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Adv. Theology 3 Quiz (statements)

M1: Understanding the financial planning process & M2: Financial Statements

117_Lesson 2: Financial Statements

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Ch.2- Basis of Financial Statements

7 I AM statements and their verses

ENG Q2 Lesson 9: Formulating Evaluative Statements

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4. Metals and Non-metals Learning Objectives By the end of the lesson, you will be able to: ☑ distinguish between metals and non-metals ☑ describe the physical and chemical properties of metals and non-metals ☑ list the uses of some metals and non-metals MINERALS AND ORES You have learnt that all materials Here is the exact text from the image:are made up of basic substances called elements, and that elements cannot be split into simpler substances by chemical methods. There are 118 known elements. Sodium, zinc, gold, mercury, iron, lead, barium and tin (metals); and hydrogen, oxygen, carbon, sulphur, chlorine, boron, neon and radon (non-metals) are some examples. Only certain unreactive elements are found free in nature. Others occur in combined states as minerals. A mineral is a solid inorganic substance that is found in nature. A mineral deposit that can be mined and from which an element or compound can be obtained profitably is known as an ore. Elements can be broadly classified into two groups—metals and non-metals. Table 4.1 Some common ores Fig. 4.1 Some common ores a. Bauxite (aluminium) b. Malachite (copper) c. Haematite (iron) d. Galena (lead) e. Apatite (phosphorus) f. Quartz (silicon) -- --- METALS All except 20 of the known elements are metals. Most metals are reactive; they combine with other elements in nature, such as oxygen and sulphur, and occur as oxides, sulphides and carbonates. Only a few unreactive metals like gold, silver and platinum are found as free metals in the Earth's crust. Physical Properties of Metals Metals are solids at room temperature, except mercury, which is a liquid at room temperature (Fig. 4.2(a)). They are generally hard and strong, with a few exceptions such as sodium and potassium, which are soft and can be easily cut with a knife (Fig. 4.2(b)). They have a metallic lustre (shine), especially when freshly cut. They have high melting and boiling points, with a few exceptions like sodium, potassium and mercury. They are good conductors of heat and electricity. Silver and copper are the best conductors of electricity, followed by gold and aluminium. Metals are sonorous. They produce a ringing sound when struck. Most metals have high tensile strength. They can take heavy loads without breaking. They are malleable. Metals, with exceptions like sodium and potassium, can be beaten into thin sheets and foils. They are ductile. Metals, with exception like sodium and potassium, can be drawn into wires. Most metals have high density. However, sodium and potassium have low density and float on water. Fig. 4.2 Special metals a. Mercury b. Sodium --- Chemical Properties of Metals Reaction with oxygen Metals react with oxygen under different conditions to form basic oxides. These basic oxides react with water to form bases. Sodium and potassium react vigorously with oxygen at room temperature. 4Na + O_2 \rightarrow 2Na_2O To prevent this oxidation, sodium and potassium are stored under kerosene. Magnesium reacts with oxygen only when ignited. It burns with a dazzling bright flame and forms a white powder of magnesium oxide. 2Mg + O_2 \rightarrow 2MgO Copper and iron react with oxygen only when heated to a very high temperature. 2Cu + O_2 \rightarrow 2CuO --- --- Reaction with water Metals react with water to form hydroxides or oxides, along with hydrogen. Different metals react at different temperatures. Sodium, potassium, and calcium react with cold water to form hydroxides. 2Na + 2H_2O \rightarrow 2NaOH + H_2 Magnesium Reacts with steam or hot water to form magnesium oxide. Mg + H_2O \rightarrow MgO + H_2 Aluminium Forms an oxide too, but this oxide forms a protective covering over the metal and prevents further reactions. 2Al + 3H_2O \rightarrow Al_2O_3 + 3H_2 Zinc Reacts only with steam. Zn + H_2O \rightarrow ZnO + H_2 Iron Reacts with steam when heated strongly. 2Fe + 3H_2O \rightarrow Fe_3O_4 + 3H_2 Copper, gold, silver, and platinum do not react with water at all. --- Activity 4.1 Teacher Demonstration Aim: To study the reaction of metals with water. [Caution: This activity should be demonstrated by the teacher, and students should stand away from the table.] Materials required: Two 200 mL beakers Pieces of sodium and calcium Forceps Knife Litmus papers Water Method: 1. Fill each beaker with 100 mL of water. 2. Using forceps and a knife, cut a small piece of sodium. 3. Dry it on a tissue paper and drop it into one of the beakers. 4. Repeat the same procedure with calcium. 5. Test the water in both the beakers with red and blue litmus papers. Observations and Conclusions: Sodium reacts vigorously and may explode. A gas is also released. The reaction with calcium is quick, though not as vigorous as that with sodium. In both cases, the red litmus paper turns blue, showing that the solutions are bases. --- Reaction with dilute acids Most metals react with dilute acids to form their salts and liberate hydrogen gas. The reaction with reactive metals like sodium, potassium, and calcium is violent. Magnesium, aluminium, zinc, and iron do not react violently. Mg + 2HCl \rightarrow MgCl_2 + H_2 Copper, silver, gold, and platinum do not react with dilute acids. --- Reaction with bases Only some metals such as aluminium and zinc react with strong bases like sodium hydroxide to liberate hydrogen gas. Zn + 2NaOH \rightarrow Na_2ZnO_2 + H_2 --- Activity 4.2 Aim: To study the reaction of metals with dilute hydrochloric acid. Materials required: Sandpaper Six test tubes Dilute hydrochloric acid Strips of magnesium, zinc, iron, tin, lead, and copper Method: 1. Clean the metal strips with sandpaper. 2. Add dilute hydrochloric acid to the six test tubes. 3. Insert a strip of metal into each test tube. Observe if any bubbles are formed in the test tubes. If no bubbles are seen, warm them gently in a beaker of hot water. 4. Observe the speed at which gas is generated. This gives an idea of the speed of the reaction. 5. Classify the metals in order of their reactivity with dilute hydrochloric acid. [Caution: Acids are corrosive and should be handled carefully.] --- Activity 4.3 Aim: To study the reaction of metals with bases. Materials required: Small piece of zinc Beaker Sodium hydroxide Method: 1. Prepare warm sodium hydroxide or caustic soda solution. 2. Drop the piece of zinc into it. Observations and Conclusions: You will notice that zinc reacts with sodium hydroxide to liberate hydrogen gas. Observations on Metals with Dilute Acids Metals like sodium, potassium, and calcium react violently with dilute acids to liberate hydrogen gas. Magnesium, aluminium, zinc, and iron also displace hydrogen from dilute acids, but the reaction is not violent. Metals such as copper, silver, gold, and platinum do not displace hydrogen from dilute acids. --- Activity Series of Metals The activity series of metals is the arrangement of metals in decreasing order of reactivity. The series in the book shows reactivity decreasing from top to bottom. Potassium is the most reactive metal while gold is the least reactive. --- Displacement of a Metal by Other Metals A more reactive metal displaces a less reactive metal from its compounds in an aqueous solution. Some examples: Mg + CuSO_4 \rightarrow MgSO_4 + Cu Zn + FeSO_4 \rightarrow ZnSO_4 + Fe Iron can displace copper from copper sulphate solution (as shown in Activity 4.4). The solution turns green, and reddish-brown copper deposits on the iron nail. Copper cannot displace iron from iron sulphate solution, showing that copper is less reactive than iron. Cu + FeSO_4 \rightarrow \text{No reaction} Question: What do you think will happen if you place a silver spoon in copper sulphate solution? --- Activity 4.4 - Displacement Reaction Aim: To study a displacement reaction. Materials Required: Test tube Iron nail Copper sulphate solution Method: 1. Fill the test tube with copper sulphate solution (blue in colour). 2. Place the clean iron nail in the solution. Observations and Conclusions: After about an hour, the solution changes to green, and a reddish-brown deposit is formed on the iron nail. --- Corrosion of Metals Corrosion is the destruction or damage of a material due to chemical reaction. Rusting of iron happens when iron is exposed to moist air, forming a reddish-brown layer of rust. Rust is iron oxide, which eventually flakes off, damaging the object. Definition written on the page: "Slow eating of a metal’s surface due to oxidation is called corrosion of metals." --Observations on Metals with Dilute Acids Metals like sodium, potassium, and calcium react violently with dilute acids to liberate hydrogen gas. Magnesium, aluminium, zinc, and iron also displace hydrogen from dilute acids, but the reaction is not violent. Metals such as copper, silver, gold, and platinum do not displace hydrogen from dilute acids. --- Activity Series of Metals The activity series of metals is the arrangement of metals in decreasing order of reactivity. The series in the book shows reactivity decreasing from top to bottom. Potassium is the most reactive metal while gold is the least reactive. --- Displacement of a Metal by Other Metals A more reactive metal displaces a less reactive metal from its compounds in an aqueous solution. Some examples: Mg + CuSO_4 \rightarrow MgSO_4 + Cu Zn + FeSO_4 \rightarrow ZnSO_4 + Fe Iron can displace copper from copper sulphate solution (as shown in Activity 4.4). The solution turns green, and reddish-brown copper deposits on the iron nail. Copper cannot displace iron from iron sulphate solution, showing that copper is less reactive than iron. Cu + FeSO_4 \rightarrow \text{No reaction} Question: What do you think will happen if you place a silver spoon in copper sulphate solution? --- Activity 4.4 - Displacement Reaction Aim: To study a displacement reaction. Materials Required: Test tube Iron nail Copper sulphate solution Method: 1. Fill the test tube with copper sulphate solution (blue in colour). 2. Place the clean iron nail in the solution. Observations and Conclusions: After about an hour, the solution changes to green, and a reddish-brown deposit is formed on the iron nail. --- Corrosion of Metals Corrosion is the destruction or damage of a material due to chemical reaction. Rusting of iron happens when iron is exposed to moist air, forming a reddish-brown layer of rust. Rust is iron oxide, which eventually flakes off, damaging the object. Definition written on the page: "Slow eating of a metal’s surface due to oxidation is called corrosion of metals." Uses of Metals (Continued) Aluminium Used in high-voltage electric lines. Alloys like duralumin and magnalium are used in aircraft and automobile bodies. Used for making aluminium foil and cooking utensils. Copper Good conductor of electricity → Used in electrical wires, cables, motors, and transformers. Good conductor of heat → Used in the bottoms of stainless steel vessels. Zinc Used to make corrosion-resistant galvanised iron (GI) pipes and sheets. Used as an electrode in dry cells. Other Metals Gold and silver → Used in jewellery. Lead → Used in electrodes of lead storage batteries (used in automobiles and inverters). Chromium → Used for electroplating iron to give a shiny, corrosion-resistant finish. --- Looking Back (True/False Statements) 1. Gold, silver, and platinum are found in the Earth’s crust as free metals. → True 2. Most metals are solids that are soft. → False 3. Metals such as zinc and magnesium react with dilute acids to liberate oxygen. → False 4. A less reactive metal displaces a more reactive metal from its aqueous solution. → False 5. The chemical name of rust is zinc oxide. → False (Rust is Fe₂O₃.xH₂O) 6. Coating zinc objects with iron is called galvanising. → False (Galvanising is coating iron with zinc) Non-Metals Physical Properties of Non-Metals Exist as gases or solids at room temperature (except bromine, which is liquid). Not as hard as metals (except diamond, which is very hard). Low tensile strength and low density. Low melting and boiling points (except graphite). Not sonorous (do not produce a ringing sound). Not malleable or ductile (cannot be beaten into sheets or drawn into wires). Do not have lustre (except iodine and graphite). Bad conductors of heat and electricity (except graphite, and silicon under specific conditions). --Chemical Properties of Non-Metals Reaction with Water Most non-metals do not react with water. Highly reactive non-metals (e.g., phosphorus) catch fire in air, so they are stored in water. Fluorine, chlorine, and bromine react with water to form acids. Reaction with Oxygen Non-metals react with oxygen to form acidic or neutral oxides. Carbon and sulfur react with oxygen to form acidic oxides, which dissolve in water to form acids. Some oxides (e.g., CO, N₂O) are neutral and do not form acids. Examples: Carbon + Oxygen → Carbon Dioxide (CO₂) CO₂ + Water → Carbonic Acid (H₂CO₃) Sulfur + Oxygen → Sulfur Dioxide (SO₂) SO₂ + Water → Sulfurous Acid (H₂SO₃) Reaction with Acids Unlike metals, non-metals do not replace hydrogen in acids. Silicon reacts with hydrofluoric acid (HF). --Uses of Non-Metals Hydrogen Used in the manufacture of ammonia and industrial chemicals. Used in vanaspati (a cooking oil). Oxygen Used in breathing support systems in hospitals. Used with other gases in equipment to weld metals. Sulphur Used in the manufacture of sulphuric acid, sulphur dioxide gas, and other industrial chemicals. Used to make pesticides for agriculture. Used in vulcanising rubber (making it harder) and in gunpowder. Nitrogen Used in the manufacture of ammonia and nitrogenous fertilisers like ammonium nitrate and ammonium sulphate. Used as an inert gas in processed food packaging to prevent rancidity. Silicon Used in making semiconductors for microchips. Silicates (oxides of silicon) are used in making glass. Other Non-Metals Phosphorus: Used in making fertilisers (superphosphates). Chlorine: Used for disinfecting drinking water. Argon: Used in welding stainless steel and filling electric bulbs. Helium: Used in balloons for meteorological observations. Neon: Used in fluorescent lights for advertisement displays

ETHICS MIDTERM KANT'S MORALITY AND FREEDOM According to Kantian Philosophy, FREEDOM is a concept which involved in the moral domain. Kantian Freedom is closely linked to the notion of autonomy meaning "law itself; thus freedom falls obedience to a law that I created myself" "To act freely is to act autonomously. To act autonomously is to actc according to a law I give myself. When I act according to the laws of the natute, demands of social convention, when I pursue pleasure and comfort, I am not acting freely. To act freely is not tocsimply choose a means to a given end.To act freely is to choosecthe end itself, for its own sake." KANTIAN NOTION OF FREEDOM Contrasts of Kant's Notion of Moral Law 1. DUTY vs INCLINATION (morality) only the motive of duty, acting according to the law I give myself confers moral worth to an action. Any other motive, while possibly commendable, cannot give and an action moral worth Scenario 1: Duty vs Inclination A nurse, Maria, is working in a hospital She Is assigned to care for a difficult patient, Mr. Johnson, who is known for being rude and demanding. Maria feels a strong inclination to ignore Mr. Johnson's requests and provide minimal care due to his behavior. However, according to her duty as a nurse, Maria knows she must provide the same level of care to all patients regardless of their behavior. Scenario 2: Duty and inclination in accordance to Emmanuel Kant's Morality Sara, a Muslim American nurse, is working in a hospital where there is a shortage of staff. One day, she finds out that her colleague, Lisa, a Hindu Indian nurse, made a medication error that harmed a patient. Sara knows that according to her duty as a nurse, she should report the error to the authorities. However, Sara also feels a strong inclination to protect Lisa, as they are good friends, and she fears that reporting the error may harm Lisa's career. Scenario 3: Nurse Johnson is assigned to administer medication to patients in a hospital. One day, while on duty, she notices that one of her patients is in severe pain and requires immediate attention. However, Nurse Johnson is feeling exhausted and overwhelmed due to working long hours without a break. Despite knowing her duty to provide timely care to the patient, Nurse Johnson decides to take a break and relax for a while, prioritizing her inclination to rest over her duty to attend to the patient's needs. 2. AUTONOMY vs HETERONOMY (freedom) I am only free when my will is determined autonomously, governed by the law I give myself Being Scenario 1: Autonomy vs. Heteronomy Sarah, a high school student, is given the freedom to choose her extracurricular activities. She decides to join the debate club because she enjoys public speaking and critical thinking. Her parents support her decision but let her make the choice independently. Sarah feels empowered and motivated by her ability to make her own decisions In contrast, Sarah's friend Emily is pressured by her parents to join the school choir despite not having much interest in singing. Her parents believe that being part of the choir will improve Emily's confidence and social skills. Emily feels obligated to obey her parents' wishes, even though she would prefer to explore other activities. Scenario 2 David, a college student, is faced with a difficult decides on about whether to cheat on an upcoming exam. Despite feeling overwhelmed by the pressure to perform well, David chooses not to cheat because he believes it is morally wrong. On the other hand, David's classmate, Tom, decides to cheat on the exam after being persuaded by his friends who argue that everyone else is doing it and that the consequences are minimal. 3. Categorical vs Hypothetical Imperatives (reason) Kant acknowledges two ways in which reason can command the will, two imperatives. Hypothetical Imperatives uses instrumental reason: " If i want X, I must do Y" Hypothetical Imperatives is always conditional. Categorical Imperatives is non-conditional. Situation 1 [categorical] A student wants to pass their exam. If the student wants to pass the exam, they must study diligently Scenario 2 [hypothetical] A person wants to lose weight. If the person wants to lose weight, they must exercise regularly and eat healthily. Scenario 3 [categorical] A nurse encounters a patient in the hospital who requires immediate medical attention. However, the nurse is unsure if she should assist the patient because it is her break time, and she wants to relax. Scenario 4 [ categorical] A nurse is assigned to administer medication to a patient However, the nurse mistakenly believes that she can skip certain safety protocols to save time. ROLE OF FREEDOM IN MORALITY Morality refers to the cultivation of virtue Virtue: the development of character traits so that choosing the good becomes the matter of habit But in order to be truly Virtues, a person must be set free to cultivate such virtue, or not. FREEDOM: THE FOUNDATION OF MORAL ACT Freedom is humans' greates quality, a reflection of our creator. The power rooted in: Reason and Will To Act or Not To Act To Do This or That To Perform Out of Responsibility Good and Evil are forged out from freedom. And that as a person reaches a higher level of freedom, he becomes more capable of higher levels of morality. However, the sinful person becomes a slave. The concept of Freedom is a central premise in Religious Morality, and Secular Culture greatly exalts freedom. FREEDOM AND FREE WILL Freedom is rooted in "reason and will", "to act or not to act", "to do this or that", and to perform deliberate actions on one's own responsibility is a premise in religious morality (i.e. Catholics). Since our secular culture greatly exalts freedom. Freewill "the power of acting without of the constraint necessity or fate" -Oxford Dictionary "the notional capacity or ability to choose between different possible courses of action unimpeded. Free will is closely linked to the concepts of moral responsibility, praise, culpability, sin, and other judgements which apply only to actions that are freely chosen." -Philosophical notion FREEDOM FREEWILL Refers to the ability to act according to one’s own will, without coercion or constraint. Often associated with external circumstances, such as legal rights or societal norms Can be limited by external factors, such as laws, regulations, or societal expectations. Implies, the absence of external restrictions on one’s actions Refers to the philosophical concept that individuals have the ability to choose their actions freely. Often associated with internal mental states, such as intentions, desires, and beliefs. Implies the ability to make choice that are not determined by external factors alone. Raises questions about determinism, the idea that all events, including human actions, are ultimately determined by causes to external to the will Reason and Will Difference Similarity Reason -the ability to think, understand, and form judgement based on logic -is often associated with intellect and rationality -more objective and impartial -faculty of the mind - Both involve conscious process and can be influenced by various factors - Both play a role in decision-making and guiding behavior Will -ability to make conscious choices -desire and motivation -more of an intentional process -influenced by emotions and desires Faculty of the soul/spirit -Both are considered important aspects of human nature in many philosophical and psychological theories FREEWILL AGAINST ALL ODDS "if man has freewill, then are we truly free?" Freewill in Philosophy VS Freewill in the Scientific Notion Freedom, Freewill and Chaos Freewill in the Scientific Notion Chaos Theory (Physics and Quantum Mechanics) interdisciplinary area of scientific study and branch of mathematics focused on underlying patterns and deterministic laws of dynamical systems that are highly sensitive to initial conditions, and were once thought to have completely random states of disorder and irregularities. Chaos Theory (Psychology) is a theory that explains events that seem unforeseeable and erratic on their surface but are controlled by deterministic explanations. The chaos theory definition is applied to nonlinear systems that are significantly impacted by the circumstances of their starting position. The theory explains that extremely small changes in the initial circumstances of a situation can result in extreme differences later on. Chaos Theory (Leyman's) describes the qualities of the point at which stability moves to instability or order moves to disorder. CHAOS THEORY: Butterfly Effect "one small occurrence can influence a much larger complex system" evokes the idea that a small butterfly flapping its wings could, hypothetically, cause a typhoon. Or it could not - the mind-boggling part of the butterfly effect is that it's virtually impossible to predict whether a small system will lead to chaotic behavior ETHICAL THEORIES I. Consequentalism Il. Moral Subjectivism III. Ethnocentricism IV. Social Contract Theory V. Feminist Ethics VI. Situation Ethics Vil.Divine Command Theory VIII. Natural Law Theory IX. Rawl's Theory of Justice X. Ethical Nursing Theories REASON AND IMPARTIALITY Reason and Impartiality are not absolute to a particular group of people, while Morality is absolute. REASON the capacity for consciously making sense of things, establishing and verifying facts, applying logic, changing or justifying practices, intitutions, and beliefs bassed on new or existing information (Kompridis, 2000) CONSEQUENTIALISM: Only the consequenecs, or outcomes, of actions matter morally. Acts are deemed to be morally right (or wrong) solely on the basis of their consequeces. e.g.: Lying (considered wrong) Consequentialism: "If lying is may help save a person's life, then lying is deemed to be the right thing to do." theoretical flaw: difficult; no one can predict the future; objectionable Principles of Consequentialism 1. Whether an act is right or wrong depends only on the results of that act; 2. The better consequences an act produces, the better or more right that act. MORAL SUBJECTIVISM Right and Wrong is determined by what YOU, the subject just happens to think or "FEEL" is right or wrong Theories under Moral Subjectivism A. Simple Subjectivism B. Individualist Subjectivism C. Moral Relativism D. Ideal Observer E. Ethical Egoism F. Utilitarianism G. Teleotonlogy H. Deontology I. Virtue Ethics A. Simple Subjectivism view that ethical statements reflect sentiments, personal preferences and feelings rather than objective facts B. Individual Subjectivism Individualist, a view put forward by Protagoras, saying that "there are as many distinct scales of good and evil as there are individuals in the world." Egoism, maintains that every human being ought to pursue what is in his or her self-interest inclusively. C. Moral Relativism or Ethical Relativism, view that "for a thing to be right, it must be approved by society", leading to the conclusion of different things are right for people in the different societies and different time periods D. Ideal Observer view that 'what is right is determined by the attidtudes that a hypothetical ideal observer"(a being who is perfectly rational, imaginative, and informed) E. Ethical Egoism Right and wrong is determined by what is in your self-interest. Or is it immoral to act contrary to your self-interest based on Psychological Egoism, that WE by nature, act selfishly. Egocentricism and Sociocentrism E1. Egocentricism -the common tendency to consider one's personal opinion. - "an egocentric thinker thinks or does not recognized or even entertain any other opinion; thinks that their opinion alone matters, and all other opinions fare less compared to his own" E2. Sociocentrism - when an entire community (not just an individual) or social group imposes its own worldview and thinks of it as an unquestionable. e.g Religious groups (Islam, Christians, and Jewish) Political Factions Postcolonial Mentality F. Utilitarianism a theory that holds that the best way to make moral decision is to look at the potential consequences of each available choices, then pick the option that either does most to increase happiness or does to increase suffering. G. Teleontology refers to the philosophical study of the nature and essence of teleology, which is the study of purpose or goal-directedness in nature. can be understood as the study of the purpose or ultimate goals behind things, particularly in the context of healthcare and nursing. It involves examining why certain healthcare practices are carried out and what they aim to achieve for the well-being of patients. H. Deleontology or Deontological Ethics is an approach that focuses on the rightness or wrongness of actions themselves, as opposed to the rightness or wrongness of the consequence of those actions I. Virtue Ethics is an excellent trait of character. Is a disposition, well entrenched in its possessor. emphasizes an individual's character as the key element of ethical element of ethical thinking. States that only good people can make good moral decision. Therefore, the best way to be moral is to constantly seek to improve oneself. Virtue ethics encourages nurses to embody virtues like empathy and kindness, which guide their actions and decisions Examples Compassionate Care: A nurse provides emotional support and comfort to a grieving family, demonstrating empathy and compassion. Honest Communication: A nurse is truthful and transparent in communication with patients and families, reflecting honesty as a virtue. Advocacy: A nurse advocates for a patient's needs, showing fairness and a commitment to justice. I1. Eudaimonism holds that the proper goal of human life is eudamonia (which can be variously translated as "happiness") and that this goal can be achieved by a lifetime of practicing arête (the virtues), in one's everyday activities, subject to the exercise of phronesis (practical wisdom) or dilemmas which might aruse. I2. Ethics of Care developed by Annette Baier (1987), is focused upon feminine mentality,wherein it is to exemplified by women such as: taking care of others, patience, ability to nurture, and self sacrifice, etc. I3. The Theory of Natural believe that every person is endowed with certain inalienable rights, such as right to life, right to property, right to liberty. Kant's Good Will and Sense of Duty to act out of sense of moral "obligation" or "duty" ETHNOCENTRISM -is the belief in the inherent superiority of one's own ethnic group or culture. It involves judging other cultures based on the standards and values of one's own culture, often leading to a biased perspective where one's own culture is seen as the "norm" or the standard by which all other cultures are measured. Ethnocentrism can result in prejudice, discrimination, and misunderstanding towards other cultures. Implications for Nursing Practice Cultural Imposition: Nurses may unintentionally impose their own cultural beliefs on patients, which can lead to misunderstandings and conflicts. For example, a nurse might assume that a patient's reluctance to accept a particular treatment is due to ignorance rather than cultural beliefs Barriers to Communication: Ethnocentrism can create barriers in communication between nurses and patients. When nurses view their cultural norms as superior, they may struggle to understand the perspectives of patients from different backgrounds, leading to ineffective communication and reduced trust. Impact on Patient Compliance: Patients who perceive that their cultural beliefs are not respected may be less likely to comply with medical advice or treatment plans. This non-compliance can result in poorer health outcomes and increased healthcare disparities among ethnocultural groups IV. SOCIAL CONTRACT THEORY posits that moral obligations arise from agreements among individuals in society. It suggests that ethical rules are those that rational individuals would agree to for mutual benefit. Application in Nursing in nursing, social contract theory can inform professional codes of conduct and ethical standards that nurses agree to uphold. Examples Professional Codes: Nurses adhere to professional codes that outline ethical responsibilities, such as respecting patient rights and maintaining professional boundaries. Teamwork: Nurses work collaboratively with other healthcare professionals based on agreed-upon roles and responsibilities. Patient Rights: Nurses respect and advocate for patient rights such as the right to refuse treatment, as part of their professional obligations. V. FEMINIST ETHICS a complex set of interrelated perspectives that emphasize interpersonal concerns such as caring, interdependence, and the ethical requirements of particular relationships. Such concerns are traditionally identified with women, but Feminist Ethics should not be thought of as a theory only for women. Feminist ethics can guide care that prioritizes empathy, nurturing, and the well-being of patients and their families. Examples Holistic Care: Nurses provide care that considers the emotional and social needs of patients, not just their physical health. Supportive Relationships: Nurses foster supportive relationships with patients and their families, emphasizing care and empathy Advocacy for Vulnerable Groups: Nurses advocate for the rights and needs of vulnerable patient groups, reflecting a commitment to social justice. VI. SITUATION ETHICS argues that ethical decisions should be made based on the unique circumstances of each situation, rather than adhering to fixed rules. Sițuation ethics can guide decisions that require flexibility and adaptation to individual patient needs. Examples: Emergency Situations: In emergency situations, nurses mayneed to act quickly without following standard protocols, prioritizing immediate patient needs. Cultural Sensitivity: Nurses adapt care practices to respect the cultural beliefs and values of diverse patients. End-of-Life Care: Nurses make decisions about end-of-life care based on the specific needs and wishes of the patient and their family. VII. DIVINE COMMAND THEORY (DCT) is a metaethical theory that posits that moral values and obligations are grounded in the commands of God. According to this theory, actions are morally right if they align with God's commands and morally wrong if they contradict them. This perspective asserts that morality is not based on human reasoning or societal norms but is derived from divine authority. Is higher than human act Key Features of DCT 1.God's Sovereignty: DCT emphasizes that God's will is the ultimate foundation for all moral principles. What God commands is inherently good, while what He forbids is inherently bad. 2. Objective Moral Standards: The theory asserts that moral truths exist independently of human opinions or cultural contexts. These truths are rooted in divine commands. 3. Moral Simplicity: Actions can be categorized as right or wrong based on their alignment with God's commands, making moral decision-making straightforward according to this framework. 4. Religious Texts as Guidance: Ethical guidance is derived from sacred texts, such as the Bible or the Qur'an, which provide the commandments and principles that followers are expected to uphold. 5. Absolute Moral Laws: Since God's commands are seen as unchanging, the moral laws derived from them are also considered fixed and universal. 6. Limitations on Autonomy: Adherents to DCT may find their personal freedoms constrained by divine dictates, emphasizing obedience to religious laws over individual preferences. Applications of DCT in Nursing: Guiding Ethical Decisions Nurses who subscribe to DCT may use their understanding of divine commands to guide their ethical decisions in clinical settings

Module 3: Preparing Financial Statements

3.7.2 Financial Ratio Analysis

117 - 3_Preparing Financial Statements (Answer with Term)

117_Financial Statements

08 - Weather and General Statements

Please wait outside until I let you in, and put all your stuff at the back just like we've done about 20 times already this semester. Okay? Or this semester and last, and you will be just fine. Now your lecture exam too is 90 marks big. It is 90 multiple choice questions. Okay. It is going to be on cardiovascular disorders, urinary system, fluid balance, Okay. So let's start talking about them. First of all, okay, you need to know the difference between a myocardial infarct, ischemic attack, a congestive heart failure, and angina pectorals. You need to know what a low level inflammatory response that develops over time where the endothelium is damaged due to the aging or prolonged hypertension, where LDLs accumulate, and the endothelium is repaired with collagen is called. That might take you a long time to read. Okay? But it is a good question. Okay? You need to know now be really, really clear on these. Okay? You absolutely need to know the difference between right ventricular hypertrophy and left ventricular hypertrophy and what they cause. Because there's two questions on here, and so far, this one hasn't been done very well. Okay? Make sure you understand what right ventricular hypertrophy leads to and you understand what left ventricular hypertrophy leads to. Now the original term, congestive heart failure, that refers to left ventricular hypertrophy leading to backup in the lungs. K? You need to know what arteries or vessels are used in bypass surgery. You need to know what a mini stroke is. Okay? You need to know the difference between thrombus and ballast occlusion and arthroma. You need to know what is a restriction in blood supply generally due to factors in the blood vessels with resultant damage or dysfunction of tissue. You need to know, what are the consequences of an aging cardiovascular system. And then I I've got a matching question for you. You need to match the basic function of the proximal convoluted tubule, the glomerulus, and the peri colic duct. And then two of my favorite questions. Are you ready? Okay. You have to find out which of the following is the best explanation for why the cells of the proximal convoluted tubule contain so many microclonary. Oh, isn't that lovely? Okay. And then the other one you need to know is you need to find the best explanation for the microvilli on the apical surface of the proximal convoluted tubules. So don't get that one wrong because we've talked about microvilli about a bazillion times. Okay? This picture is gonna be on there, folks. Okay? This is the picture of the of the nephron from your textbook. Okay. You need to label things like glomerulus glomerulus afferent arteriole collecting duct nephron move. Okay. Where do you find the granular cells? Okay. The difference between the medulla and the cortex. Make sure you know all of those things. I'll read you this one. This is a good question too. Hydrostatic pressure is the primary driving force of plasma through the filtration membrane into the capsular space. All the publicly following statements reflects why hydrostatic pressure is so high in the glomerular capillaries. Select the one statement that does not explain the high pressure within the glomerular capillaries. So you need to know why glomerular capillary pressure is higher than the rest of the capillaries in the body. You need to know how or why cells or transport proteins are prevented from moving through how yeah. What drives reabsorption of organic nutrients in the proximal condylated tubule? Who drives thus? You need to know the mechanism that establishes the medullary osmotic gradient the The functional and structural unit of the kidneys is what? The g force pushing the blood and solids out of the blood across the filtration membrane is what? Okay. The macular densities cells do what? Function in angiotensin two is to do what? What is, specific gravity or density? Okay. If you talk about the specific gravity or density of urine, how is it different from water? You need to actually, this is just one question, but it should be a pretty simple one. Okay? You need to place the following and correct sequence from the formation of a drop of urine to its elimination of the body. And so you have to go through from well, I'll just read it to you. Major calyx, minor calyx, nephron, urethra, ureter, and collecting that. So you need to put those in order from start to finish. Okay? What would happen if the capsular hydrostatic pressure were increased above normal? You need to know what would happen. Reabsorption of bilevels of glucose and amino acids in the filtrate is accomplished. The 44 more. Okay. So you need to match to their definition. All of your hypo and hypers. Make sure you have some under control. Okay? And then you need to match possible causes. So there's possible causes of respiratory alkalosis, metabolic alkalosis, metabolic acidosis, and respiratory acidosis. Respiratory alkalosis, metabolic alkalosis, metabolic acidosis, and respiratory acidosis. There are possible causes for those four things. You need to match the disorder to the cause. Okay? And then you need to know, the body's motor volume is mostly tied to the level of then I have a couple of clinical correlation questions for you, but they are multiple choice this time. So something happened to Jane. You have to tell me what's happening to Jane. Okay? Now whereas sodium is mainly found in the extracellular fluid, most is found in intracellular systems are. Okay. Which of the following is not a likely source of hydrogen ions in blood plasma, so there's a few types in the tablets, so make sure you know which ones are going to produce acids and which ones aren't. And then Annie had something happen to her as well. Across capillary walls is what? Regulation of potassium balance is what? Now Dave Dave did something silly. Okay? Dave ran a marathon. Okay? And then Dave did something even more silly afterwards. I want you to tell me what happened to Dave. And in addition to that, Nancy is having a panic attack. So I want you to tell me what's happening to Nancy in terms of respiratory aesophosis and respiratory aldosterone. Okay. If thyroid and parathyroid glands were surgically removed, which of the following would go out of balance without replacement therapy? Falling arterial blood pressure holds which? An illness, Doug. Doug has severe diarrhea. Okay. And, is accompanying the loss of bicarbonate or secretions. So how is Doug gonna compensate for that for Doug? Okay. You need to know what the medical term for kidney stones is. You need to know what happens, or what could cause the passage of proteins, red blood cells, and white blood cells into the urine. You need to know how to solve prostatic enlargement, and, you need to know what the presence of white blood cells in urine is called and what is causing it. Okay? And then there's a picture of the lymphatic of the lymph node. Okay. You need to label the lymph node picture. And then you there is going to be a matching question on lymphatic structures, so you need to know what happens in the spleen, the lymph nodes, the thoracic duct, the lymph, and the pyre patches. There's a list, a small short list. Okay? So in other words, you're going to need to know what is classified as a lymphoid organ and what does not. Okay? So make sure you know what your lymphoid organs are. You need to know the pathway of lymph. So it starts in lymph capillaries. Where does it end? Make sure you know all the steps along the way. And then you need to know the functions of the spleen. What did what does the spleen do? And that is it for an example

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