasma could readily be given to wounded soldiers on the battlefield, which dramatically improved opportunities to save lives. Blood plasma could also be dried which made it very easy to transport, pack, store and the soldiers could also carry it around in their pockets (www.history.amedd/army). As mentioned in the ‘United States office of war’ newsreel â€Å"Soldiers in Normandy got the best medical care science could offer and plasma cheated death in cases of many soldiers† (www.concise.britannica.com). Soldiers received the most modern medical treatments on D-day in Normandy beach and blood transfusion of soldiers was sometimes done just behind the fighting army lines. Planes carried almost a ton of Plasma on that day to the beach which helped save approximately 900 soldiers (www.concise.britannica.com). All these miracles had been performed by blood plasma during WWII which offered the victims of war a glimmer of hope and saved massive amounts of people at Normandy Beach, truly making it a panacea that improved several aspects of life. â€Å"The Nazis discovered it. The allies won the war with it†¦This incredible discovery was Sulpha† (www.asm.org). Sulpha drugs or Sulfanilamide greatly affected the mortality rates during World War II, especially for the Allies and helped save thousands of soldiers and many important people. One of them was Winston Churchill who was the British premier in 1943. He had caught a fatal disease called contracted pneumonia and was on the verge of death. His physician had to give him M + B 693 sulfanamide to cure him and â€Å"there is little doubt that the novel Sulfa drug defeated the pneumonia and probably saved his life† (www.asm.org). His recovery was very important to the Allies as that was the time they were making plans for D-Day in which Britain had a major role. Approximately 140,000 allied soldiers carried a package of Sulfa powder (Sulfanilamide) on D-Day in their medical pouches and they were also taught how to immediately sprinkle sulfa powder on any open wound to prevent infection (elibrary.bigchalk.com). This evidence illustrates how important sulfanilamide was to every soldier in the war and all the countries were quick to realize its importance. At an outbreak of Meningitis in the French Foreign Legion in Nigeria, while sulfanilamide was available, there was an eleven percent mortality rate. But after the supply was exhausted, mortality climbed up to seventy five percent (Margotta 58). The mortality rates in  World War II would have been much higher if it were not for sulfanilamide and this incident is a clear depiction of what would have happened. In the United States in the early thirty’s, about hundred thousand people died annually of pneumonia, blood poisoning and cerebrospinal meningitis. Gonorrhea had afflicted some twelve million Americans which became a serious issue for the United States government (www.pubs.acs/org). These numbers however, decreased dramatically by the early 1940’s and much of the credit goes to Gerhard Domagk and his team of chemists who developed the very first sulfa drugs that could treat the diseases (mentioned earlier) and also opened up the door to modern medicines (www.pubs.acs/org). Sulfa drugs preceded penicillin by almost ten years as they first developed in 1932, so â€Å"they carried the main therapeutic burden in both military and civilian medicine during the war† (elibrary.bigchalk.com). They also proved extraordinarily fruitful as starting points for new drugs or classes of drugs, both for bacterial infections and for a number of important non-infectious diseases. The initial breakthrough in the 1930’s of sulfa drugs research is the stem today in the current search for the effective treatments for AIDS making it a truly revolutionary antibiotic. So, therefore Penicillin, Blood Plasma and Sulfanilamide were considered the most important medical innovations during World War II because of the tremendous impact they had in the war and the countless number of lives they saved. All of the medical advancements in World War Two went on to benefit society after the war had ended. Whether such developments would have occurred at the same pace in peace time will never be known. But the one very interesting thing here is that, medical advancements take place at such a rapid pace mainly because of a major war and the problem of the great number of casualties due to a major war is solved by medicine. Therefore, war and medicine are fatal partners and are very closely related but are not the same thing, as war causes the problems and medicine solves them. Citations/ ReferencesBooksMargotta, Roberto. History of Medicine. Britain: Hamlyn, 1996. Major, Ralph Hermon. Fatal Partners: War and disease. 3rd. London: Doran &Company, 1941. Rowland, John. The Penicillin Man: The story of Alexander Fleming. EightImpression. London: Lutherworth Press, 1969. WebsitesDixon, Bernard. â€Å"Sulfa’s True Signicance.† 11 Nov 2006. 26 May 2007. Kiefer, David. â€Å"Miracle Medicines.† Today’s Chemist at Work. AmericanChemical Society. 26 May 2007. Kendrick, Douglas. â€Å"Plasma equipment and Packaging.† Medical department U.SArmy. 06 June 2006. 26 May 2007. Mailer, John. â€Å"Penicillin: Medicine’s Wartime.† Illinois Periodicals Online atNorthern Illinois University. Illinois Periodicals Online. 26 May 2007. Nanney, James. â€Å"Aeromedical Evacuation.† The U.S army Air Force In WWII. 26 May 2007. Steinert, David. â€Å"The History of WWII medicine.† World War II: Combat Medic. 04 May 2002. 26 May 2007. Torok, Dr. Simon. â€Å"Maker of the Miracle Mould.† Howard Florey: The story. 26 May 2007. Trueman, Chris. â€Å"Medicine and World War Two.† WWII. 26 May 2007. DatabasesRoff, Sue. â€Å"The Technology of healing: A century of Medicne.† History StudyCenter. 2003. Helicon. 26 May 2007†³Sulfa Drug.† eLibrary. 12 Jan 2005. Encyclopedia Britannica. 26 May 2007. Primary SourcesWorld War II Poster. â€Å"Thanks to Penicillin†¦ He Will Come Home!!†U.S. Office of War Information newsreel. â€Å"Penicillin and plasma save lives.†Normandy, June-July 1944. National Archives, Washington, D.C.

Machiavelli, Locke, And Marx - 1369 Words

Human reason has been one of the guiding principles in our society since the beginning of time and because action is preceded by thought, these two go hand in hand. Every choice we make is based on our thinking process, differentiating between what is good or bad, and contemplating cause and effect. Machiavelli, Locke, and Marx all have distinct conceptions of human nature, which has led to a variety of conclusions regarding the political structures of society that still have resonance today, which goes to show how much of an impact their theories have. Machiavelli’s interpretation of human nature was greatly shaped by his belief in God. In his writings, Machiavelli conceives that humans were given free will by God, and the choices made with such freedom established the innate flaws in humans. Based on that, he attributes the successes and failure of princes to their intrinsic weaknesses, and directs his writing towards those faults. His works are rooted in how personal attributes tend to affect the decisions one makes and focuses on the singular commanding force of power. Fixating on how the prince needs to draw people’s support, Machiavelli emphasizes the importance of doing what is best for the greater good. He proposed that working toward a selfish goal, instead of striving towards a better state, should warrant punishment. Machiavelli is a practical person and always thought of pragmatic ways to approach situations, applying to his notions regarding politics andShow MoreRelatedPhilosophers: Niccolo Machiavelli, J ohn Locke and Karl Marx885 Words   |  4 Pages With great ideas, comes and follows great change. Niccolo Machiavelli, John Locke and Karl Marx are renowned philosophers who paved way to the most prominent forms of government in the world. Through their literature they have created a huge wave of revolutionary ideas that exist in the several forms of government to this day. 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The principal rationalist, Niccolà ² MachiavelliRead MoreThe Communist Manifesto By Karl Marx And Friedrich Engels1746 Words   |  7 Pagesas how private property should be handled. John Locke wrote the Second Treatise on Government where his main issue concerns the relationship of people to their government and where the lines are drawn on what the government can do that is acceptable. Niccolo Machiavelli wrote The Prince, in which he argues that people are naturally immoral and will do what they can, whether good or bad, to maintain well-liked. In The Communist Manifesto by Karl Marx and Friedrich Engels, the main argument is thatRead MoreEssay about Reasoning of Human Nature1611 Words   |  7 PagesReasoning of Human Nature John Locke and Karl Marx have one thing in common, they both believe in human reasoning. Humans, they suppose, have the ability to be both rational and intellectual beings; they not only learn from those around them but also from their surroundings. 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In his most famous work, The Prince, Niccolà ³ Machiavelli discusses the ways in which to not only attain, but also retainRead MorePhilosopy: The Prince by Niccolo Machiavelli Essay1773 Words   |  8 Pageswhether abortion should be legal in its entirety or legal only for those who were impregnated without their own will. John Locke, Karl Marx, and Niccolo Machiavelli all introduce their own ideas that had the potential to revolutionize the history for mankind; Locke and Marx believe in a more equal society where the government exists ultimately to serve the commonwealth, but Machiavelli believes that humans are simpleminded creatures born to follow a strong leader by incorporating fear. Although thereRead MorePlato And Aristotle s Views On Political Philosophy Essay3649 Words   |  15 Pagesthinker, Machiavelli, in his book, The Prince, states about the nature of human. He asserted that good ruler sometimes has to learn to be not good to maintain the stability of state. Acc ording to him, man by nature is selfish, self centered and greedy. Man remains unsatisfied and aggressive. Machiavelli considers state as the highest association and citizens are not above law. The Prince is the absolute ruler of the state and should behave as a father of the nation. But the thought of Karl Marx about