by Herman Bailey | Jun 4, 2023 | Essays |
Introduction
The purpose of this essay is to analyze how Nwoye responded to the cultural clash caused by the Westerners. It will also explain how the collision of culture challenges his sense of identity and further discus on how his response shapes the meaning of the work in general.
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Analysis
Nwoye is the eldest son of Okonkwo. He faced a lot of criticism from his father who considered him to be lazy. “Okonkwo ruled his house hold with a heavy hand”(Achebe, 1959).His father thought the best way to straighten him was by beating and nagging constantly, this resulted to so much sadness in Nwoye’s life. Nwoye’s grew so much distant from his father because of his cruelty and his treatment towards the female members of the family (Shmoop, 2018). He could not confide in his father because of fear; Okonkwo disliked gentleness and associated it with women. Nwoye’s true identity could not show because he always lived to please his father.
Nwoye grew fond of his adopted brother Ikemefuna, “he was like an elder brother to Nwoye” (Achebe, 1959). His brother made him to be the man that his father always wanted, the distance between him and his father grew even more when he came to learn that his father also took part in killing Ikemefuna (Shmoop, 2018). He could not understand his culture including a ritual where twins were not supposed to live so they were thrown away in the forest.
The arrival of the missionaries to Omuofia caused a stir among the villagers; it contradicted their beliefs about God and worship, especially when the missionaries urged them to live their “wicked” ways. They called the missionaries ‘foolish’ and lashed out harsh words to them expressing their dissatisfaction on their presence. However, Nwoye was so much interested with the new religion and I identified himself as one of them (chapter 16) when he was asked by Obierika (Achebe, 1959). In chapter seventeen, “…Nwoye had been attracted to the new faith from the very first day”. He had a positive response to the new culture and found his personality through Christianity (Young, 2014).
It is clearly stated in chapter seventeen that though Nwoye identified himself with Christianity, he was still afraid to tell his father. These are some of the challenges he faced because of his change of culture (Cliffnotes, 2016). He father nearly killed him by chocking because of the stand he took. Once he made a decision to leave his home, he found happiness and the sadness that he lived with fade away, “He was happy to live his father”. At this point it showed that the only thing that he cared for was his happiness and wished that his father would realize how fulfilling Christianity was and leave his traditional ways and follow him (Enotes, 2018).
Conclusion
Nwoye’s response to the cultural collision shapes the meaning of the work in general in a way that the Igbo culture becomes irrelevant. In chapter twenty when Okonkwo was talking to Obierika, “what is that has happened to our people? Why have they lost the power to fight?” it shows how things started to fall apart for the Umuofia people because they lost the determination and their traditional ways were threatened by the arrival of the missionaries (Achebe, 1959).
References
Achebe, C. (1959). Things fall apart. Greenwich, Conn.: Fawcett.
Cliffnotes. (2016). Major Themes in Things Fall Apart. Retrieved from https://www.cliffsnotes.com/literature/t/things-fall-apart/critical-essays/major-themes-in-things-fall-apart
Help, H., & Apart, T. (2018). How did Nwoye change as a person in Things Fall Apart during the course of the novel (especially in regards to converting to Christianity)? | eNotes. Retrieved from https://www.enotes.com/homework-help/how-did-nwoye-change-person-during-course-novel-245397
Shmoop. (2018). Shmoop Opt In. Retrieved from https://www.shmoop.com/things-fall-apart/nwoye.html#
Young, L. (2014). Nwoye’s Response to Western Ideas. Retrieved from https://prezi.com/7qdkdr2yzr3w/nwoyes-response-to-western-ideas/
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Jun 3, 2023 | Essays |
1. Describe how the Ebola virus infects a human
The Ebola virus is very infectious. According to Quammen (2014), if one Ebola particle enters the bloodstream of a person it may be fatal. The most common entry route is believed to be the inner surface wet membrane of the eyelid, which a person with a contaminated fingertip may touch. However, the Ebola virus, in particular, is believed to be transmitted through contact with blood and sweat, which contain high Ebola particles concentration (Quammen 2014).
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Once the particles of Ebola enters the bloodstream of a person, it drifts and sticks to a cell of the host. The particle gets pulled inside the cell taking control of the machinery of the cell and causing the cell to begin making copies of the virus. Hart (2004) pointed out that many cold viruses replicate in the throat and the sinuses. Ebola virus attacks many body tissues at once, except the bones and the skeletal muscles. It has an affinity that is special to the cells that line the psychological effects. For example, blood vessels, especially in the liver. Hart (2004) stated that after eighteen hours, the cells that are infected release thousands of new particles of Ebola, which sprout in threads from the cell until the cell appears like a tangled yarn ball. The Ebola particles detach and are transported in the bloodstream, and start attaching everywhere in the body to more cells. The cells that are infected begin spewing out a large number of Ebola particles, hence infecting more cells until the virus reaches amplification crescendo. The infected cells die leading to tissue destruction throughout the body. Many organs fail, and the patient goes into a steep, sudden decline ending in death.
Similarly, once inside the body, the Ebola virus attacks monocytes and macrophages, and relies on host antibodies and complementing component 1 to infect efficiently(Takada et al 2003).In response, the white management of the patients who are hospitalized. The infections linked to the intravenous therapy may affect the blood cells release proinflammatory cytokines in large amounts that increase vascular endothelium permeability, hence facilitating the easier entry of the Ebola virus to the endothelial cells, the secondary targets(Takada et al 2003). Moreover, the cytokines also released recruit more macrophages to the area, and this maximizes the cell number that Ebola uses in spreading in the body entirely(Geisbert et al 2003).
2. Complete the test on the lymphatic system and tissue tolerance
(a) The test on the lymphatic system
In testing the lymphatic system, the doctor will perform the following tests: MRI or CT scan, lymphoscintigraphy, and Lymphangiography (Wordinger et al 2012).
MRI scan– this uses radio waves and magnetic field and produces 3-D images of high resolution
Computed tomography (CT) scan– this is an x-ray technique that produces cross-sectional detailed images of the structures of the body. CT scan can show the lymphatic system blockages
Doppler Ultrasound-this conventional ultrasound variation looks at pressure and blood flow by bouncing sound waves (ultrasound) of the high frequency of the red blood cells. Doppler ultrasound helps find obstructions.
Lymphoscintigraphy– during the process of testing, the patient is injected with radioactive dye and scanned by a machine. The images will show the moving dye through the lymph vessels, and highlight the blockages (Wordinger et al 2012).
Lymphangiography– the Lymphangiogram is a special lymph node and lymph vessels x-ray. Lymph nodes produce lymphocytes that help in fighting infections, and filter and trap the cells of cancer. Wordinger et al (2012) indicated that lymph vessels and nodes cannot be seen on a normal x-ray. Therefore a radioisotope or dye is injected into the patient’s body to highlight areas under study.
(b) The test of tissue tolerance
Tissue tolerance is the skin and supporting structure able to withstand the unrelieved pressure effects (Leading Age n.d). Before the start of the test on tissue tolerance, observe and record any area or breakdown or redness
Phase I
The resident is positioned in bed or chair (note position on back or side) for an interval of one hour.
- After an interval of 1-hour, the resident is repositioned off the exposed area to pressure and observe and document any redness areas
- After 30-45 minutes, the area is rechecked
- Is there persistent redness or did the redness resolve?
- The test is STOPPED if the redness has persisted. This area is considered to be stage The resident repositions at an interval that is shorter than one hour
- Continue to phase II if there is no persistent redness (Leading Age n.d).
Phase II
The resident is positioned in bed or chair for an interval of 1 ½ hour on the same location used in Phase I
- After an interval of 1 ½ hour, the resident is repositioned off the exposed area to pressure, and any areas of redness are then observed and documented
- The steps are repeated as outlined above
- The test is STOPPED if the redness persists, and the area is considered to be stage The resident need to be repositioned at an interval of less than every one hour
- Continue to phase II if there is no persistent redness (Leading Age n.d).
Phase III
The resident is positioned in bed or chair for an interval of 2 hours on the same location used in phase I and II
- After an interval of 2 hours, the resident is repositioned off the exposed area to pressure, and any areas of redness are then observed and documented
- The steps are repeated as outlined above
- The test is STOPPED if the redness persists, and the area is considered to be stage The resident needs to be repositioned at an interval of less than every 1 1/2 hour.
- If there exists no persistent redness, the resident needs repositioning at an interval of 2
- Test over (Leading Age n.d).
-
Explain the sequence of events that leads to acquired immunity from infection.
Acquired immunity is an obtained immunity either from the antibody’s development in response to antigen exposure, as from an attack of an infectious disease or vaccination, or antibodies transmission, as from the mother to the unborn fetus through place or antiserum injection. According to Parham (2005), there are two mechanisms of getting acquired immunity; passive and active. Inactive immunity, protection is produced by the immune system of a person and is usually permanent. On the other hand, in passive immunity, protection is gotten by produced products by humans or animals, and transferred to another person, by injection. It provides protection that is effective and wanes with time. Parham (2005) stated that passive immunity is antibody transfer from one human to another, for example from the mother to an infant through the placenta. However, Stewart (2004) elaborated that active immunity is an immune system stimulation to produce an antigen humoral that is specific or an antibody. One of the ways of acquiring active immunity is by having natural diseases. In summary, when an individual recover from an infectious disease, for the rest of their lives, they will be immune to the disease.
Parham (2005) pointed out that another way of producing active immunity to the human body is by vaccination. Vaccines administered into the body interact with the human immune system producing a similar immune response to that produced by natural infection. However, it does not subject the recipient of the vaccine to the disease and the potential complications.
4. Produce a report on three commonly used vaccines
ACTIVE IMMUNITY
(1) Gardasil (Vaccine)
Safety of the vaccine
- The vaccine has no live virus hence cannot cause HPV infection or any related disease
- Not recommended for children aged below 9years
- Not usable to people who are allergic to any of its ingredients
- Should not be administered to pregnant women
The feverish illness affects the effectiveness of the vaccine
Herd community
Several studies have shown HPV infection reductions and related diseases in populations that are unvaccinated (Tabrizi et al 2012; Ali et al 2013; Kahn et al 2012). this implies that preventing infections of HPV in individuals that are vaccinated the likelihood of exposing the unvaccinated individuals. For instance, in Australia, the HPV vaccination program primarily focused on females. The results indicated a decline in genital warts incidence more than 80% among the heterosexual men between 2007-2011 aged under 21 years but did not change among the gay men (Ali et al 2013).
Evaluation of vaccine efficacy
Gardasil vaccine is effective because it protects humans against four HPV strains (HPV11, HPV6, HPV18, and HPV16).this implies that it protects humans also from genital warts and cervical cancer. In 2011 in the UK, the health department switched to the Gardasil vaccine since it was a safer option than condoms. In the UK, there are about 100,000 new genital warts cases per year.
The safety of the vaccine is also seen in the United States, studies show that in 2013, over 56 million HPV American medicine led to the discovery that a healthy person can also carry the disease. Besides, it led to the discovery of antibiotics and vaccines had been administered (CDC 2013).
(2) Rotavirus vaccine
Safety of the vaccine (Rotarix® (RV1) and RotaTeq® (RV5))
Evidence shows that its safe since Rotarix has been used extensively in many countries like Canada, Austria, Finland, Belgium, and all African countries, and no safety concerns have been reported (NHS n.d).moreover, before its approval, it was tested on more than 70,000 children and it proved to be safe
There are no available factors that affect the effectiveness of the vaccine
Herd community
Before its introduction, the most common cause of diarrhea in young children and infants was rotavirus with over 400,000 deaths and 100 million cases globally every year. However, after the introduction of the Rotarix, the epidemiology us changing rapidly since the 2000s (Seybolt & Bégué 2012).
Factors affecting vaccine effectiveness
- Allergic children to the earlier dose of the vaccine
- Severe or moderate illness at the time of vaccination (WebMD n.d).
Evaluation of vaccine efficacy
The vaccine is very effective giving good immunity to the babies against rotavirus infection. Since its introduction in 2013, the virus incidences have reduced by 69%. WebMD. (n.d) also indicated that the rotavirus vaccine can prevent about 74% of infections of rotavirus. More significant is that it can prevent about 96% of hospitalizations and 98% of severe infections
PASSIVE IMMUNITY
(3)Antitetanus vaccine (DTaP, Tdap, DT, and Td)
Safety of the vaccine
Just like any other vaccine, there can be a slight reaction with the tetanus vaccine which includes redness during the injection, pain, fatigue, headache, and slight discomfort.
Herd community
The reported mortality rate in the United States due to tetanus has constantly declined since the 1900s. Moreover, documented incidences of tetanus have declined in the United States since the 1940s. From the 2009 national surveillance e system, a total of 2 deaths and 19 tetanus cases were reported. The factors that have contributed to the tetanus mortality and morbidity decline since the 1940s in the United States include the widespread use of the tetanus toxoid-containing vaccine.
Factors affecting vaccine effectiveness
There are no available factors that affect the effectiveness of the vaccine
Evaluation of vaccine efficacy
Ant tetanus vaccine is effective 98% when administered in 2-3 doses to prevent neonatal tetanus deaths and neonatal tetanus in under-resourced settings (Demicheli et al 2005). Single doses of the vaccine are not adequate in preventing neonatal tetanus deaths.
References
Ali H, Donovan B, Wand H, Read Tr, Regan Dg, Grulich Ae, Fairley Ck, & Guy Rj. (2013). Genital warts in young Australians five years into national human papillomavirus vaccination program: national surveillance data. BMJ (Clinical Research Ed.). 346. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23599298
Centers For Disease Control And Prevention (Cdc). (2013). Human papillomavirus vaccination coverage among adolescent girls, 2007-2012, and postlic ensure vaccine safety monitoring, 2006-2013 – United States. MMWR. Morbidity and Mortality Weekly Report. 62, 591-5. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23884346
Demicheli V, Barale A, & Rivetti A. (2005). Vaccines for women to prevent neonatal tetanus. The Cochrane Database of Systematic Reviews.
Geisbert, T. W., Hensley, L. E., Larsen, T., Young, H. A., & Reed, D. S. (2003). Pathogenesis of Ebola Hemorrhagic Fever in Cynomolgus Macaques. Ft. Belvoir, Defense Technical Information Center.
Hart, C. A. (2004). Microterrors: the complete guide to bacterial, viral, and fungal infections that threaten our health. Buffalo, N.Y., Firefly Books.
Kahn Ja, Brown Dr, Ding L, Widdice Le, Shew Ml, Glynn S, & Bernstein Di. (2012). Vaccine-type human papillomavirus and evidence of herd protection after vaccine introduction. Pediatrics. 130, 249-56. Retrieved from http://deainfo.nci.nih.gov/advisory/pcp/annualReports/HPV/Part1Sect3.htm#sthash.h3tspVmV.dpuf
Leading Age. (n.d). Resident-Specific Turning & Positioning Schedules An F314 Essential. (n.d.).
NHS (n.d).Rotavirus vaccine. Retrieved February 13, 2015, from http://www.nhs.uk/conditions/vaccinations/pages/rotavirus-vaccine.aspx
Parham, P. (2005). The immune system. New York: Garland Science.
Quammen, D., & Quammen, D. (2014). Ebola: The natural and human history of a deadly virus.
Seybolt LM, Bégué RE. (2012). Rotavirus vaccination and herd immunity: an affected by mental or physical health disability. However, research evidence-based review. Dove Press.
Stewart, G. J. (2004). The immune system. Philadelphia: Chelsea House Publishers.
Tabrizi, S. N., Brotherton, J. M., Kaldor, J. M., Skinner, S. R., Cummins, E., Liu, B., Bateson, D., … Garland, S. M. (January 01, 2012). Fall in human papillomavirus prevalence following a national vaccination program. The Journal of emergency department patients with pyelonephritis. Clinical Infectious Diseases, 206, 11, 1645-51. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23087430
Takada, A., Feldmann, H., Ksiazek, T. & Kawaoka, Y. (2003). Antibody-Dependent Enhancement of Ebola Virus Infection. Journal of Virology, 77(13), 7539–7544.
WebMD. (n.d). Rotavirus Vaccine (RV): Schedule and fact that the young school children are medicated, absolute proof of the benefits is unavailable. Moreover, unintended Side Effects. Retrieved February 13, 2015, from http://www.webmd.com/children/vaccines/rotavirus-rv-vaccine
Wordings, R. J., Caffrey, M. H., Hendryx, J. T., Texas College of Osteopathic Medicine., & Texas College of Osteopathic Medicine. (2012). Immune system. Fort Worth, Tex: T.C.O.M.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Jun 3, 2023 | Essays |
According to Anthony Moran, how has the introduction of the multicultural policy in the 1970s informed a sense of Australian “national identity”?
Moran (2011, p.2) states that there has been an argument for and against multiculturalism. Intellectuals together with politicians have been against as they argue that multiculturalism should be substituted with a renewed prominence on ordinary citizen and a shared national identity (Moran 2011, p.2). However, Moran (2011, p.2) points out that, many protagonists or are apprehensive of national identity, they see it as a way of standardizing the cultures which will, later on, be a threat to cultural diversity.
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National identity forms an important role as it builds solidarity amongst the nationals (Moran 2011, p.3). Moran (2011, p.3) expresses that, through a common culture shared among the citizens of a national brings tightens there to bond and make them more loyal to a country, political philosophers are of the thought that people can still belong to an organization without being attached to it, or have a sense of belonging nor share the culture but still stand for a common goal. According to Moran (2011, p.3), people don’t have to share emotions or possess the same related feelings of letting us say sympathy for one another’ to uphold the sense of commitment to their organization or to support social justice or broader policies of redistribution.
Moran (2011, p.9) states that, when multicultural policy officially occurred in Australia in the early 1970s, it was meant to make all groups have a sense of belonging to the nation despite the religion, gender, race, and political affiliation. This was a very significant move for the development of the national identity. The unambiguous declaration of the nation as a multicultural society clearly stressed the essence of diversity, it was considered a good thing as it enables different cultures to interact exchanging ideas and with this, a creation of uniquely Australian identity was created (Moran 2011, p.11). Moran (2011, p.9) mentions that the fact that multiculturalism did not act as if it was fighting the indigenous Australian custom and beliefs and values actually enhanced the recognition such core values are prone to evolution but remain to be unique and distinctively identified to the Australian culture or identity.
According to Kickett-Tucker what is a “strong racial identity” and why is it important? Include some examples in your response.
Kickett-Tucker (2009, p.119) states that racial identity in the definition is an aspect of a person’s sense of self. According to Kickett- Tucker (2009, p.119), racial identity is a single component that is relatively positive towards building a person’s self-esteem.
According to Kickett-Tucker (2009, p.119), a strong racial identity is a combination of key aspects of what builds an individual’s personality. Kickett-Tucker (2009, p.120) points out that the key aspects that build the definition of ‘strong racial identity’ include cultural identity, collective identity, group identity, ethnic identity, as well as, self-conceptualization.
Strong racial identity is important to an individual’s growth and development, not only psychological health but mental and physical health as well. As per Kickett-Tucker (2009, p.120), a strong racial identity is significant mostly for the school children as it enhances their school outcomes in both academic and extra curriculum activities like sports. For instance, a study conducted in Australia showed a racial identity positivity blended with merit in the identity of a student as a native student enhances the probabilities of success in school results such as academic grades, class attending, and knowledge retaining for the native youth and children. Also, Kickett- Tucker (2009, p.121) found that the school sports set up accorded the native students the chances to embrace by progressively affirming their distinctive racial identities.
Kickett-Tucker (2009, p.120) expresses that children, particularly the indigenous youth as well as children begin to learn, feel, and think of their racial identity within particular contextualized and certain settings. This knowledge helps them appreciate themselves and their distinctive native humans from centuries back as early as 14th century. It has been a backbone of cultures. Furthermore, embracing one’s racial identity encourages good health and well being particularly amongst young individuals due to their respect, love, and respect for themselves (Kickett-Tucker 2009, p.121).
What is the next stage of humanity? Are humans going to continue to evolve or become extinct? Why?
The next stage for humanity according to Rees and Price (2015, p.7) is the posthuman evolution. Posthuman evolution is defined as the evolution beyond the current age, and after Darwinism; it refers to the evolving of human beings genetically, bionics augmentation as well as culturally and behavioral. Rees and Price (2015, p.7) point out that the post-human evolution is likely to take a considerably long period just as the Darwinian evolution that led to today’s world did. However, with today’s technologically determined time scale, the post-human evolution will go by significantly faster than the natural selection through the drastic advancements in artificial intelligence as well as genetics (Rees & Price 2015, p.7).
Chances are more likely that humans will eventually become extinct. According to Rees and Price (2015, p.7), people are living today with the fear of extinction due to various reasons. First of all, humans are living with the possibility of being eliminated by the evolution of machines. Rees and Price (2015, p.7) explain that there are significant development and investments in artificial intelligence towards making machines more human by programming and building them to entail more human capabilities. Furthermore, there has been substantial investment input in developing synthetics biologies (Rees & Price 2015, p.8). Therefore, creating a fear of human extinction by the new technological advancements in synthetic biologies as well as artificial intelligence, by creating no future for the future human generations.
Second of all, astronomers predict extinction by the occurrence of a cosmic catastrophe. Rees and Price (2015, p.8) mention that astronomical studies predict that humanity will face extinction by a cosmic catastrophe, most likely by an asteroid impact. They explain that an asteroid impact is most likely to cause significant destruction of the earth. Thus, presenting fear of extinction by cosmic catastrophe.
References List
KICKETT-TUCKER, C. S. (2009). Moore (Black)? Djardak (White)? How come I don’t fit in Mum? Exploring the racial identity of Australian Aboriginal children and youth. Health Sociology Review. 18, 119-136.
MORAN, A. (2011). Multiculturalism as nation-building in Australia: Inclusive national identity and the embrace of diversity. Ethnic and Racial Studies. 34, 2153-2172.
REES, M., & PRICE, H. (2015). Will Evolution Leave Humans Behind in the Long Haul? New Perspectives Quarterly. 32, 7-9.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Jun 3, 2023 | Essays |
Time value of money concept states that the dollar or the money that a person have today has more worth than the expectation or the promise that an individual or an entity will receive dollar or money in the future. The money that an individual has today has more worth because it can be invested and earn interest. This concept is essential to the financial mangers because they can use it in comparison of the investments alternatives, project appraisals and in solving the problems that involve mortgages, loans, savings, leases and annuities (Peterson & Fabozzi, 2009).
There are two methods used in evaluation or calculation of the lump sum amounts; the lump sum future value and the lump sum present value.
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- Lump sum future value
Shim (2012) stated that lump sum future value in evaluation is used when a business wants make calculations of the money it will have at future point if it makes one time deposit with no future withdrawal or deposits, given a certain time period and interest rate. This is also referred to as compounding
- Lump sum present value
The evaluation for the lump sum present value is used when a business want to make calculations of the amount of money it should pay today for an investment if it will lead to the generation of a certain cash flow of lump sum in the future, given a certain time period and rate of interest. This is also referred to as discounting (Shim, 2012).
In calculation of the lump sum amount future value, compounding formula is applied. In this formula, the compound interest is added to the principal which is the deposit so that the interest added also earns interest then on. This compounding formula and it has the following equation; F=P (1+i) n
Where (P) is the sum of money at present, (i) is the compound interest rate, (F) is the future lump sum of money, (n) is the period of time. For example;
If $1000 is deposited in a bank that pays 12% interest per the compounding period, the total amount of money after the five periods in the account will be as follows;
F=P (1+i) n
F = $1000 (1+) 5
F = $1.762
On the other hand, in calculation of the lump sum present value, discounting formula is used. In this formula, all the cash flows in future are estimated and then discounted to derive the present values. The formula has the following equation; P=
Where (F) will be received in future after (n) periods after the present value (P) is calculated by a given rate of interest (i). For example;
Five years from now, $ will be received, with a rate of interest of 12%, what is this amounts present value?
P=
P=
P= $ 1000
According to Taylor (2014), Rule of 72 is a quick and simple way of estimating how long it takes an investment to double. In using Rule of 72, the only information needed is the annual rate of return. In estimation the length of time for the money to double, 72 is divided by 72 by the rate of interest (Taylor, 2014). The result will be the duration taken in the number of years for the doubling of the money at the given rate. For example, if the rate of return earned is 6%, how long will it take to grow $1,000 into $2000?
72/6% =12 years
In the given example, an investment of $1,000 into an account with a flat rate of 6% annual return rate after 12 years, the investment would be around $2000.
References
Peterson, D. P., & Fabozzi, F. J. (2009). Foundations and applications of the time value of money. Hoboken, N.J: John Wiley & Sons.
Shim, J. K. (2012). Time value of money and fair value accounting: Tools and concepts. Cranbrook: Global Professional.
Taylor, C. C. (2014). The rule of 72.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Jun 3, 2023 | Essays |
Strengths
The completed test shows that basic knowledge on the culture and cultural empathy are adequate. During the completion of the test, I felt that I can be an effective healthcare providing. This is because I have appropriate reaction towards taking care and mastering the needs of others. I was pleased to note that not only do I have a strong need to bring humanity to the profession; I also have the skills and character to ensure integration of the humanistic aspect of nursing. Adamson et al (2011) indicates that nursing requires need to demonstrate a high rate of empathy: that is the unconditional and full acceptance of the conditions under which the patients are. It is only through being empathetic that a nurse can be able to provide holistic care for the patients. Holistic care is not just about the right treatment and medication; it is also about improving the psychological and social state of the patient. In line with this, the high scores on questions measuring empathy proved that nursing is the right career path for me. Today’s patients present with a myriad of problems and diverse characteristics. A nurse must be fully empathetic to be able to cope with the different cases, races and even nature of patients.
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Weaknesses
Acknowledging culture affects all aspects of life: to be fully empathetic, nurses need to understand that culture and various aspects of it are responsible for influencing patients, their treatment and even recovery. I am expected to understand the role of family culture in treatment. However, I have noted that this is a singular place that I would require improvement. This is because I tend to focus more on the treatment and care of the patient, sometimes electing to ignore the cultural biases of the patient. I tend to forget that what works for one patient may not work for another.
Views of the aging process: Grant et al (2013) states that families often ignore seeking intervention for their parents and loved ones who are either terminally ill or suffering from one ailment or another. In some cases such ailments are often translated as part of the aging process. Dreher and McNaughton (2002) show that nurses are required to understand and in some cases acknowledge families that delay seeking treatment for this reason. However, he continues majority of the nurses cannot appreciate the traditions and norms behind this behavior. This is an area where am having difficulty. Often I have viewed these families as backward and in some cases even cruel. It is important to understand that their decision is not made out of cruelty but simply culture and norms.
Suggestions for improvement
The most important aspect of trans-cultural treatment is complete understanding of community demographics. When a patient for example is African American, nurses often have pre-occupations and misinformation based on this simple aspect. However, there is need to understand that depending on year of immigration, place of birth, schooling, working and even social circle; characteristics of black Americans differ greatly. Truong et al (2014 ) state that misconceptions with regard to gender, race and even social class are common. In his study, for example he found that patients seeking healthcare in public health institutions were often considered not to be wealthy. This includes upper class who visited the emergency wing. Training is vital in hospitals and health centers to ensure that staff understands cultural dynamics.
References
Adamson, Jean, Warfa, Nasir, & Bhui, Kamaldeep. (2011). A case study of organizational cultural competence in mental healthcare. (BioMed Central Ltd.) BioMed Central Ltd.
Dreher, M., & McNaughton, N. (January 01, 2002). Cultural competence in nursing: foundation or fallacy?. Nursing Outlook, 50, 5.)
Grant, J., Parry, Y., & Guerlin, P. (January 01, 2013). An investigation of culturally competent terminology in healthcare policy finds ambiguity and lack of definition. Australian and New Zealand Journal of Public Health, 37, 3, 250-256.
Truong, Mandy, Paradies, Yin, & Priest, Naomi. (2014). Interventions to improve cultural competency in healthcare: a systematic review of reviews. (BioMed Central Ltd.) BioMed Central Ltd.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
