Chowan University Admissions - SAT Scores, Costs...

Chowan University Admissions - SAT Scores, Costs... Chowan University Admissions Overview: Admissions at Chowan University are only somewhat competitivethose with grades and test scores above average have a good chance of being admitted. Students applying to Chowan need to submit scores from the SAT or ACT, along with high school transcripts and a completed application. There is no writing or personal statement requirement as part of the application. Students interested in Chowan University should check out the schools website, and are welcome to visit campus and/or contact the admissions office with any questions.   Admissions Data (2016): Chowan University Acceptance Rate: 57%Test Scores 25th / 75th PercentileSAT Critical Reading: 360 / 445SAT Math: 360 / 450SAT Writing: - / -What these SAT numbers meanACT Composite: 14 / 17ACT English: 11 / 16ACT Math: 15 / 17What these ACT numbers mean Chowan University Description: Chowan University is a private Christian college in Murfreesboro, North Carolina, a town just an hour away from Virginia Beach. With a student/faculty ratio of 16:1 and a student body of just over 1,300, Chowan offers plenty of individualized attention on its 300-acre campus. The college hosts over 45 student clubs on campus and 13 NCAA Division II sports. The Chowan Hawks compete in the  Central Intercollegiate Athletic Association (CIAA). Popular sports include football, soccer, softball, tennis, and cross country. Chowan also has plenty of intramural sports, including pick-up Frisbee and extreme dodge ball. For those with more interest in the fine arts, Chowan is home to the Wayland L. Jenkins Jr. Fine Arts Center, a gallery with almost 90 original works of art as well as a collection of early 19th-century furniture. There is plenty to do at Chowan, including watching performances by TheatreChowan, playing to win the Chowan Ping-Pong title, and surfing at one of the nearby beach es. Enrollment (2016): Total Enrollment: 1,534  (1,525 undergraduates)Gender Breakdown: 46% Male / 54% Female96% Full-time Costs (2016- 17): Tuition and Fees: $23,930Books: $1,000 (why so much?)Room and Board: $8,950Other Expenses: $1,664Total Cost: $35,554 Chowan University Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 100%Percentage of New Students Receiving Types of AidGrants: 100%Loans: 92%Average Amount of AidGrants: $17,193Loans: $10,696 Academic Programs: Most Popular Majors:  Business Administration, Criminal Justice, Health and Physical Education, Social Sciences, Psychology, Elementary Education, Religious Studies, History, Communications, Studio Art Graduation and Retention Rates: First Year Student Retention (full-time students): 48%4-Year Graduation Rate: 12%6-Year Graduation Rate: 23% Intercollegiate Athletic Programs: Mens Sports:  Football, Tennis, Track and Field, Cross Country, Basketball, Baseball, Golf, SoccerWomens Sports:  Lacrosse, Softball, Soccer, Tennis, Track and Field, Cross Country, Volleyball, Basketball, Bowling Data Source: National Center for Educational Statistics If You Like Chowan University, You May Also Like These Schools: Shaw UniversityNorfolk State UniversityOld Dominion UniversityMars Hill UniversityVirginia Commonwealth UniversityBarton CollegeNorth Carolina Central UniversityWingate UniversityUniversity of North Carolina - GreensboroVirginia Union University

Irony Essay Example | Topics and Well Written Essays - 500 words

Irony - Essay Example The underlying irony is the attempt to highlight the harassment meted out to women of the Victorian era. Women couldn't live life on their own terms, due to social norms and mores. The situation itself is ironic, considering that the male in the poem liberates the women from leading a life of misery by sticking to these social limitations and boundaries. The irony adopts the form of a Dramatic Irony. Evidently, the ironic idea further the hidden theme of the exploitation of women in the Victorian era. Similarly, 'Ozymandias', by P.B.Shelley is another work that contains an underlying message. The poem talks about Ozymandias, who rises to power and falls in Egypt. The underlying irony is the very fact that in spite of all the power one attains, it becomes history at some point or the other and goes into oblivion. This applies to governments and all those who lust for power; for eventually, it's all gone! The irony here is more of a situational irony, considering the spiritual and more mature outlook that the poet tries to portrays as a part of the irony. The next poem we could consider is Ariel Dorfman's 'Hope', which is an irony on the pain and suffering that engulfs the world of mankind. His poem is a philosophical irony, and is a reflection and revelation into the miseries that this world. W.H.Auden's '

E-marketing Communications Plan for IBB Assignment

E-marketing Communications Plan for IBB - Assignment Example Hence, if we work through this new channel, it can make our work far faster and better than it used to be. Many Companies have moved away from big advertising expenditures that used to be a huge part of their marketing programs and have instead poured money into less expensive PR/Social Media programs. This digital media enabled the long-term partnership with consumers and also provided cost-effective solutions. Companies switching to new media are the latest trend and respond to the need of the market since most consumers prefer online channels these days. Indeed, online media are gaining popularity and consumers easily trust them. Today, content is created, consumed, commented on, collaborated over and circulated at an ever-accelerating pace through the social media, search engines, and digital content. Companies have to move quickly to identify, learn from and engage in conversations that are related to their brands. They need to communicate using channels preferred by an increasi ngly selective audience. So, it has been decided to launch a full flash digital marketing campaign using different mediums. I will closely work with digital marketing agencies to ensure media relations campaigns dovetail with blogger relations and other social media PR strategies, as well as wider marketing and communications initiatives. We work â€Å"with our clients to identify and track the most influential and relevant industry analysts and work out strategies for engaging with them. â€Å" (http://triercompany.com/services/analyst-relations/) For a new website launch, we will work for reputation management strategies, as well as communications services that meet our goals and objectives. We will take the time to understand our unique culture and challenges, which will help us come up with marketing strategies that will give us ultimate success. We will get the services of those agencies which specialize in helping clients build corporate visibility through high-profile media relations. We will also engage several crisis management experts, experienced in handling communications around a wide range of issues. During a campaign, the nationwide network of highly experienced social media mavens will target both consumers and influences. The services that we will explore include research, a brand category identification, message composition, ID maintenance, campaign development, execution and reporting. Methodology Since the world economy is influenced by globalization processes, the total business environment has dramatically changed of late. Competition is no more limited to a single market place, it has also expanded internationally. The technological advancement today creates competitive advantages in every industry and sector. Importantly, digital marketing is on boom and many businesses are shifting their budget to this new form of marketing. Before working on any report, it is vitally important to do a research. In particular, researchers have to ens ure they understand the topic right, and then they need to gather data and craft it in a fine report, which should be understandable in the context of its target market. In other words, researchers carry out a research and transform the facts that they have obtained in a sequence, so that readers can easily understand the idea and the situation described in the report.  

Transformational Learning Research Paper Example | Topics and Well Written Essays - 1750 words

Transformational Learning - Research Paper Example In this paper, transformational learning is explored from these perspectives. Transformational Learning The concept of transformational learning has played a significant role in adult education. One of its major contributions is establishment of a basis for distinguishing between childhood and adult education. Unlike other learning perspectives such as SDL, transformational learning focuses on the cognitive process, which results in learning. Core to its constructs are the learner’s experience that is diverse as compared to the experience among young learners and an advanced level of maturity that adult learners have relative to their potentials at younger ages. These distinctions, as Rubenson explains, identify the learning approach as an adult learning theory and, therefore, supports previously developed theoretical concepts by Mezirow. Rubenson further explains that the basis of transformational learning is the change in people that arises from abrupt changes in their envir onment, their experience, and the visibility of such changes among the subjects or among people around them (Reubenson, 2011). Transformational Learning Theory Westby offers a theoretical approach to transformational learning through the Mezirow’s transformational learning theory. ... The change aspects identify experiences such as â€Å"poverty, illiteracy, and oppression† that play a significant role in adults’ cognitive constructs for transformational learning (Westby, 2007, p. 15). Another foundation for transformational learning theory is the rational nature of human beings that drives them to reflect on their experiences and develop assumptions and opinions from the experiences. Westby offers four constructs of transformational learning. These are â€Å"constructivists’ foundation, critical reflection, a shift in the world view, and a change to meaning schemes† (Westby, 2007, p. 15). Constructivism recognizes adults’ perspectives that learning is developed from life experiences and is, therefore, an intrinsic phenomenon as opposed to a development from external sources such as books and educators. Constructivism further undermines the role of educators in transferring knowledge to learners because adult learners develop kno wledge from their experiences. Reflection is another fundamental construct in transformational learning and defines knowledge development through a series of reflection into actions and reflective evaluation of actions for solutions to problems that learners may encounter. This means that transformational learning is not entirely dependent on experience, but also on the learner’s rationale, which evaluates experiences for intellectual developments. A significant change in the worldview is another definitive characteristic of transformational learning and goes beyond knowledge and skills. The change in general perception involves transformation of personal values and approaches to developing meaning from a person’s

Intracellular Bacteria Survival Strategies

Intracellular Bacteria Survival Strategies Survival strategies of intracellular bacteria to amoeba grazing Free living amoebae are unicellular protozoan that are ubiquitous in various environments. They mainly feed on bacteria through phagocytosis, and kill them in phagosome, which is a harsh acidic environment that contains different antimicrobial weapons. Amoebae grazing has been suggested to be one of the major forces that shaping bacterial abundance and diversity. However, some bacteria have developed strategies to survive phagocytosis by free-living amoebae and are able to exploit host cell resources. Below we try to summarize our current knowledge on the diverse mechanisms that are used by intracellular pathogens to overcome amoebae defenses. The most obvious strategy is to escape from the phagosome so that intracellular pathogens can avoid amoebae killing. Because phagosome is generally viewed as a harsh environment where ingested bacteria are confronted with acidification, oxidative burst, nutrient deprivation, and various antimicrobial small molecules. For instance, some members of the genus Mycobacterium, such as Mycobacterium marinum and M. tuberculosis, have evolved the ability to escape from phagosome into the host cytosol. This process requires the mycobaterial type VII secretion system ESX-1. In addition, both M. marinum and M. tuberculosis can be ejected from the cell through an F-actin structure ejectosome to spread cell to cell [1,2]. In general, cytosol is considered as permissive for bacterial growth, as it provides nutrients and is protected from host immune killing [3]. Therefore it is an ideal place for bacteria to thrive after escaping from phagosome. However, some intracellular pathogens can invade more unusual intracellular niches such as the eukaryotic nucleus. This includes in the free living amoebae Naegleria clarki [4] and more recently in another amoeba strain Hartmannella sp. [5]. These so called intranuclear bacteria are relatively rare and current studies suggest an independent evolutionary origin of an intranuclear life style. Taken together, after escaping intracellular bacteria can live in either cytosol or nucleus. The second strategy is to stay within the phagosomal vacuole, but subvert its antimicrobial mechanisms. These include preventing phagosome-lysosome fusion, modulating phagosomal pH, damaging phagosomal membranes, and/or quenching oxidative bursts [6]. Intracellular pathogens can utilize a combination of these approaches. For instance, Legionella pneumophila has evolved a complex system which allows the bacteria to hijack the phagocytic vacuole [7]. It can evade the endocytic pathway and the subsequent phagosome-lysosome fusion, delays its acidification and establishes a safe intracellular niche called Legionella containing vacuole (LCV), which allows intracellular replication [7,8]. Further studies suggest that L. pneumophila uses the Icm/Dot type IV secretion system (T4SS) and the Lsp type II secretion system (T2SS) to avoid killing and exploit host resources [7,9]. There are plenty of other bacteria using similar strategies [10]. However, a very special case is that some intracellu lar pathogens can exploit the complex cycle of the social amoeba. In the amoeba farming symbiosis, our lab group has found that some wild Dictyostelium discoideum clones stably associate with different bacterial partners and use them as food and weapons [11-14]. These clones are called farmers because they can seed and harvest their crops in new environments [14]. In addition, two clades of inedible Burkholderia bacteria have been found to induce farming, causing the amoeba host to carry them, along with edible crop bacteria [11]. Another recent case shows that Bordetella bronchiseptica can also exploit the complex life cycle of D. discoideum. Interestingly, B. bronchiseptica resides outside the D. discoideum spores, while the carried Burkholderia localize both inside and outside of spores, indicating these two bacteria have different exit strategies. Overall, the majority of intracellular pathogens occupy phagosomal vacuole, while only some are able to escape the phagosome [6]. This is possibly due to the fact that specialized mechanisms are needed to escape from phagosome [3,6]. There is no clear relationship between the type of survival strategies and whether the microbe is an obligate or facultative intracellular pathogen [6]. References 1. Hagedorn M, Rohde KH, Russell DG, Soldati T (2009) Infection by Tubercular Mycobacteria Is Spread by Nonlytic Ejection from Their Amoeba Hosts. Science 323: 1729-1733. 2. Gerstenmaier L, Pilla R, Herrmann L, Herrmann H, Prado M, et al. (2015) The autophagic machinery ensures nonlytic transmission of mycobacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E687-E692. 3. Ray K, Marteyn B, Sansonetti PJ, Tang CM (2009) Life on the inside: the intracellular lifestyle of cytosolic bacteria. Nature Reviews Microbiology 7: 333-340. 4. Schulz F, Horn M (2015) Intranuclear bacteria: inside the cellular control center of eukaryotes. Trends in Cell Biology 25: 339-346. 5. Schulz F, Lagkouvardos I, Wascher F, Aistleitner K, Kostanjsek R, et al. (2014) Life in an unusual intracellular niche: a bacterial symbiont infecting the nucleus of amoebae. ISME Journal 8: 1634-1644. 6. Casadevall A (2008) Evolution of Intracellular Pathogens. Annual Review of Microbiology 62: 19-33. 7. Hoffmann C, Harrison CF, Hilbi H (2014) The natural alternative: protozoa as cellular models for Legionella infection. Cellular Microbiology 16: 15-26. 8. Escoll P, Rolando M, Gomez-Valero L, Buchrieser C (2013) From amoeba to macrophages: exploring the molecular mechanisms of Legionella pneumophila infection in both hosts. Curr Top Microbiol Immunol 376: 1-34. 9. Hubber A, Kubori T, Nagai H (2014) Modulation of the Ubiquitination Machinery by Legionella. Molecular Mechanisms in Legionella Pathogenesis 376: 227-247. 10. Steinert M (2011) Pathogen-host interactions in Dictyostelium, Legionella, Mycobacterium and other pathogens. Seminars in Cell Developmental Biology 22: 70-76. 11. DiSalvo S, Haselkorn TS, Bashir U, Jimenez D, Brock DA, et al. (2015) Burkholderia bacteria infectiously induce the proto-farming symbiosis of Dictyostelium amoebae and food bacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E5029-E5037. 12. Stallforth P, Brock DA, Cantley AM, Tian XJ, Queller DC, et al. (2013) A bacterial symbiont is converted from an inedible producer of beneficial molecules into food by a single mutation in the gacA gene. Proceedings of the National Academy of Sciences of the United States of America 110: 14528-14533. 13. Brock DA, Read S, Bozhchenko A, Queller DC, Strassmann JE (2013) Social amoeba farmers carry defensive symbionts to protect and privatize their crops. Nature Communications 4. 14. Brock DA, Douglas TE, Queller DC, Strassmann JE (2011) Primitive agriculture in a social amoeba. Nature 469: 393-396.

computers :: essays research papers

Computers In Our Lives   Ã‚  Ã‚  Ã‚  Ã‚  With the 21st century rolling right along the technology world is becoming highly advanced every year. School in America must teach the basics of computers before computers become too advanced for students to even learn the basics. Once the basics of computers are taught in school, then students will be able to complete a large percentage of assignments over the computer. There are three basic functions that computers will do to help education. Computers will help students to receive learning material in an efficient way. Computers will allow students to accomplish more work using quick research and will allow for increased learning during the students’ education. Computers will allow students to prepare for the new way of life in which computers will be used in every profession.   Ã‚  Ã‚  Ã‚  Ã‚  The computer has an endless supply of possible education aids. Students will be able to research any topic over the computer and the Internet. With all assignments given, all work can be done over the computers. Students can take tests over the computer, they can complete math problems and, of course, students can complete writing assignments. The more students use computers, the quicker work will be completed.   Ã‚  Ã‚  Ã‚  Ã‚  Students will be able to do all the research they need without leaving their seat. Students can learn about anything they want using the computer, which will lead to for an advanced education. The more a student researches, the more the student will learn about computers. With education switching to computers, students will learn at an efficient rate and will learn more material. Computers are used for research, writing out ideas, and then typing the paper, which makes writing papers easier for the students and more assignments can be given.   Ã‚  Ã‚  Ã‚  Ã‚  With the new way of life quickly changing, computers are going to be needed for everything. In America computers will be the basis of every profession. Computer will be used to write up information, to check background information for police officers, and will be used to even issue fishing licenses at fishing stores. If computers are not used daily in school, then the process for the future of the student will not be completed.

Cultural nursing Essay

Australia is home to one of the most culturally diverse populations in the world, and the population continues to grow (National Health and Medical Research Council, 2006). This expanding diversity creates a potpourri of cultural attitudes, beliefs and values unlike the dominant Westernised view. The cultural differences impact on how people understand and experience end-of-life in the country. Customary practices of caring for the terminally ill that permeates in most African communities differ vastly from that of Australian’s individualistic culture (Hiruy & Mwanri, 2013). African culture is of a collectivistic nature whereby autonomy is devalued and the communities or families are expected to care for the sick. As with most ethnic minority groups, this culture can become altered or suppressed when subjected to the influences of another overriding culture (Kirmayer, 2012). For these reasons, the aim of the paper is to facilitate an understanding of the process to achieve culturally competent care. This paper begins with a description of an interaction between a student nurse who held a western set of values and a patient of African origin. The paper then discusses the cultural biasness against the minority group as well as the power relationships involved resulting in the suppression of the African end of life practices. A reflective discussion regarding the best approach to deliver culturally competent care during the interaction will also be presented. Case study Talib (pseudonym) was an African man in his 80s who was transferred to the palliative care ward following an episode of cardiac arrest. When the student nurse first encountered Talib and his family, they appeared to be reserved and kept to themselves most of the time. Talib’s family took on the task of nursing Talib and refused to leave him alone even during the night shift. Talib’s family members also regularly communicated on behalf of Talib even though the patient was fluent in English. Accordingly, the student nurse’s provision of nursing care was limited. The first day of Talib’s stay on the ward also saw the arrival of over 80 visitors. In African culture, members of the community are expected to visit and pay their respects to someone nearing the end of life (Hiruy & Mwanri, 2013). This practice is especially significant in Talib’s case as he was a well-respected leader of  his community. Though the intentions of these visitors were directed by their culture, the norms of the ward did not permit such practices. Initially, the ward tried to accommodate the sudden influx of visitors. Other nurses were involved with the additional task of crowd-controlling and reminding the visitors to be considerate of other patients. As the visitors became more disruptive and unmanageable, hospital security was called in to escort them out. Moreover, the sheer number of visitors arriving to pay their respects was exhausting Talib who appeared to be fatiguing and sleeping throughout these visits. The student nurse and her preceptor discussed with the family regarding the regulation of visitors. This created conflicts within the family as Talib’s daughter felt her father needed some respite from the visitors. However, Talib’s sister wanted him to receive a send-off that was worthy of his status. The situation was contained when the student nurse and her preceptor raised the issue with the medical practitioners who imposed a restriction on the number of visitors allowed. Cultural biasness and its impact Each person is a bearer of his or her own culture, values and attitudes and hence is subjected to ethnocentric tendencies and cultural imposition (Wells, 2000). In an interview of over 90 English nurses, ethnocentric practices and cultural biasness against ethnic minority group were still reported in current nursing practices (Vydelingum, 2006). Self-assessment can pave the way to caring effectively for a patient or family from another culture as healthcare providers develop culturally sensitivity to differences (Calvillo et al., 2009). Nurses who cultivate a habit of reflecting on their own cultural values, attitudes, beliefs and practices will be more aware of the influence of their own culture on work practices (Culley, 2006). When nursing the culturally different, nurses need to perceive and understand the significance of those differences and how that can be responded to within the nursing practice. Within the Australian context, there is a focus on the empowerment of patients (Williamson & Harrison, 2010). While involving patients with healthcare discussions is a step towards attaining empowerment, this may not be the case in a collectivistic culture. Many cultures do not share the  principal value of individualism (Davis, 1999). In collectivist cultures, individuals do not concern themselves with healthcare decisions, instead family members or community are often the designated arbiters (Kanitsaki, 2003). As Talib’s cultural practice dictates that the responsibility of his care belongs to his family, the student found it difficult to engage with the patient and his family and establish a therapeutic relationship with them. The student was also frustrated at the lack of opportunities to communicate directly with Talib. She felt that she was not able to identify his healthcare needs and thus, not able to deliver any nursing care. In addition, the student nurse also received a culture shock with regards to the response of the community. The number of people who poured in to visit Talib was beyond her comprehension. Due to the lack of exposure to such encounters, the student was uncertain with regards to handling the situation. She was more familiar with her Western ways of grieving and took that as a benchmark for normalcy. This belief is fortified by other patients and their family on the ward who were mainly of Australian descent. When a person’s customs are threatened by other unfamiliar cultural practices, he or she can become defensive and dwell on their own ethnocentric values (Ruddock & Turner, 2007). Undeniably, the student nurse was affected by the incongruence in culture. She was initially puzzled but reported feeling annoyance as she saw visitors’ actions as disturbances rather than cultural practices. Power relationships Given the hierarchical nature of the health care setting, asymmetrical power is present throughout any level of relationships including organisational and individual (Ramsden, 2002). The professional culture as set out by the hospital privileges ritualised routine care, leaving little room for nurses to work in a culturally safe manner (Richardson & MacGibbon, 2010). The power imbalance further pervades at the individual level as nurses have an inherent role power over patients (Kuokkanen & Leino-Kilpi, 2000). This power often underpinned the nurses’ professional practices and interactions. In order for patients to receive effective healthcare, nurses have the responsibility to analyse and understand these power relationships. Power  imbalances should be managed to avoid isolating patients and promote equitable nursing care. Even so, nurses will still make the conscious decision to exercise their power as a form of domination which occurred in Talib’s situation (Galla nt, Beaulieu, & Carnevale, 2002). Power relationships in the above case study involved both the institution and the nurses which interplayed with each other. The most obvious agent of control was the institution. In the name of patient safety and enforcement of order in the ward, hospitals will put in force policies and guidelines which are carried out by the employees. This inadvertently or advertently dictates the actions of nurses and impacts on their decision-making and nursing care (Kuokkanen & Leino-Kilpi, 2000). The cultural need of Talib and his community, however, presented a major challenge to upholding order and control within the ward. Consequently, the cultural practice was overruled in favour of preserving the ward environment. The nurses in the case study were authorised to regulate the behaviours of patients and their visitors. Talib and his community were subjected to the nurses’ power to enforce hospital guidelines and polices when the visitors were forced out of the ward by hospital security . The decision to call in security was solely that of the nurses without any prior notice to Talib and his community. The author and her preceptor also brought up the idea of imposing restrictions on the influx of visitors to the medical practitioners. While the doctor’s order to restrict the number of visitors was made in consultation with Talib’s daughter, it was hardly the consensus of other family members. The agreement to the visitor restriction may be an attempt to avoid another confrontation with security by assimilating into the hospital culture while compromising on their cultural practice. In this manner, the African community was disempowered by both healthcare providers and institutions. Lessons learnt Culturally safe care has its basis in cultural awareness and cultural sensitivity (Phiri, Dietsch, & Bonner, 2010). The ability to be culturally sensitive is developed from openness towards cultural diversity and respect for these differences (Campinha-Bacote, 2003). Appreciating the underlying forces that drive certain cultural practices can also contribute to  developing cultural sensitivity (Ramsden, 2002). Thus, for nurses to acquire the knowledge, skills and attitudes that are pertinent to the delivery of culturally safe care that is congruent with the patient’s needs, they have to recognise the patient’s cultural system and norms. Nurses will need to be aware of their own prejudices to circumvent stereotyping and categorising which can affect their approach towards the acceptance of culturally different end-of-life practices (Chenowethm, Jeon, Goff, & Burke, 2006). The understanding of a culture should not be confined to rituals, customs and practices of a group alone. Learning about a single aspect of one culture does not provide insight into the complexity of people’s behaviours their cultural realities (Duffy, 2001). In reality, culture is complicated and difficult to define. In order to maintain cultural safety and accommodate for cultural differences without disregarding diversity and individual considerations, nurses have to move away from a checklist approach to provision of care (Peiris, Brown, & Cass, 2008). Individual variations exist within each ethnic group. Talib’s daughter decided to put the health of her father above that of her cultural practices and against the wishes of other family members. Therefore, nurses have to tailor their care accordingly while respecting the overall cultural-defined norms and allowing for those individual differences. Provision of culturally competent care Culturally competent care is supported by both communication and recognition of diversity within and between groups of culture (Nursing Council of New Zealand, 2011). In line with this concept, Andrews and Boyle proposed that nurses need to possess certain skills in order to deliver culturally competent care (Andrews & Boyle, 2008). Cultural self-assessment and addressing communication needs are two of the skills that are applicable to this case study. When caring for culturally diverse patients, nurses have a higher tendency to display inadequacy in their communication (Donnelly, 2000). Misconceptions regarding these patients can arise, leading to a lack of respect for those with cultural values different from one’s own. This was manifested by the student nurse who was in effect demonstrating ethnocentrism. She made a fallible judgment of viewing Talib’s cultural  practices from the dominant cultural lens. By believing that the only way to identify Talib’s healthcare needs was through the patient without considering his family and community was characteristic of an individualistic view. In addition, the student nurse’s ethnocentric view of Western bereavement culture as proper and rational, while the African culture was disruptive was indicative of a racist undertone. It was important to acknowledge the patient’s ownership and control over their cultural knowledge, customs and beliefs and recognise these as the reality (Karnilowicz, 2011). The student nurse should have communicated with Talib’s family members with regards to their needs as they are the main decision makers in Talib’s health care. In addition, the nurses took matters into their own hands by deciding to impose visitor restrictions and kicking the visitors out. A more culturally sensitive method is to discuss with Talib’s family as they may be able to negotiate and control their v isitors in a way that is less degrading than expelling them from the ward. Conclusion Culture has a pronounced influence on how patients, their families and healthcare providers view end-of-life experiences. Understanding the cultural differences could enhance the cultural competence and culturally safe practices of nurses. This article has attempted to illuminate some of the cultural differences displayed by Africans living in Australia and how these may lead to diverged end of life needs in these communities. These differences have implications for how appropriate palliative care can be provided to them. Before attempting to accommodate to those differences, it is imperative that nurses possess cultural awareness through recognising their own cultural realities and prejudices. Understanding the power relations played out in the hospital setting is a step towards enhancing the implementation of culturally safe care. Apart from the inherent dominance nurses have over patients, institutions also have bearing over how nurses exert these powers leading to suppression of certain cultural practices. It is necessary for systems and individuals to learn about the customary beliefs of the patient and avoid generalising patients who belong to the same culture as individual differences exist. By acknowledging the various cultures and their norms, it is anticipated that the provision of culturally competent end-of-life care to these ethnic minority groups can be attained. Reference Andrews, M. M., & Boyle, J. S. (2008). Transcultural Concepts in Nursing Care: Wolters Kluwer Health/Lippincott Williams & Wilkins. Calvillo, E., Clark, L., Ballantyne, J. E., Pacquiao, D., Purnell, L. D., & Villarruel, A. M. (2009). Cultural competency in baccalaureate nursing education. Journal of Transcultural Nursing, 20(2), 137-145. Campinha-Bacote, J. (2003). Many faces: Addressing diversity in health care. Online Journal of Issues in Nursing, 8(1), 3. Chenowethm, L., Jeon, Y. H., Goff, M., & Burke, C. (2006). Cultural competency and nursing care: an Australian perspective. International Nursing Review, 53(1), 34-40. doi: 10.1111/j.1466-7657.2006.00441.x Culley, L. (2006). Transcending transculturalism? Race, ethnicity and health-care. 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