Marquis, a distinguished anti-abortion philosopher, has stated that “the future of a standard fetus includes a set of experiences, projects, activities, and such which are identical with the futures of adult human beings and are identical with the futures of young children…it follows that abortion is prima facie seriously wrong.” According to him, killing a fetus is nothing but killing a human being since the fetus is a future resemblance of a human being which makes abortion morally wrong. He added that killing a fetus certainly implies a potential loss of value. All pro-life activists believe that killing children and infants is wrong in the same way as it is killing any human being (as qt. in Marquis, 1989, 184-185). To counteract the premises of Marquis, Mary A. Warren, a well-known pro-abortion feminist philosopher deduces the following anti-abortion argument: 1) It is wrong to kill innocent human beings, 2) fetuses are innocent human beings, and 3) therefore, it is wrong to kill fetuses. She alleges that the reasonability of this anti-abortion argument is based on the misrepresentation of the term ‘human being’. She considers humans from two different aspects – the genetic sense and the moral sense. The human in the generic sense refers to all beings who are members of the biological species Homo sapiens and incorporates not only functioning children and adults but also fetuses (even very early fetuses) and alive human bodies without working brains (e.g. those in irretrievable comas). The human in the moral sense refers to all beings who are full-grown members of&nbsp.the moral community and includes all but only persons. Warren further states that if ‘human being’ has the same meaning in both the settings then one of them is questionable. The argument either presumes that it is incorrect to kill a fetus simply because it is a homo sapient or it is a member of the moral community.&nbsp.

After fertilization, the zygote/ new embryo travels down the oviduct to the uterus in a process that takes about 24 hours in which the embryo simultaneously matures and sticks itself to the uterine wall. Implantation takes place when the embryo attaches itself to the wall of the uterus about 7 to 9 days after fertilization The development phases of pregnancy are called trimesters (three-month periods) because of the distinct transformations that take place during each phase The diagram displayed below shows a blastocyst that has burrowed itself into the uterine membrane between the 7th and the 9th days.

Implantation occurs during the second week of pregnancy and during this period, structures that feed and protect the developing fetus start to form. These include the amnion, yolk sac, chorion, placenta, and umbilical cord. After four weeks, the spinal cord and the primitive brain start to appear in the embryo. Heart, ribs, backbone, muscles, and the digestive tract begin to form. The embryo is about 6mm tall (1/4 inch). Many external features like the face, arms, and legs of the body begin to develop within 5 to 8 weeks of pregnancy when the embryo is 25cm tall (1 inch) and weighs 4 grams (1/7 ounce). The embryo begins to develop a sense of touch, and it can now move. The fast increase in body size begins between the 9th and 12th weeks of pregnancy. Organs, muscles, and nervous system become structured and connected. New behavioral abilities such as kicking, mouth opening, thumb sucking, and rehearsal of breathing begin to appear. External genitalia becomes well developed, and the sex of the fetus can be identified. The fetus now weighs about 28 grams (less than an ounce) and is about 7.6 cm tall (3 inches).

Between the 13th and the 24th weeks (second trimester), the developing organism continues to grow fast, and the baby’s movements can be felt by the mother. Most of the brain’s neurons have been formed by week 24.

After the 2010 earthquake in which over 200,000 people were killed, the situation escalated to unprecedented levels and the global community once again rose to the occasion to provide food and humanitarian aid to the devastated country. While these actions were laudable, they have seemingly made an already bad situation worse by turning Haiti into what is popularly referred to as an NGO nation. It is ironic that those who sought to alleviate the problems of perennial poverty, vulnerability to natural disaster, poor infrastructure and health have ended up providing the services themselves but the country remains only slightly better off for their presence. The objective of this paper is to explore the challenge of poverty that has ravaged Haiti for the last few decades in the context of the ineffective foreign aid and attempt to propose solutions that can bring about lasting change.

In the last decade, more Aid has been poured to Haiti than any other nation in the world with billions been sunk in by foreign governments and donors, which begs the question, what is wrong with the approach being used to provide assistance (Buss 48). Haiti is referred to as the Republic of NGOs and it is with good reason, because of the limited capacity of the national government and weak institutions, NGOs created a quasi-private state within the state. Studies have shown that after the earthquake in 2010, NGOs provided 70% of the national healthcare while 85% of the private schools were also NGO run. This has resulted in myriad challenges for the government since it has been essentially outmanoeuvred and given that it is under little pressure to provide services. It has slacked and continued to become weaker wrought with internal wrangles as politicians struggle to control the small amount of aid that comes into their hands. In the quest to understanding the situation of poverty in Haiti, one will need briefly to consider the history of the island nation.

Individual Performance Profile
PN Learning System Medical-Surgical: Endocrine Practice
Quiz
Individual Name: BALKISA BANGURA
Student Number: 00837494
Institution: Rasmussen U Brooklyn Park PN
Program Type: PN
Test Date: 12/13/2020
# of Questions: 20
Individual Score: 65.0%
Practice Time: 50 min
Individual Performance in the Major Content Areas
# Individual Individual Score (% Correct)
Sub-Scale Items Score
Medical-Surgical:
Endocrine
20 65.0%
Topics To Review
Medical-Surgical: Endocrine (7 items)
Adrenal Disorders: Food Choices
Adrenal Disorders: Interventions for a Client Who Has Cushing’s Syndrome
Adrenal Disorders: Manifestations of Cushing’s Syndrome
Diabetes Mellitus Management and Complications: Manifestations of Hypoglycemia for Type 1 Diabetes Mellitus
Diabetes Mellitus Management and Complications: Pathophysiology of Type 2 Diabetes Mellitus
Diabetes Mellitus Management and Complications: Reviewing Laboratory Values for Ketoacidosis
Hyperthyroidism: Manifestations of a Thyroid Storm
Outcomes
Please see page 4 for an explanation of the Scores and Topics to Review sections Page 1 of 4
Report Created on: 12/13/2020 11:28 PM EST REP_COMP_3_0_IndividualNonProctored_3_0_V3
Data Collection PN 2014 11 63.6% Ability to apply nursing knowledge to the systematic collection of
data about the client’s present health status to identify the client’s
needs and appropriate interventions based on client findings. Also
includes ability to ask the client appropriate questions, listen
carefully to the client’s responses, and respond appropriately.
Nurses must continuously use appropriate methods to safely collect
comprehensive client data.
Planning PN 2014 3 100.0% Ability to participate in the development of an appropriate plan of
care for clients with specific health alterations or needs for health
promotion/maintenance. Includes the ability to contribute to the
establishment of priorities and desired outcomes of care that can be
readily measured and evaluated.
Implementation/Therapeutic Nursing
Intervention PN 2014
4 75.0% Ability to use clinical judgment and critical thinking to select and
implement appropriate therapeutic interventions based on nursing
knowledge, priorities of care, and planned goals or outcomes to
promote, maintain, or restore a client’s health. Also Includes the
ability to appropriately respond to an unplanned event (e.g.,
observation of unsafe practice, change in client status) and to
routinely take measures to minimize a client’s risk.
Evaluation PN 2014 2 0.0% Ability to evaluate a client’s response to nursing interventions and to
reach a nursing judgment regarding the extent to which goals and
outcomes have been met. Also includes the ability to determine
client/staff understanding of instruction, the effectiveness of
intervention, and the recognition of a need for further intervention.
Nursing Process
No of
Items
Individual
Score Description
Foundational Thinking in Nursing 1 100.0% Ability to recall and comprehend information and concepts
foundational to quality nursing practice.
Clinical Judgment/Critical Thinking in
Nursing
19 63.2% Ability to use critical thinking skills (interpretation, analysis,
evaluation, inference, and explanation) to make a clinical judgment
regarding a posed clinical problem. Includes cognitive abilities of
application and analysis.
Thinking Skills
No of
Items
Individual
Score Description
Health Promotion and Maintenance
PN 2014
4 100.0% Providing nursing care that encourages prevention and early
detection of illness, as well as the promotion of health.
Reduction of Risk Potential PN 2014 3 100.0% Providing nursing care that decreases the risk of clients developing
health-related complications.
Physiological Adaptation PN 2014 13 46.2% Participating in the provision of nursing care for clients experiencing
physical illness.
NCLEX®
No of
Items
Individual
Score Description
Please see page 4 for an explanation of the Scores and Topics to Review sections Page 2 of 4
Report Created on: 12/13/2020 11:28 PM EST REP_COMP_3_0_IndividualNonProctored_3_0_V3
Safety 1 100.0% The minimization of risk factors that could cause injury or harm
while promoting quality care and maintaining a secure environment
for clients, self, and others.
Patient-Centered Care 3 33.3% The provision of caring and compassionate, culturally sensitive care
that is based on a patient’s physiological, psychological,
sociological, spiritual, and cultural needs, preferences, and values.
Evidence Based Practice 15 73.3% The use of current knowledge from research and other credible
sources to make clinical judgments and provide client-centered
care.
Teamwork and Collaboration 1 0.0% The delivery of client care in partnership with multidisciplinary
members of the health care team, to achieve continuity of care and
positive client outcomes.