Friday, February 7, 2020

Forensic Pathologys Role in Homicide Investigations Research Paper

Forensic Pathologys Role in Homicide Investigations - Research Paper Example Today, when death occurs that raises suspicion, a forensic investigation is conducted so as to understand the cause of death, the identity of the deceased, time, and place where the death occurred, how the death occurred, as well as the circumstances of the death (Wecht & Kaufmann, 2009). However, unlike the investigations initially conducted by coroners, forensic investigations are conducted by professionally trained medical examiners so as to establish the real cause of death. What is notable is that forensic investigation of the cause of death is multi-disciplinary that entails the collaboration of forensic pathologist, forensic scientists, crime scene investigators (CSIs), entomologists, anthropologists, as well as odontologists among other specialists (Wecht & Kaufmann, 2009). This paper will explore the roles of forensic pathologist in homicide investigations. A forensic pathologist refers to a professional medical doctor performing autopsies on people whose deaths have occurred suddenly, unexpectedly or due to poisonings or trauma (Robinson & Cina, 2011). The causes of such deaths are not easy to determine without a special postmortem investigations being conducted on the body to establish the real cause of death and the circumstances that led to the death. Generally when a death has been reported, it is the responsibility of crime scene investigators (CSIs) to move to the scene of the accident and carry out preliminary investigations as to the cause of death (Robinson & Cina, 2011). Nevertheless, it has come out that some deaths especially those involving sudden deaths resulting from homicide such as serial murders are not easy to establish without a postmortem thereby calling for forensic pathologists to carry out investigations. Therefore, one of the major roles of forensic pathologists as far as the investigation of homicide is concerned is the

Wednesday, January 29, 2020

Discuss Mr. Collins Proposal to Elizabeth Bennet in Jane Austens Novel Pride & Prejudice Essay Example for Free

Discuss Mr. Collins Proposal to Elizabeth Bennet in Jane Austens Novel Pride Prejudice Essay It is a truth acknowledged, that a man in possession of a good fortune, must be in want of a wife This quote not only opens the novel, but also sets the tone of the narrative story. It says that a man in possession of money and being an eligible bachelor would have every spinster in the neighbourhood wanting to be his wife In the nineteenth century women were below men in status. Men owned everything. After the death of the master of the house all his possessions were given to the next male relative. In the novel as there were only five daughters Jane, Elizabeth, Kitty, Mary and Lydia and no males in the immediate family, so their mother, Mrs. Bennet, as she is called in the novel is determined to get her daughters married as soon as possible. When the Bennet family received the letter from Mr.Collins, which included the words, .. Assure you of my readiness to make them every possible amends, but of this hereafter this shows that Mr. Collins was hinting that he is looking for a wife. When Mrs. Bennet read this she was pleased at the news. When the daughters heard of his visit, they were not as pleased as their mother, He must be an oddity I cannot make him out The is something very pompous in his style. They also added that in his letter there was a mixture of servility and self-importance. Elizabeth was stuck with his extraordinary deference to Lady Catherine de Bourgh, his patroness. Mr.Collins visited the family with the sole purpose of finding a wife, in his letter he states, I feel it my duty to promote and establish the blessing of peace in all families.. this is just an excuse to come to Longbourn because he really wanted to admire the girls and propose to one of them. Mr.Collins didnt really want to get married, it was actually his patroness; Lady Catherine de Bourgh who had recommend, advised or rather orders him to marry and wished to comply with her wishes. When Mr.Collins arrived, out of all the sisters only Mary thought anything of him but everyone else found faults in him. Mrs.Bennet also had the same opinions as her daughter, she knew he would be a suitable husband for one of her daughters because he knew Lady Catherine and lived near her. When he arrives D he wished to propose to the eldest daughter, Jane, but soon found out she was to be engaged to Mr.Bingly. Mr.Collins had only to change from Jane to Elizabeth and it was, Done while Mrs.Bennet was stirring the fire Mr.Collins obviously didnt have true feelings towards Jane or Elizabeth, since he was able to change his mind so quickly. He obviously only wanted to please his patroness. Elizabeth was very intelligent, independent and her interests in many different things like reading, playing the piano, singing, needlework and dancing. She believed marriage had to have an element of love and not just wealth like her mother believed. When Mr.Collins proposed to her, as a reader we knew that she had an independent mind. In the proposal, Mr.Collins made it quite obvious that the proposal was more of a business transaction and he asked for a chance to speak with Elizabeth, May I hope, madam, for your interest with your fair Elizabeth, when I solicit for a private audience with her.. before Elizabeth could even blush with surprise, Mrs.Bennet instantly answered. Elizabeth begged her mother not to go, but Mrs.Bennet obviously knew what Mr.Collins had in mind and insisted that she stayed with Mr.Collins. At this time Mr.Collins really thought she was being shy and modest tried to add it to a compliant, .. your modesty, so far from doing disservice, rather adds to your perfections. Elizabeth would have had a clear idea that he was about to propose to her. Mr.Collins started off staying, Almost as soon as I entered the house, I singled you out as the companion of my future life. This was not true to the reader, as the truth is that he was going to propose to the eldest daughter, Miss Jane Bennet, but when he heard the news of her engagement he changed to Elizabeth. Mr.Collins then came out with his first reason for his proposal, first that I think it a right thing for every clergyman in easy circumstances (like myself) to set the example of matrimony in the parish; This shows he obviously wants to marry her to set a good example to his parish, it also this shows her doesnt care about her, but what Lady Catherine de Bourgh wishes and his reputation. He then states, ..secondly, that I am convinced it will add very greatly to my happiness;.. Once again he is showing that he thinks marriage will bring him happiness, he has no idea that marriage is suppose to be about being in love, trust, companionship and getting to know each other beforehand. .. and thirdly-which perhaps I ought to have mentioned earlier, that it is the particular advice and recommendation of the very noble lady whom I have the honour of calling patroness. This is actually the only true reason that he wants to marry her, to please Lady Catherine de Bourgh. Mr.Collins is frightened of not complying with her wishes. He sees her suggestion as an order or a command and he would never disobey her because he is very aware of her superior rank in the society, this shows him to be cowardly, weak and rather silly man who can be easily intimidated. He wants Elizabeth to see Lady Catherines advice and recommendation as her wanting to see Mr.Collins happy, settled down and to carry on working for her. He then went on and tried to compliment Elizabeth and make her see that Lady Catherine will welcome her into her estate. In his reasons for the proposal he had no references to Elizabeths happiness which showed how self-centred he really was. The connection that she could have with Lady Catherine and show she could boast about knowing a person of high status, was the real reason that he could give her for accepting the proposal. This showed how little he knew about Elizabeths personality, as this reason would not have meant anything to her. Elizabeth would bot feel inferior to people of higher rank in society. Mr.Collins then went on about how she would have pressure to wed when she gets to her late twenties, As I am to inherit this estate after the death of your honoured (who, however may live for many years), I could not satisfy myself without resolving to chuse a wife among his daughters, that the loss to them might be as little as possible. This comment was to persuade Elizabeths decision and make her feel guilty if she was to refuse his proposal, because her unmarried sisters and mother would have nothing if they were made to move out of their home. He was certain she would accept his proposal when he used his persuasive comment because he thought himself was a worthy choice, that he was already making plans for their married life, you may assure yourself that no ungenerous reproach shall ever pass my lips when we are married. Elizabeth found it necessary to interrupt him by telling him that she hasnt given him an answer and politely. Mr.Collins being so full of self-importance saw he refusal as a way to make him more passionate, It is usual with young ladies to reject the address of the man whom they secretly mean to accept. Elizabeth was not that type of girl to lead a man on or to keep him waiting and stated she was not the girl who would have been foolish enough to risk her future happiness on the chance of being asked again by someone she truly loved and Mr.Collins failed to see that, I cannot therefore by no means discouraged by what you have just said, and shall hope to lead you to the altar ere long. Elizabeth tried to make it even clearer, without being rude and even added that Lady Catherine would not approve of her independent mind and he would not want to upset his patroness by choosing an inappropriate partner. Even when Elizabeth gives him these reasons for refusal he still continues, I cannot imagine that her ladyship would at all disapprove of you The reader will know that he has once again mis-judged her character. Later on in the novel Elizabeth and Lady Catherine are introduced to each other. Lady Catherine clearly despises Elizabeths outspoken manner and lack of awe. Elizabeth, getting annoyed by the lack by his persistence still behaved as a young lady and had to remain polite and assure him that he could only leave Longbourn feeling he has done his duty. In making me the offer, you must satisfied the delicacy of your feelings with regard to my family. She then went to leave the room, thinking he had finally understood her, but Mr.Collins was persistent and had not understand why she refused such a great and wonderful proposal, as he thought himself eligible and worthy husband. He tried once again to change her mind, My situation in life, my connection with the family of de Bourgh and my relationship to your own, are circumstances of high favour. Mr.Collins the greatly insulted her, as she was just to leave the room, it is by no means certain, that another offer of marriage may be ever be made to you , but as a reader we know that that is certainly not true.

Tuesday, January 21, 2020

Creole Men of The Awakening by Kate Chopin Essay -- essays research pa

In Kate Chopin’s novel, The Awakening, the Creole men are as diverse and different as Edna. Kate Chopin’s story centers around a woman, unsatisfied with her life in a man dominated society. The three main male characters resemble typical men of that era. Chopin shows the diversity of each of those three characters- Roberts awakening, and the struggle to do the right thing, Alcee and his carefree and unconcerned attitude towards society's expectations, and Mr. Pontiller, a business man, with little time left for wife and family. In exploring these three men in Kate Chopin’s The Awakening, there are certain aspects of each that are the same. All live in the 1800’s were morale reputation was considered to be the utmost importance to the businessman. Yet, Alcee seems unconcerned with any morale or business responsibility. In exploring the character of Robert, who seems to be at a crossroad in his life, doesn't know weather he should search for his fortune, find a wife, prosper, and be respectable, or do the unthinkable and just follow his heart. But he ends up going to Mexico to work because he knows his love for Edna will always be forbidden. Mr. Pontellier is the typical Creole husband and businessman. â€Å"Leonce is convinced that fulfilling monetary needs excuses the paucity of time he spends with the children, never presuming that some needs cannot be monetarily satisfied: {â€Å"He has his hands full with his brokerage business †¦making a living for his family on the street†(885)} Perhaps because he is aware of his own neglect, Leonce projects his guilt onto Edna, "expecting a flawles mammal performance on her part to remedy his domestic absence.† (Patrsn, Out Of A Convention of Awakening, np) Patterson describes Leonce has having ... ...a tragic loss. Mr Pontieller will remarry as soon as the proper mourning period has passed because he has his two sons, who need a mother, to think about. Meanwhile Leonce’s mother keeps the boys with her so Leonce can conduct business as usual. Alcee truly misses his friend and mourns her loss for a while. Then his attentions are drawn to some other woman, and Edna is forgotten. Robert takes it the hardest. He truly loved Edna and harbors some guilt for her death. He mourns Edna’s loss and doesn't listen to gossip of mental instability as others talk about her. Robert takes a long time to find another love, but eventually, he finds the love of his life, and only thinks, on occasion, of Edna. Eventually, all the men in Edna's lives move on. Weather they continue to think about her or not, the impact she made on their lives is what makes them the men they are now.

Monday, January 13, 2020

Development from birth †19 years Essay

The guide below explains what you might expect from the development of the child through various ages: Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise use of muscles) such as the movement of fingers and toes. New born babies will lie on their backs with their head held to one side yet turn their head looking for a teat or nipple. They will have primitive reflexes such as swallowing, rooting, grasping, stepping and sucking. By 1 month old head control will be still be unsteady, and their hands will be in tight fists. Babies will grasp at objects that have touched the palm of their hands. they may turn their heads and eyes in unison and smile at familiar faces, smells or sounds, they also like to observe the face of adults at feeding time. At 3 months old they can hold a small object such as a rattle for a few seconds if placed in their hand and enjoys observing movements of their own hands and play with them, kicking their legs and waving arms. They can lift their head and turn when placed on their front. At 4 months they will use their arms to support themselves when laying on their stomachs and can turn from their back to their side. They will hold onto and shake small objects. They will, with support start sitting and will gradually sit unaided by 6 months. They will raise their hands in anticipation of being lifted. At 6 months they will roll over and push their head and chest off the floor when placed on their front. Their hand grasp is more prevalent with whole hand use to pass an object from one hand to the next. At 9 months they will start to move around either by crawling or shuffling and are able to sit alone without the need of support. They will reach out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block but are only capable of releasing it by dropping. If a young baby is held upright they will try to make stepping movements on a firm surface. They will be startled by sudden sounds or bright lights. When hungry, in pain, need changing or comforting they will cry. In their first year they will start to move around either by crawling or shuffling and eventually try to start walking with support. They will start to demonstrate hand inclination and pick up small objects using a tidy pincer grip. They enjoy have the ability to feed themselves and will enjoy doing so, holding cups with assistance. They can click 2 cubes together and put cubes into a box after first being shown had to do so. They can understand the world around them and know who their main carers are and may possibly cry when left with someone they are not familiar with. They will wave goodbye and point at things with their fingers. At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skilfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They can walk downstairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing. By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can put their own shoes on and start to use their favourite hand. At 3 years old they can draw dots and circles and build a tower with 6 bricks. They can climb, run and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball confidently. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy ‘reading’ books and having stories read to them, turning single pages in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown. At 4 years old they can walk backwards following a line, run, hop throw, aim and catch a large ball. They can using scissors cut around an object and is able to copy a picture of a square. They can construct a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth. At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors and form letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw. Between the ages of 6 – 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area. Between 8 – 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 years old for girls with an increase in body strength and a sudden growth spurt. Through the ages of 13 – 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls. Social and emotional development: this refers to the development of the child’s own identity and self image. Some may want to start doing things for themselves and become more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to ‘people please’ and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo. From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objects At 1 month old they will look intently at carers and social smile for them by 6 weeks old. 4 months old they will try and captivate their carers attention by smiling and vocally. 6 months old they become fascinated with other babies and smile at them. They will interact differently to a variety of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer. By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now very curious in all around them. At 1 year old they become more demanding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent about changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now distinguish between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world. By 18 months they will show signs of stranger shyness and have tantrums when upset often know as the ‘terrible twos’ They have trouble understanding the concept of sharing and believe that everything is ‘mine’ They dislike changes to their routine and can be very selfish. They should now start toilet training. At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to sudden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery. At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2’s or 3’s, sharing ideas and being friendly to other children. They may also have ‘best friends’. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3. By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their independence still need reassurance and encouragement. They understand united and competitive events. At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about ‘fitting in’ and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts. Between the ages of 6 – 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-assured and independent with an increased sense of integrity. Friendships become vital between the ages of 8 – 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes. Between the ages of 13 – 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may bow to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood. Intellectual development: These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play. New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones. At 1 month old they will stare and follow the direction of a dangling ball whilst gazing intently at soft lights. At 3 months they track movements of both small and large objects. At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are inquisitive and become readily distracted by movements. They will watch objects fall when in range of their vision. They like to put everything into their mouth. At 9 months they will look towards the direction of falling objects. At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away. They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic parts of the body. From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and make basic cuts with scissors. They can copy crosses and circles and draw a person with a head. By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and certain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can duplicate symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc. By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of half and whole. They know when it is their birthday and can predict events that are happening next. Paintings and drawings are now more intricate and sophisticated. Between the ages of 6 – 8 years they develop the capability of thinking about several things at once and comprehend the use of symbols in writing and maths etc. They are more inquisitive to the workings of his/her surroundings. They enjoy participating in games and understand rules. Between 8 – 12 years they are increasingly favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with confidence and are becoming more creative in their play. They learn to transfer the knowledge gained from one situation and use it productively in the next task. Ages 13 – 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored. Communication and speech development Non verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing or to the child’s intellectual being. Pre-linguistic is the term given to the stage up to approximately 12 months when a child is beginning to say its first words. Linguistic is the descriptive term given to words with meaning. Pre-linguistic stage Birth to 4 weeks a baby will cry when it’s basic needs are not being met i.e. hungry, needs changing, emotionally distressed. At 1 month old a baby may stop crying at the sound of a human voice (unless distraught) ‘freeze’ when a sound is played near to their ear, moving their head towards the sound. Coos in reaction to their carer’s voice. At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and make vocal sounds when being spoken to or are alone. When 6 months old they will giggle and shriek loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as ‘goo’ ‘ga ga’ and ‘aah-aah’ They begin to react to sounds that are out of vision with the appropriate visual response. Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as ‘baba’ ‘mam-mam’ and ‘dad-dad’ They duplicate adult vocal sounds like lip smacking or coughing. They can comprehend the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby. At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds. Linguistic stage 12 – 18 months, babies will use between 6 – 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as ‘pick up your toy’ or ‘pass me your cup’ At 18 – 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use key vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities. Between the ages of 2 – 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10. Between 3 – 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals. Between the years of 4 – 8 speech is more fluent and precise, they will use a more expressive language. They can inform you of their full name, address and birthday and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary – 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups. From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech. With the autistic child I work along side I follow the guidelines of ‘P’ Levels which is a programme that gives me information on the varying categories of the developmental process’s. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)

Sunday, January 5, 2020

Effects Of Globalization On Obesity And Caloric Intake

The Globesity Epidemic Joan, Font. Globesity ? The Effects of Globalization on Obesity and Caloric Intake (October 2016). CESifo Working Paper Series No. 4982; IESE Business School Working Paper No. WP 1103-E. London School of Economics and Political Science graduate Joan Font, offers the effects of globalization on obesity and caloric intake. Joan makes his case from an economical and social standpoint, this is backed up by his education specialization in Health Economics and Social Policy. Joan looks deep into the prevalence of obese people from 1985-2005 and compares this to globalization. Meyerhoefer, Chad D., and Ephraim S. Leibtag. A Spoonful of Sugar Helps the Medicine Go Down: the Relationship Between Food Prices and Medical†¦show more content†¦A legitimate source that provides verifiable facts and figures from a high populated continent is essential for this essay. Fleishman, Clare. Globesity: 10 things you didn t know were making you fat. Springville, UT: Plain Sight Publishing, an imprint of Cedar Fort Inc., 2013. Print. This book explains reasons why people can become obese, but not by what they think. Clare Fleishman is a registered dietitian and has traveled globally to better understand the obesity epidemic and spread the message of good nutrition. Looking past the basic factors of a sedentary lifestyle and poor eating habits, Fleishman links obesity to stress, sleep, drugs and more. Re-Do Correll, Michael A. Getting fat on government cheese: the connection between social welfare participation, gender, and obesity in America. Duke Journal of Gender Law Policy, vol. 18, no. 1, 2010, p. 45+. Academic OneFile, Accessed 21 Feb. 2017. This article takes an in-depth look at a specific group of the obese population. Women, more precisely, poor women. It poses an interesting stance on how gender and poverty can be the biggest risk factors in the obesity epidemic. This source was published within the last decade and is evidence-based material. Household routines may help reduce BMI in minority children. Obesity, Fitness Wellness Week, 28 Sept. 2013, p. 902. Academic OneFile, Accessed 21 Feb. 2017. Medium of Pub? A study wasShow MoreRelatedObesity : A Growing Problem1352 Words   |  6 Pagesdeveloped countries, especially in the United Kingdom, obesity is a growing problem and causes serious morbidity in western countries. The appearance of obesity is affecting the general public. The connection to be overweight or obesity is because of the body absorb calories more than the necessary. Western-style diet, lack of outdoors activities, emotions and genetics are the main reasons leading to people who suffer the obesity. The number of obesity continues to rise as a signal, conduce the publicRead MoreHigh Fat Diets And Western Eating Habits1714 Words   |  7 PagesFigure 2. 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The Silk Road was the most famous line that brought music, culture, ideas, foods and routes connecting East and West. Fischer’s article â€Å"Globalization andRead MoreContemporary Diet and Nutrition Essay example4351 Words   |  18 Pagesof Organic Food Labeling Organic Foods Soil Preservation in Organic Farming Organic Farming Practices The True cost Of Buying Organic vs. Conventional Resources Tools Unit 7 gLOBAL fOOD mARKETS Information to Remember Globalization Types of Globalization Dimensions World Hunger and Poverty Resources Tools Unit 8 cONTEMPORARY weIGHT lOSS pROGRAMS Information to Remember Help vs. Hype Advertising Claims and Success Stories Weight Loss Products Surgery and Associated Risk Read MoreThe Existence Of Diabetes Mellitus3132 Words   |  13 Pagesreleased into the bloodstream. (6) The rise and fall of blood glucose and insulin creates a continuous cycle that requires balance in the human body. 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Diabetes is a chronic disease, which occurs when the pancreas does not produce enough insulin, or whenRead Morethe main cities of the usa4461 Words   |  18 Pagesoffers behind-the-scenes looks at the making of movies and popular TV shows and provides live original shows. There are also a number of thrilling rides or attractions based on blockbuster movies, which provide exciting stunts and amazing special effects. Animal Kingdom is the newest and largest theme park to open in the Disney World resort. This 500-acre park is divided into three areas: The Real, The Mythical and The Extinct. The Real area features live animals in exotic landscapes and provides

Friday, December 27, 2019

Financial Ratio Calculations

Sample details Pages: 4 Words: 1157 Downloads: 2 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Level High school Did you like this example? Financial ratios are useful indicators of a firms performance and financial situation. Most ratios can be calculated from information provided by the financial statements. Financial ratios can be used to analyse trends and to compare the firms financials to those of other firms. Don’t waste time! Our writers will create an original "Financial Ratio Calculations | Profitability Calculations" essay for you Create order Sometimes, ratio analysis can predict future bankruptcy of a business. As we can see the performance of Systems Integrated PLC is related to the areas of profitability, efficiency and liquidity. First of all, the profitability of a company is clearly shown through the Return on Capital Employed ratio (R.O.C.E) and the gross profit percentage, the second one is reduced from 2009 to 2010 but about the first we can say that is getting higher. Moreover, we have the gross profit margin ratio and we can see that year by year is getting lower and this is not good for our business .Profitability depends on the obsolescence/damage/theft, or even the under/overvaluation of stock. Also, it depends on the general fall or increase in selling price. Utility companies tend to have low R.O.C.E ratios because of the high investments in fixed assets. For example, a high R.O.C.E may be due to the fact that some firms are using old-aged assets which are almost fully depreciated. Liquidity 4) Acid Test = (Current Assets Inventors) / Current Liabilities = (1822 935) / 1313 = 0.67:1 5) Inventory Holding Period = (Average Inventory / Cost of Sales) * 365 = [(850 + 935) / 2] / 7540 = 43 days 6) Customer Collection Period = (Debtors / Sales) * 365 = (842 / 11178) * 365 = 27 days 7) Current Ratio = Current Assets / Current Liabilities = 1822 / 1313 = 1.4:1 8) Suppliers Payment Period = (Suppliers / Purchases) * 365 = (1313 / 7625) * 365 = 63 days 9) Interest Cover = EBIT / Interest Expense = 1366 / 105 = 13 times Secondly, liquidity is mostly shown by the current ratio and the acid test ratio. A current ratio of 2.5:1 is considered to be adequate. In addition to this, a high current ratio indicates that the firm is tying up its resources in unproductive assets. Also, indicates slow moving stock and slow paying customers. The sufficiency of a current ratio depends on the composition of the current assets and how soon the short/long term obligations ha ve to be settled. Also an acid test ratio of 1.1:1 is considered to be sufficient, too. The numerator of a liquidity ratio is part or all of current assets. Possibly the most common liquidity ratio is the current ratio . The problem with the current ratio as a liquidity ratio is that inventories, a current asset, may not be converted to cash for several months, while many current liabilities must be paid within 90 days. Thus a more conservative liquidity ratio is the acid test ratio. Efficiency 10) Fixed Assets usage = Net Sales / Fixed Assets = 11178 / 2832 = 3.9 times 11) Total Assets usage = Net Sales / Total Assets = 11178 / 4653.5 = 2.4 times Lastly, efficiency is another important fact in a company. It is combined in three periods: the customers collection period, the suppliers payment period and the inventory holding period. We can see that at the fixed assets usage ratio of System Integrated plc has increased from the 2.9 of the industry to 3.9 times. In the second ratio, the total asset usage, System Integrated plc has almost the same percentage with the industry and this is good news for our company because is a very good percentage. The fact that some firms holding period is obsolete and that they have a slow moving stock is completely because of the high inventory holding specific period. Although, these firms aim at reducing this ratio so they could be more efficient and productive. Accounting is the language of business and its numbers are pertinent convey financial information. A lot of people are confused with the accounting numbers. The importance is high to know and to learn how to find meaning in those numbers because it helps you to understand where your business is going. Measuring accounting numbers and business transactions need a context to be significant. A list of numbers doesnt mean much without knowing what you are looking at. You can find meaning about the accounting numbers by looking at the description labels, such as customers names, account names or vendor names. Moreover accounting numbers are usually used for analysis and to answer questions. For example if you want to know how much rent expenses you have left in your budget, you need to look at accounting numbers. They can provide you preacute;cis information about how much rent you have spent and how much you have left cover. Accounting quantifies operations and gives people the aptitude to see a situation from a different viewpoint. You can make impo rtant decisions if you look your sales numbers for the year and when you mix that with expenses, you can gain many issues, such as if the expenses are too high for sales or if payroll its usually low. Furthermore, accounting numbers help us in many ways. For instance by looking at accounting numbers you can easily recognise old accounts receivable that you have to collect and also with the accounts you know who owes you and for how long. These numbers and accounts are helpful and valuable to any organization or a business. On the other hand, accounting number have their weaknesses too. We consider many reasons and factors for weaknesses in numbers in financial statements. Some factors are: the creative accounting, the off balance sheet financing, bias, the managerial pressures and objectivity. Creative accounting it is a firm of misrepresenting the performance and position of a business. This means that accountants apply particular accounting methods to a transaction to make s tatements look the way they want them to look. Companies are free to choose which policies to apply, so there is a space in regulations to perform creative accounting. One of the most important things is that some planned attempts to materially misstate accounting figures are illegal. The most common examples include tax evasion schemes. Besides that, some Off-balance sheet financing issues occur when the accountant does not put everything on the balance sheet. Usually Off-balance sheet financing aims in making the business to seem more valuable by inflating the value of assets and does not include some liabilities. Additionally we have Bias who is causing the nepotism of the preferences or partial. Bias influences with an unfair way users of accounting information. Bias is also broken up in categories of Disclosure bias, Estimation bias, Attributional bias, Judgement bias. Inventors are usually influenced by disclosure bias and estimation bias lead auditors to verify false informat ion. Bias does not affect only numerically but it also affects narrative reporting which represents the image and icon of a business management. Judgement bias affects the financial reporting subliminally, inaccuracies might also occur from unconscious bias. Accounting decisions require professional judgement. Ambiguity builds upon concept of representation and occurs of the representation of accrual accounting and cash flow. The problem that is made by ambiguity is that ambiguity surrounds accounting numbers and so numbers does not actually exist but are estimated. If you are looking to make your own financial ratio calculations then take a look at our Financial Ratio Calculator

Thursday, December 19, 2019

Transitioning From An Undergraduate Level Course - 1698 Words

Transitioning from an undergraduate level course to a graduate level at Kutztown University can be extremely overwhelming for many students. From enrolling in challenging courses that prompt students to over succeed in materials, to professors enforcing and enabling students to perform certain aspects and or skills can be extremely overbearing and difficult at times. Nonetheless, within each course subject the outcomes are substantial and rewarding, for each student accomplishes a new asset that will only supplement them in their future field of study. As for my personal learning experience within my first semester graduate course I believe I have not only gained a sustainable amount of information, but also a better understanding in the field of mental health counseling. In particular, from my first semester I believe my fundamentals course not only gave me a new insight within the field but also a hands on experience by encouraging and embarking me into the counseling process. In fact, before entering Kutztown University Fundamental’s graduate course with Dr. Arena I had very little experience and skills within the subject of counseling. Prior to the course I only had one undergraduate course, which looked at an introduction level to clinical psychology, and a summer job, which entitled me as a unit counselor for a Girl Scout day camp. During these two experiences I was able to gain a brief understanding of the certainShow MoreRelatedTransitioning From Any Undergraduate Level Course1623 Words   |  7 Pages Transitioning from any undergraduate level course to a graduate level at Kutztown University can be extremely overwhelming for many students. From enrolling in challenging courses that prompt students to over succeed in materials, to professors enforcing and enabling students to perform certain aspects and or skills can be extremely overbearing and difficult at times. 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Consequently, he was quickly declining to an unhealthy body weight