Reflection on Nursing Communication Scenario

Reflection on Nursing Communication Scenario INTRODUCTION TO COMMUNICATION SKILLS Communication is a vital part of the nurses role. Theorists such as Peplau (1952), Rogers (1970) and King (1971) all emphasise therapeutic communication as a primary part of nursing and a major focus of nursing practice. Long (1992) further suggests that communication contains many components including presence, listening, perception, caring, disclosure, acceptance, empathy, authenticity and respect. Stuart and Sundeen (1991, p.127) warn that while communication can facilitate the development of a therapeutic relationship it can also create barriers between clients and colleagues. Within Healthcare, communication may be described as a transitional process that is dynamic and constantly changing (Hargie, Saunders and Dickenson, 1994, p.329). It primarily involves communication between the nurse and the patient. If the interaction is to be meaningful, information should be exchanged; this involves the nurse adopting a planned, holistic approach which eventually forms the basis of a therapeutic relationship. Fielding and Llewelyn (1987) contend that poor communication is the primary cause of complaints by patients. This is supported by Young (1995) who reports that one third of complaints to the Health Service Commissioner were related to communication with nursing staff. Studies by Boore (1979) and Devine and Cook (1983) demonstrate that good communication actually assisted the rate of patient recovery thus reducing hospital admission times. This suggests that good communication skills are cost effective. In this assignment, I have reflected on situations that have taken place during my clinical work experience. These situations have helped to develop and utilise my interpersonal skills, helping to maintain therapeutic relationships with patients. In this instance, I have used Gibbs (1988) reflective cycle as the framework for my reflection. Gibbs (1988) reflective cycle consists of six stages in nursing practice and learning from the experiences. Description of the situation that arose. Conclusion of what else would I could have done. Action plan is there so I can prepare if the situation rises again. Analysis of the feeling Evaluation of the experience Analysis to make sense of the experience My Reflective Cycle Baird and Winter (2005) illustrate the importance of reflective practice. They state that reflecting will help to generate knowledge and professional practice, increase ones ability to adapt to new situations, develop self esteem and greater job satisfaction. However, Siviter (2004) explains that reflection is about gaining self confidence, identifying ways to improve, learning from ones own mistakes and behaviour, looking at other peoples perspectives, being self aware and making future improvements by learning from the past. I have come to realise that it is important for me to improve and build therapeutic relationships with my patients by helping to establish a rapport through trust and mutual understanding, creating the special link between patient and nurse as described by Harkreader and Hogan (2004). Peplau (1952), cited in Harkreader and Hogan (2004), notes that good contact in therapeutic relationships builds trust as well as raising the patients self esteem, often leading t o the patients personal growth. Ruesh (1961), cited in Arnold and Boggs (2007), states that the purpose of therapeutic communication is to improve the patients ability to function. Therefore, in order to establish a therapeutic nurse/patient interaction, a nurse must possess certain qualities e.g. caring, sincerity, empathy and trustworthiness (Kathol, 2003) (P.33). These qualities can be expressed by promoting effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) defines interpersonal skills as the ability to communicate effectively. Chitty and Black (2007, p 218) mention that communication is the exchange of information, thoughts and ideas via simultaneous verbal and non verbal communication. They explain that while verbal communication relies on the spoken word, non-verbal communication is just as important, consisting of gestures, postures, facial expressions, plus the tone and level of volume of ones voice. Thus, my reflection i n this assignment is based on the development of therapeutic relationships between the nurse and patient using interpersonal skills. My reflection is about a particular patient, to whom, in order to maintain patient information confidentiality (NMC, 2004), I will refer to as Mr R. It concerns an event which took place when I was working on a surgical ward. Whilst there were male and female wards, female and male surgical patients were encouraged mingle. On this particular day, I noticed that one of the male patients was sitting alone on his bed. This was Mr R., a 64 year old gentleman who had been diagnosed with inoperable cancer of the pancreas, with a life expectancy of 18-24 months. He was unable to control his pain, and whilst some relief could be provided by chemotherapy, Mr R. had a good understanding of his condition and knew that there was no cure available. He was unable to walk by himself and always needed assistance even to stand up or sit down. Because of his mobility problems I offered to get him his cup of tea and I then sat with him as he was lonely. I would now like to discuss the feelings and thoughts I experienced at the time. Before I gave Mr R. his cup of tea, I approached him in a friendly manner and introduced myself; I tried to establish a good rapport with him because I wanted him to feel comfortable with me even though I was not a family member or relative. When I first asked Mr R. if I could get him a cup of tea, he looked at me and replied I have asked the girl for a cup of tea, I dont know where she is. I answered Well, I will see where she is and if I cant find her, I will gladly get one for you Mr R. In doing this, I demonstrated emphatic listening. According to Wold (2004, p 13), emphatic listening is about the willingness to understand the other person, not just judging by appearance. Then I touched MrR.s shoulders, kept talking and raised my tone a little because I was unsure of his reaction. At the same time, I used body language to communicate the action of drinking. I paused and repeated my actions, but this time I used some simple words which I though Mr R. would understand. Mr R. looked at me and nodded his head. As I was giving him his cup of tea, I maintained eye contact as I didnt want him to feel shy or embarrassed. Fortunately, using body language helped me to communicate with this gentleman. At the time I was worried that he would be unable to understand me since English is not my first language but I was able to communicate effectively with him by verbal and non-verbal means, using appropriate gestures and facial expressions. Body language and facial expressions are referred to as a non-verbal communication (Funnell et al. 2005 p.443). I kept thinking that I needed to improve my English in order for him to better understand and interpret my actions. I thought of the language barrier that could break verbal communication. Castledine (2002, p.923) mentions that the language barrier arises when individuals come from different social backgrounds or use slang or colloquial phrases in conversation. Luckily, when dealing with Mr R. the particular gestures and facial expressions I used helped him to understand that I was offering him assistance. The eye contact I maintained helped show my willingness to help him; it gave him reassurance and encouraged him to place his confidence in me. This is supported by Caris-Verhallen et al (1999) who mention that direct eye contact expresses a sense of interest in the other person and provides another form of communication. In my dealings with Mr R., I tried to communicate in the best and appropriate way possible in order to make him feel comfortable; as a result he placed his trust in me and was more co-operative. Evaluation In evaluating my actions, I feel that I behaved correctly since my actions gave Mr R. both the assistance he needed and provided him with some company. I was able to successfully develop the nurse-patient relationship. Although McCabe (2004, p-44) would describe this as task centred communication one of the key components missing in communication by nurses I feel that the situation involved both good patient and task centred communication. I feel that I treated Mr R. with empathy because he was unable to perform certain tasks himself due to his mobility problems and was now refusing chemotherapy. It was my duty to make sure he was comfortable and felt supported and reassured. My involvement in the nurse-patient relationship was not restricted to task centred communication but included a patient centred approach using basic techniques to provide warmth and empathy toward the patient. I found that I was able to improve my non-verbal communication skills in my dealings with Mr R. When he first mentioned having chemotherapy, he volunteered very little information, thus demonstrating the role of non-verbal communication. Caris-Verhallen et al (1999, p.809) state that the role of non-verbal communication becomes important when communicating with elderly people with incurable cancer (Hollman et al 2005, p.31) There are a number of effective ways to maximise communication with people, for example, by trying to gain the persons attention before speaking this makes one more visible and helps to prevent the person from feeling intimidated or under any kind of pressure; the use of sensitive touch can also make them feel more comfortable. I feel that the interaction with Mr R. had been beneficial to me in that it helped me to learn how to adapt my communication skills both verbally and non-verbally. I used body language to its full effect since the language barrier made verbal communication with Mr.R. difficult. I used simple sentences that Mr R. could easily understand in order to encourage his participation. Wold (2004, p.76) mention that gestures are a specific type of non-verbal communication intended to express ideas; they are useful for people who have limited verbal communication skills. I also used facial expressions to help encourage him to have chemotherapy treatment which might not cure his problem but would give him some relief and make him feel healthier. Facial expressions are the most expressive means of non-verbal communication but are also limited to certain cultural and age barriers (Wold 2004 p.76). My facial expressions were intended to encourage Mr R. to reconsider his decision with regard to chemotherapy treatment. Whilst I could not go into all the details about his treatment, I was able to advise him to complete his treatment in order to alleviate his symptoms. Analysis In order to analyse the situation, I aim to evaluate the important communication skills that enabled me to provide the best level of nursing care for Mr R. My dealings with Mr R. involved interpersonal communication i.e. communication between two people (Funnell et al 2005, p-438).I realised that non-verbal communication did help me considerably in providing Mr R. with appropriate nursing care even though he could only understand a few of the words I was speaking. I did notice that one of the problems that occurred with this style of communication was the language barrier but despite this I continued by using appropriate communication techniques to aid the conversation. Although it was quite difficult at first, the use of non verbal communication skills helped encourage him to speak and also allowed him to understand me. The situation showed me that Mr R. was able to respond when I asked him the question without me having to wait for an answer he was unable to give. Funnell et al (2005, p 438) point out that communication occurs when a person responds to the message received and assigns a meaning to it. Mr R. had indicated his agreement by nodding his head. Delaune and Ladner (2002, P-191) explain that this channel is one of the key components of communication techniques and processes, being used as a medium to send out messages. In addition Mr R. also gave me feedback by showing that he was able to understand the messages being conveyed by my body language, facial expression and eye contact. The channels of communication I used can therefore be classed as both visual and auditory. Delaune and Ladner (2002 p.191) state that feedback occurs when the sender receives information after the receiver reacts to the message, however Chitty and Black (2007, p.218) define feedback as a response to a message. I n this particular situation, I was the sender who conveyed the message to Mr R. and Mr R. was the receiver who agreed to talk about his chemotherapy treatment and allowed me to assist. Consequently I feel that my dealings with Mr R. involved the 5 key components of communication outlined by Delaune and Ladner (2002, p.191) i.e. senders, message, channel, receiver and feedback. Reflecting on this event allowed me to explore how communication skills play a key role in the nurse and patient relationship in the delivery of patient-focussed care. Whilst I was trying to assist Mr R. when he was attempting to walk, I realised that he needed time to adapt to the changes in his activities of daily living. I was also considering ways of successful and effective communication to ensure a good nursing outcome. I concluded that it was vital to establish a rapport with Mr R. to encourage him to participate in the exchange both verbally and non-verbally. This might then give him the confidence to communicate effectively with the other staff nurses; this might later prevent him from being neglected due to his age or his inability to understand the information given to him about his treatment and the benefits of that treatment. I have set out an action plan of clinical practice for future reference. If there were patients who needed help with feeding or with other procedures, I would ensure that I was well prepared to deal patients who werent able to communicate properly. This is because, as a nurse, it is my role to ensure that patients are provided with the best possible care. To achieve this, I need to be able to communicate effectively with patients in different situations and with patients who have differing needs. I need to communicate effectively as it is important to know what patients need most during there stay on the ward under my supervision. Whilst I have a lot of experience in this field of practice, communication remains a fundamental part of the nursing process which needs to be developed in nurse-patient relationships. Wood (2006, p.13) states that communication is the key to unlock the foundation of relationships. Good communication is essential if one is to get to know a patients individu al health status (Walsh, 2005, p.30). Active learning can also help to identify the existence of barriers to communication when interacting with patients. Active learning means listening without making judgements; I always try to listen to patients opinions or complaints since this gives me the opportunity to see the patients perspective (Arnold, 2007, p.201). On the other hand, it is crucial to avoid the barriers that occur in communication with the patients and be able to detect language barriers. This can be done by questioning patients about their health and by asking them if they need help in their daily activities. I set about overcoming such barriers by asking open-ended questions and interrupting when necessary to seek additional facts (Funnell et al, 2005, p.453). Walsh (2005, p.31) also points out that stereotyping and making assumptions about patients, by making judgements on first impressions and a lack of awareness of communication skills are the main barriers to good communication. I must not judge patients by making assumptions on my first impression but should go out of my way to make the patient feel valued as an individual. I should respect each patients fundamental values, beliefs, culture, and individual means of communication (Heath, 300, p.27). I should be able to know how to establish a rapport with each patient. Cellini (1998, p.49) suggests a number of ways in which this can be achieved, including making oneself visible to the patient, anticipating patients needs, being reliable, listening effectively; all these factors will give me guidelines to improve my communication skills. Another important factor to include in my action plan is the need to take into account any disabilities patients may have such as poor hearing, visual impairment or mental disability. This could help give the patient some control and allow them to make the best use of body language. Once I know that a patient has some form of disability, I will be able to prepare a course of action in advance, deciding on the most appropriate and effective means of communication. Heath (2000, p.28) mentions that communicating with patients who have an impairment requires a particular and certain type of skill and consideration. Nazarko (2004, p.9) suggests that one should not repeat oneself if the patient is unable to understand but rather try to rephrase what one is saying in terms they can understand e.g. try speaking a little more slowly when communicating with disabled people or the hard of hearing. Hearing problems are the most common disability amongst adults due to the ageing process (Schofield. 2002, p.21). In summary, my action plan will show how to establish a good rapport with the patient, by recognising what affects the patients ability to communicate well and how to avoid barriers to effective communication in the future. Conclusion In conclusion, I have outlined the reasons behind my choosing Gibbs (1988) reflective cycle as the framework of my reflection and have discussed the importance of reflection in nursing practice. I feel I have discussed each stage of the cycle, outlining my ability to develop therapeutic relationship by using interpersonal skills in my dealings with one particular patient. I feel that most parts of the reflective cycle (Gibbs 1988) can be applied to the situation on which I have reflected. Without the model of structured reflection I do not feel I would have had the confidence to consider the situation in any depth (Graham cited in Johns 1997 a, p.91-92) and I fear reflection would have been remained at a descriptive level. I have been able to apply the situation to theory; as Boud Keogh Walker (1985, p.19) explain that reflection in the context of learning is a generic term for those intellectual and effective activities whereby individuals engage to explore their experiences in ord er to lead to a better understanding and appreciation. Boyd Fales (1983, p.100) agree with this and state that reflective learning is the process of internally examining and exploring an issue of concern, trigged by an experience that creates and clarifies meaning in terms of self and which results in a changed conceptual perspective. However, I personally believe that the reflective process is merely based on each individuals own personality and beliefs as well as their attitude and approach to the life. Appendix Mr R., a 64 year old gentleman, was an inpatient on a surgical ward. Earlier that day his consultant had directly informed him that he had inoperable cancer of the pancreas with a life expectancy of 18-24 months. Some relief might be offered by chemotherapy, but there was no cure. Mr R. was understandably shocked, but had suspected the diagnosis. At that time he remained in the care of the specialist nurse. Later in the day, as I was passing through the ward, I notice Mr. R. alone on his bed. Prescriptive A prescriptive intervention seeks to direct the behaviour of the client, usually behaviour that is outside the client-practitioner relationship. My first intervention was to open the conversation and demonstrate warmth. I provided information myself and gave Mr R. the choice of staying on his own or engaging with me. By shaking Mr R.s hands I was attempting to provide reassurance and support as well as communicating warmth in order to reduce his anxiety and promote an effective nurse-patient relationship. Practitioner: Hello Mr. R, I am one of the nurses here this  morning with Dr. M. Is there anything I can get you or would you rather be on your own? (Shook hands). Mr. R: NO, I remember you from this morning, come and sit down. Ive asked the girl for a cup of tea, I dont know where shes got to. Practitioner: Well give me a minute and Ill bring you one in. Do you take sugar? Mr. R: I suppose I shouldnt, then why worry. Two please. Practitioner: (Returning with a cup of tea) Here we are, dont blame me if its horrible, I got it from the trolley. (I smiled at Mr.R. and tried to establish eye contact, then sat down in the chair next to him). Mr. R: Thanks, thats just what I need. 2. Informative An informative intervention seeks to impart knowledge, information and meaning to the patient. My intention was to reinforce the nurse-patient relationship by smiling and attempting to establish eye contact as well as using facial expressions to put the patient at ease and establish a good rapport. By making Mr. R a cup of tea it created a pleasant response in a time of crisis. Practitioner: Jane (specialist nurse) was here this morning, what did you think about what she had to say? Mr. R: Oh yes she was very nice, mind you Im an old hand at this, I looked after my wife when she had cancer. Mr. R: She was riddled with cancer, but we kept her at home and looked after her. She could make a cracking cup of tea (Mr.R. smiles) Practitioner: (smiles and nods) When did she pass away? 3. Confronting A confronting intervention seeks to raise the clients consciousness about limiting behaviour or attitudes of which they are relatively unaware. By meeting the patients needs at that time I felt the urge to continue to show a display of warmth and develop the relationship further. Mr. R: It will be two years next month that she died. Practitioner: You must miss her. Mr. R: Theres not a day goes by that I dont talk to her. Goodness knows what she would make of all this, its brought it all back. 4. Cathartic A cathartic intervention seeks to enable the client to discharge/react to a painful emotion primarily grief, fear and/or anger. Mr. R spoke emotively and angrily by using such words as riddled and cancer. He spoke loudly and angrily with congruent non-verbal cues. Practitioner: Has what youve been discussing with Jane reminded you of your wifes death? Mr. R: Yes, (patient covers his face with his hands). Practitioner: What is it about what youve heard that is worrying you, do you think you can tell me? 5. Catalytic A catalytic intervention seeks to elicit self-discovery, self direct living, learning and problem solving in the client. Mr. R had a broad scope in which to discuss any concerns he may have had, but his response only concerned his wife, not him as his wife was the one who suffered from cancer. Mr. R: (Pause) ..Im an old hand at this and I dont want any of that chemo. Practitioner: What is it about the chemotherapy you dont like? Mr. R: My wife had it and we went through hell. Practitioner: You went through hell Mr. R: The doctors made her have the chemo and she still died in agony. 6. Supportive A supportive intervention seeks to affirm worth and value of the clients person, qualities, attitudes and actions. It is done to encourage the client to say more and to explore the issue further. Support is provided by non-verbal means like giving warmth, supportive posture and maintaining eye contact. I wanted to convince Mr. R that I was interested in what he had to say and help him believe that he was worth listening to that his opinions really mattered. Practitioner: Do you think the same thing will happen to you? Mr. R: Yes, thats the one thing Im worried about. Practitioner: em, if Im honest with you chemotherapy treatment is not a subject I know a lot about. (Pause), would you like to see the specialist nurse again? She can go over things with you and explain your options. Mr. R Well if she doesnt mind, Im just not sure the chemo will be worth it. Learning outcomes From this experience, I have learned the importance of:- Practice in accordance with the NMC (2004) code of professional conduct, performance, when caring for adult patients including confidentially, informed consent, accountability, patient advocacy and a safe environment. Demonstrating fair and anti-discriminatory behaviour, acknowledging differences in the beliefs, spiritual and cultural practices of individuals. Understanding the rationale for undertaking and documenting, a comprehensive, systematic and accurate nursing assessment of physical, psychological, social and spiritual needs. Interpreting assessment data to prioritise interventions in evidence based plan of care. Discussing factors that will influence the effective working relationships between health and social care teams. Demonstrating the ability to critically reflect upon practice.

Representations of Gothic Power in Karl Freunds Mad Love :: essays research papers

Representations of Gothic Power in Karl Freund’s Mad Love (1935)   Ã‚  Ã‚  Ã‚  Ã‚  In Karl Freund’s 1935 film, Mad Love, many themes of Gothicism are addressed, such as the dichotomy of science and supernaturalism, the romance of suffering and the intrigue of insanity. However, one particular theme—power through means of superiority—is addressed in thorough detail. In defining this power, Freund specifically utilizes the motifs of sadism, helplessness, and human destruction. Dr. Gogol embodies these motifs as he attempts to win the love of Yvonne, not through courtship, but rather through the use of his self-assigned superiority. In staying true to the history of Gothic art, Dr. Gogol overestimates his supremacy, and ultimately loses his life as the victim of his own destruction.   Ã‚  Ã‚  Ã‚  Ã‚  Sadism, the most persistent aspect of power in the film, has been a significant feature of Gothic literature and art. As stated by the American critic Mark Edmundson, â€Å"you cannot have Gothic without a cruel hero-villain; without a cringing victim; and without a terrible place†¦in which the drama can unfold† (Davenport-Hines, 8). This description of sadism is witnessed in the character of Dr. Gogol, the only person capable of both saving and destroying the heroine, Yvonne Orlac. As the film opens, the audience is presented with an overt depiction of Dr. Gogol’s incessant passion for Yvonne in the Theater of Horrors. As Yvonne is being brutally tortured on the stage, Dr. Gogol watches intently from his private box, partially obscured by the dark curtain. This initial representation cues the audience to identify Dr. Gogol as a particularly sinister individual. After the play ends and Dr. Gogol is recognized as a regular attendee of the theater , it becomes clear that this performance and its leading actress constitute Dr. Gogol’s infatuation with sadistic pleasures.   Ã‚  Ã‚  Ã‚  Ã‚  After Stephen Orlac loses his hands, Dr. Gogol realizes his position of power over Yvonne. As such, he personally indulges in sadistic behavior by secretly transplanting the murderer’s hands onto Stephen’s body, and once realizing the dangerous potential of the new hands, he does nothing to stop it. Rather, he manically rejoices in his creation and eventually exploits his medical position by framing Stephen for murder. Not only is Dr. Gogol pleased with the destruction he has caused, he appears to also be aroused after admitting to himself that he has killed Stephen’s father. This overwhelming presence of sadism in Dr. Gogol’s obsession with Yvonne is employed not simply to win her love, but to exert an inescapable power over her.

John Brown, an Abolitionist

â€Å"All that is necessary for the triumph of evil is that good men do nothing. † – Edmund Burke Throughout the existence of slavery in America, white abolitionists have played a crucial role in the fight for the freedom of blacks. They all risked everything, and fueled by passion stepped outside of the societal norm to fight for those unable to fight. However, few white abolitionists caused as much controversy during their time as John Brown. Brown was an abolitionist who not only spoke out on his beliefs, but backed up them up with action.He was so contentious that he was able to be considered a hero and a terrorist at the same time. Although Brown’s actions were considered debatable, it can be agreed upon today that they were necessary. John Brown was born in 1800 into a deeply religious family with a father who was vigorously opposed to slavery. He went through many jobs including being a farmer, wool merchant, tanner, and land speculator, but was never fina ncially successful. He also traveled about the country living in places such as Ohio, Pennsylvania, Massachusetts, and New York all while managing to father a total of twenty children.However, his lack of money and his family life didn’t stop him for fighting for what he believed in; the abolition of slavery. Though Brown was most famously known for his raid on Harpers Ferry, his involvement in anti-slavery had begun long before. And although he was known for being violent, not all of his efforts and actions resulted in bloodshed. He began his fight for slavery quite peacefully by giving some of his own land to fugitive slaves. He then adopted and raised a black baby with his wife as his own child.Brown had also participated in the Underground Railroad, helping the hiding and movement of black slaves throughout the country. In 1847 Brown had met the famous black abolitionist Frederick Douglas who described brown as â€Å"though a white gentleman, [Brown] is in sympathy a bla ck man, and as deeply interested in our case as though his own soul had been pierced with the iron of slavery† (Africans in America). By 1849 Brown had moved into the black community of North Elba, New York, where the blacks referred to him as â€Å"a kind father to them† (Africans in America).Looking at Brown’s proceedings at this point, it’s hard to imagine how someone who fought for something so good could be considered by many to be so bad. However, as time went on and the fight for freedom in America grew more widespread, Brown’s controversial methods and violence began to develop. Brown’s move in 1855 to the Kansas territory with his five sons was when he started to gain his major significance as a figure in the antislavery fight. During this time there was a huge debate going on if Kansas was going to be a free of slave state due to its new entrance as a territory.Brown saw this as a massive opportunity, and arrived heavily armed, expl oding with passion, and ready to fight. Brown was involved in numerous scuffles and hostilities, but one act led by him plunged Bleeding Kansas into more violence. Incensed by the sacking of Lawrence in May 1856 by pro-slavery supporters and the failure of the free-state men to retaliate, Brown led a midnight raid on a group of slavery sympathizers at Pottawatomie Creek. The raiders killed five men, which sparked the Battle of Black Jack and the border war that raged across northeast Kansas in the summer of 1856.He had also led an attack the same year on a proslavery town and brutally killed five of its settlers. Now Brown was commonly known as an outlaw, due to his increasingly violent methods of protest. However, his next and final act, the raid of Harpers Ferry, would be the most notorious moment in Brown’s life. Brown had spent the summer of 1858 looking to raise money to fund his war against slavery. He wanted to create an â€Å"army† that he would lead on a grand â€Å"battle† (Reynolds). This army consisted of he and 21 other men, 5 blacks and 16 whites, and the battle was a raid on the federal arsenal at Harpers Ferry.On October 16, 1856 Brown and his men, heavily armed with rifles, attacked Harpers Ferry in West Virginia (at that time it was just Virginia). His plan was to seize the 100,000 muskets and rifles that were located in the armory and use them to arm the local slaves. From there, they would head south, gathering more and more slaves from plantations, and fighting in a manner of â€Å"self defense† (Reynolds). He had even asked Harriet Tubman to join him in the raid; however she was ill and unable to join him.Her participation would have been interesting, and perhaps tragic, as she was the escaped slave that founded the Underground Railway. John’s plan was that the slaves would revolt and battle against their masters. However, this plan would not succeed. The Raid at Harpers Ferry would be a beginning to the Civil War and an end for John Brown. The raid initially went well, they were able to capture the armory due it being guarded by a single watchmen. They then rounded up hostages from some local farms, one being the great grad nephew of George Washington, and spread the news to the local slaves.Unfortunately, Brown and his men soon found themselves surrounded by the U. S Marines led by Colonel Robert E. Lee and were commanded to surrender. Brown initially refused, stating â€Å"No, I prefer to die here† (New World Encyclopedia). Soon the power of the Marines was too much, Brown had become wounded, and he and the survivors of the raid became detained. Brown was taken to Charleston, Virginia where he was given a trial. Before hearing his sentence Brown was permitted to make an address to the court, where he tried to tell the people to look at slavery in a different way.He spoke of the terrible treatment of slaves, how they were essentially unpaid laborers, how families were torn apart and sold, the terrible housing conditions, and how they were beaten and raped. He told the nation â€Å"†¦I believe to have interfered as I have done,†¦ in behalf of his despised poor, was not wrong, but right. Now, if it be deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of millions in the slave country whose rights are disregarded by wicked, cruel, and unjust enactments, I submit: so let it be done† (Trial of John Brown).John Brown was found guilty and convicted of treason and on December 2, 1859 he was hanged. On his way to be hung at the gallows, Brown had slipped a note to a fellow prisoner that read â€Å"I, John Brown am now quite certain that the crimes of this guilty land: will never be purged away: but with Blood. I had as I know think: vainly flattered myself that without very much bloodshed; it might be done† (Brogan pg. 309). Not only was this a last word for Brown, but it eerily seemed to also be a prophetic forewarning of the soon-to-come Civil War.After his trial and death, the news had circulated all over of Brown’s life and death. The controversy ignited immediately, as if the country was covered in gasoline and Brown’s death was the match dropped upon it. He had even been coined the name â€Å"the ‘spark’ that caused the Civil War† (Frye). According to some, he was an abolitionist martyr, and had inspired many to keep fighting for freedom. But to others, he was a madman, murderer, and terrorist whose death brought about relief. Brown’s death had â€Å"hurled the country into conundrum† (Frye). So was he the liberator of Kansas or simply a crazed maniac?What made it such a tough topic was that even for those who supported antislavery, what he was fighting for seemed right but the way he went about it was questionable. The day after he was executed, Abraham Lincoln had said â€Å" old John Brown has been executed for treason against the state, we cannot object, even though he agreed with us in thinking slavery was wrong. That cannot excuse violence, bloodshed, and treason. It could avail him nothing that he might think right now† (Striner pg. 101). However he did have many influential people that considered him to be a hero.Upon the news of his death, William Lloyd Garrison had said â€Å"was John Brown justified in his attempt? Yes, if Washington was in his. † Louisa May Alcott had called Brown â€Å"St. John the Just† and worshiped him (Frye). When Harriet Tubman heard the news of his death, she â€Å"mourned the death of her friends in the raid, and continued to hold John Brown as her hero† (Lewis). Henry David Thoreau had stated â€Å"No man in America has ever stood up so persistently and effectively for the dignity of human nature†¦Is it not possible that an individual may be right and a government wrong†¦Are laws t o be enforced simply because they were made† (Frye).The controversy that Brown had caused didn’t just exist during his time. Only fifty years ago, in 1959 (the midst of the civil rights movement) the Civil War Centennial Commission, established by Congress in September 1957 wanted to hold a celebratory remembrance of the Harpers Ferry Raid at the site in West Virginia. However research found that â€Å"The people of the South would be unanimous in opposition to any celebration of the John Brown raid, and most conservative people in the North would be strongly opposed to it† (Frye).It turned out that7/8ths of people at that time in the U. S were seriously concerned about the celebration. The one-eighth who weren’t? The African-American population. What made him so controversial is that when you have right and wrong clearly laid out, things aren’t that difficult to see. However, Brown didn’t just have people that were on his side, or not on his side. His violent way of fighting for the freedom of slaves caused people that generally were on his side, to find him too much of a hot topic to support, in a sense causing a division within the divisions.However, what wasn’t so clear then that is today is that those violent antics that got him into such trouble may in fact have been necessary as a desperate and final action that would in fact cause a physical reaction. John Brown knew that he had to pay the ultimate price in order to pursue his beliefs. That is what made him the abolitionist whose words and deeds provided the backbone and impetus for the Civil War and an end to slavery. His actions may have been extreme, but as seen repeated throughout history, the most influential figures and true fighters are the ones that didn’t just sit around and do nothing.Who John Brown was, what he stood for, and what made him such an important figure in American history can be seen in a quote by Edmund Burke, one of the few Englishmen who supported the American Revolution: â€Å"All that is necessary for the triumph of evil is that good men do nothing. †

Hiv / Aids And Aids - 1474 Words

Each individual’s experience with the contraction of HIV/AIDS varies in terms of being personal or family related. HIV/AIDS has been a longstanding health issue affecting sub Saharan Africa. However, countries around the world are all susceptible to having a heightened risk of HIV/AIDS infections spread to their regions through the migration of people. HIV/AIDS is a health concern characterizing sub Saharan Africa because of the treatment of women in society, extreme poverty resulting in the lack of education for people and access to basic needs, and government inaction to address the concern with the HIV/AIDS epidemic. The experiences individual’s encounter when it comes to HIV/AIDS can be a type of social determinants for how one†¦show more content†¦To emphasize this hardships regarding women living in this geographic region, â€Å"women are [often] denied equal access to economic resources, housing, health care, legal protection, land, schooling, inherit ance, and employment in the formal sector† (Farmer et al., 1996, p. 51). When analyzing cultures and their backgrounds, cultures may vary in what is acceptable in one culture may not be acceptable in another, depending on the culture itself. The belief system in marriages are said to be different between sub Saharan Africa and western societies. When a women marries often at a young age, her husband will take control of the relationship both physical and social, thus this patriarchal view highlights the difficulty for women living in this region to practice safe sex through the use of protection. According to the regional statistics published by UNAIDS, it was reported that in 2013, â€Å"there were 24.7 million people in sub Saharan Africa who were living with HIV/AIDS†. This statistic cannot be overlooked because of the 24.7 million people infected with this disease in this region, women actually accounted for â€Å"58% of the total number of people living with h uman immunodeficiency virus† (UNAIDS.org, 2014). Furthermore, of the 24.7 million individuals infected with HIV/AIDS the provision of