Wednesday, October 30, 2019

Death Investigations Assignment Example | Topics and Well Written Essays - 1250 words

Death Investigations - Assignment Example Mechanisms of death, on the other hand, are the preceding situations after the cause of death, for instance, is a person was shot on the head and the gunshot caused brain hemorrhage which leads the deceased to succumb to the injuries then blood hemorrhage is a mechanism of death. Mechanisms of death are not first degree factors that lead to death there must have been an initial incident which is a cause of death that will lead to mechanisms of death which will eventually transpire to the death of a person. Natural death is simply death, which is occasioned by natural causes such as terminal illness, ageing or situations like heart failure. This category of death is where the body of a human being ceases to function in its own without any external factor contributing to the same. It is commonly associated with the lifespan of an ideal human being when the body organs have performed their duties to their best capacity, and they would not function anymore. Homicide is where a person decided to take the life of another person purposely because of inherent reasons. This can be staged in a number of ways but the main point with homicide it is clearly planned and executed by those involved to kill innocent people in cold blood either by attacking him/her or using any physical or scientific means to execute the murder. Homicide may result from a person being poisoned by others or killed by police who were trailing maybe suspected gangsters, etc.. Suicide is a self-inflicted death that is purposely done by a person who wants to inflict self-harm or ultimately kill him/her through hanging, gunshot or even drug overdose.  

Monday, October 28, 2019

Reggio Emillia Essay Example for Free

Reggio Emillia Essay ‘A Reggio pre-school is a special kind of place, one in which young human beings are invited to grow in mind, in sensibility and in belonging to a broader community. ’ (Learning and teaching Scotland, 2006) For this case study I am going to look at the four themes of the Early Years Foundation Stage, also known as the EYFS. The EYFS sets the standards that all early years providers must meet to ensure that children learn, develop well, and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that will provide the right foundation for good future progress, throughout school, and adult life. (Hutchin, 2012) I will be highlighting links between the EYFS’s four main themes; A Unique Child, Positive Relationships, Enabling Environments and Learning and Developing, and discussing how the Reggio Emilia Approach supports these themes. The Reggio Emilia Approach is focused on preschool and primary education, originally set up in the northern Italian town of Reggio Emilia. It has a reputation for forward thinking and excellence in its approach to early childhood education. It is an approach where the expressive arts play a central role in learning and where a unique reciprocal learning relationship exists between practitioner and child. (Tornton, 2006) According to Locke and Rousseau children are born as â€Å"blank slates† completely free of any predisposition or vulnerabilities, and that everything the child would become was due to the effects of their environment. (Moyles, 2010) Though within the Reggio Emilia approach they see children as slightly different, they believe children are empty vessels waiting eagerly to be filled with knowledge. Reggio educators believe strongly that a child has unlimited potential and is eager to interact with, and contribute to the world. (Learning and Teaching Scotland, 2006) The way the Reggio Emilia Approach views their children is much like the Early Years Foundation Stage. The EYFS states ever child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. (EYFS, 2012) Both the EYFS and the Reggio Emilia Approach see children as individuals; this is conveyed throughout the EYFS, as one of its main themes is : A Unique Child. The EYFS states practitioners should understand and observe each child’s development and learning, assess progress, and plan for the next steps. (EYFS, 2012) The Reggio Emilia approach tackles this in a very different way in relation to the UK. Children’s work is documented throughout the year on walls to display a story of the child’s learning; it is not something that is made after the child has finished working. Educators observe, document and analyse children’s learning journeys, they are able to make informed hypotheses about how to guide children in their learning. It is obvious then that documentation is far removed from photographic displays of completed project work. (Learning and Teaching Scotland, 2006) Throughout the Reggio Emilia buildings there are many long, child height mirrors. This is designed to support children to help them develop a positive sense of their own identity and culture. This is one of the practices of the Unique Child theme in the EYFS. Another way the Reggio Emilia Approach supports children finding their own identity is ‘pedagogy’ this means that art is seen as another way of communicating and expressing ideas. Children are also encouraged to raise their own questions and answers, and this re-enforces the child’s opinion that their thinking is valued. Education is based on relationships. Reggio Emilia teachers are seen as partners in learning, (Tornton, 2006) for example pupils and teachers work together aiming towards a common purpose: the building of a culture. This respects childhood as a time to explore, create and be joyful. Participation begins even before the children have started school, through a comprehensive integration programme. This involves meetings between children, parents and teachers to build an image of the child as an individual. This often involves the child doing a task such as making a ‘holiday booklet’ of photographs and favourite nursery rhymes; this can be used as stimulus for discussion between child and teacher. (Learning and Teaching Scotland, 2006) The teacher`s working with the child links to one of the four themes within the EYFS- Positive Relationships. The EYFS states you should be supportive of the child’s own efforts and independence (EYFS, DATE). By the teacher being a partner in learning, suggests that children could have the freedom to convey their thoughts and ideas more freely. To give an example: The teacher strives to support and encourage the child on the learning journey, encouraging them to reflect and to question. In this sense, the role of the teacher is not to dispense information or simply to correct. Rather, the teacher is like a tool that the children use when most needed. (Learning and Teaching Scotland, 2006) This also links to Jerome Bruner’s theory of scaffolding, this is the idea that you can give children support in their learning. Froebel also stressed the significance of building positive relationships within an educational environment; his most important gift to children was the classroom, symbolically viewed as an extension of a lovely, thriving garden. This enabled the teacher to take on the role of a loving, supportive parent. (Bruce, 2012) This shows that from a personal view he thought teachers should be like an empathetic parent. Environment plays a key role in supporting and extending a child’s development. Vygotsky believed that we learn from our environment and the people around us. (Vygotsky, 1978) His view is much like the teachings of the Reggio Emilia Approach, for example one of their fundamental principles says the environment is the third teacher, the environment is recognised for its potential to inspire children. (Tornton, 2006) Kerka (1999) suggests that an environment that nurtures learning provides the necessary resources and time for investigative play and experimentation. It is one in which children are free and motivated to make choices and to explore for answers without feeling intimidated. (Cited, Danko-Mcghee, 2009) Within the Reggio Emilia settings children have lessons outside in the community, making great use of the Piazza’s, which are squares within the town, where children can learn alongside the community, as well as making the most out of the outdoors. This also has an impact on positive relationships between both the community and the children, which links to the enabling environment within the EYFS. Reggio Emilia buildings and spaces link to what the EYFS suggests practices should offer, stimulating recourses, relevant to all the children’s cultures and communities. Reggio Emilia settings, buildings and spaces reflect their relationships and view of the child. There are lots of long windows, this is so that the children can interact with the outside community, and also it reflects the idea that education is not just what you learn in the classroom. It is seen as less restricting to have long windows, and lets a lot of light into the setting creating a more natural airy environment. Within the setting there are a lot of natural materials used, from the children’s toys and equipment to the building and furniture inside. This is much like Steiner’s view, in his schools all toys are made from natural materials, this is because simple toys stimulate and encourage imagination, as children can interoperate natural materials to be anything they want. Throughout this assessment I have been linking the key themes of the EYFS and relating them to the Reggio Emilia Approach, I am now going to discus whether or not the approach can be taken from Italy and brought to the UK. As I have mentioned above a big aspect of the Reggio Emilia approach is the environment, I believe this may be a problem as many of our English calendar months can be wet, cold, and miserable. Children spend the majority of time indoors during the winter months, even sometimes on dry days largely due to protests from parents that the damp weather is bad for the children. Though in Italy they do not have this problem, if it is wet or cold they just see this as an opportunity for children to wrap up warmer. I do believe it is counter-productive to wrap children up in cotton wall, I think that sometimes it is good for children to be taken out of their comfort zones. This will benefit a child’s emotional development by trying and exploring new things and gaining self-confidence. Maybe we need to look at our cultures upbringing of our children and let children explore the different seasons. Even though the outdoors isn’t a major part of the Reggio Emilia is it still highly valued, as they like to encourage a lot of natural materials and bring the outdoors in, whilst exploring the different environments. Also we lack in open out door spaces within the community for example in Italy they have plazas Bringing this approach to the UK may cause some trouble for children who do not have a secure home setting; this is because going to school creates a secure environment. Whereas, with the Reggio Emilia approach, children may find their education too unstructured. Instead of choosing their learning methods, they might prefer a setting with secure guidelines and learning outcomes. Furthermore I think the transition from the Reggio Emilia Approach to mainstream higher education may be difficult as the children, as they are so used to the freedom and the scaffolding of the teachers, that they might not be able to settle into the strict curriculum. I believe this quote sums up my opinion perfectly, ‘It is a mistake to take any approach and assume like a flower you can take it from one soil and put it in another one. That never works. We have to figure out what aspects of that are most important to us and what kind of soil we need to make those aspects’ (Gardner, 1993)

Saturday, October 26, 2019

The Rationale of Suicide in Bartleby Essay -- Bartleby Scrivener Essay

The Rationale of Suicide in Bartleby        Ã‚   One of the most strikingly confusing details of Herman Melville's "Bartleby" is the repetitive use of the specific form of his refusals; he "prefers" not to comply with his employer's demands. Bartleby never argues for his convictions, rather he refuses on the grounds of his preference. Such a vast repetition, along with its inherent perplexity, leads me to believe that the actual wording is symbolic in nature.         Ã‚  Ã‚  When someone is asked for his/her preferences, the question is directed to the individual's inner motives and desires. Any question addressed as a preference question, usually grants the consideration of the innermost inclinations. The lawyer never asked Bartleby whether he would like to comply or not, yet the latter keeps answering with the same term of preference; a choice of word that comes to show that Bartleby does not regard the demands laid upon him as intrinsically valid, he rather questions them in light of his inclinations and answers accordingly.      Ã‚  Ã‚   The lawyer, on the other hand, does view his demands as intrinsically valid. The lawyer represents society with all its requirements and demands. Society expects us to work for our living under the terms and conditions that it sets, but what if we choose not to? *   The lawyer does not make much of Bartleby's choice of words, he does not recognize the real problem; namely, Bartleby is neither interested, nor subjected to the rules of society      Ã‚  Ã‚  Ã‚   Bartleby's state is further clarified by the symbolic use of the walls and the dead letter office described in the epilogue. First, throughout the story he is depicted time and again as facing and staring at a wall. Staring at a wall can mean ... ...it.  Ã‚  Ã‚  Ã‚  Ã‚           Ã‚  Ã‚  Ã‚   As much as we all strive to "see the full half of the glass," for some people the half is either empty, or not full enough. While those of us that have an incentive for life cannot understand how it can elude anyone else (in the way the Lawyer could not understand Bartleby), each reason to get out of bed every morning is unique and personal. Apparently not everyone has a reason, and the mere loss of a reason is a short step away from the loss of life.  Ã‚  Ã‚         * The assumption made by the lawyer, and for that matter, by society, that its values and demands are intrinsically a priori valid, are a matter for another interesting research, yet it diverges too much from our point.    Work Cited: Melville, Herman. "Bartleby, the Scrivener: A Story of Wall-street." 1853. Bartleby.com. 30 Oct. 2000. http://www.bartleby.com/129/. The Rationale of Suicide in Bartleby Essay -- Bartleby Scrivener Essay The Rationale of Suicide in Bartleby        Ã‚   One of the most strikingly confusing details of Herman Melville's "Bartleby" is the repetitive use of the specific form of his refusals; he "prefers" not to comply with his employer's demands. Bartleby never argues for his convictions, rather he refuses on the grounds of his preference. Such a vast repetition, along with its inherent perplexity, leads me to believe that the actual wording is symbolic in nature.         Ã‚  Ã‚  When someone is asked for his/her preferences, the question is directed to the individual's inner motives and desires. Any question addressed as a preference question, usually grants the consideration of the innermost inclinations. The lawyer never asked Bartleby whether he would like to comply or not, yet the latter keeps answering with the same term of preference; a choice of word that comes to show that Bartleby does not regard the demands laid upon him as intrinsically valid, he rather questions them in light of his inclinations and answers accordingly.      Ã‚  Ã‚   The lawyer, on the other hand, does view his demands as intrinsically valid. The lawyer represents society with all its requirements and demands. Society expects us to work for our living under the terms and conditions that it sets, but what if we choose not to? *   The lawyer does not make much of Bartleby's choice of words, he does not recognize the real problem; namely, Bartleby is neither interested, nor subjected to the rules of society      Ã‚  Ã‚  Ã‚   Bartleby's state is further clarified by the symbolic use of the walls and the dead letter office described in the epilogue. First, throughout the story he is depicted time and again as facing and staring at a wall. Staring at a wall can mean ... ...it.  Ã‚  Ã‚  Ã‚  Ã‚           Ã‚  Ã‚  Ã‚   As much as we all strive to "see the full half of the glass," for some people the half is either empty, or not full enough. While those of us that have an incentive for life cannot understand how it can elude anyone else (in the way the Lawyer could not understand Bartleby), each reason to get out of bed every morning is unique and personal. Apparently not everyone has a reason, and the mere loss of a reason is a short step away from the loss of life.  Ã‚  Ã‚         * The assumption made by the lawyer, and for that matter, by society, that its values and demands are intrinsically a priori valid, are a matter for another interesting research, yet it diverges too much from our point.    Work Cited: Melville, Herman. "Bartleby, the Scrivener: A Story of Wall-street." 1853. Bartleby.com. 30 Oct. 2000. http://www.bartleby.com/129/.

Thursday, October 24, 2019

Annexure

ANNEXURE I SIGNIFICANT CHANGES REFERRED TO IN PARA 4 OF THIS CIRCULAR Sr. Subject Matter No. 1. Exemption from eligibility norms for making an IPO 2. Debarment Provision under the rescinded Guidelines Exemption available to banking company, corresponding new bank and infrastructure company. Company prohibited from making an issue of securities if it had been prohibited from accessing the capital market under any order or direction passed by the Board. Provision under the ICDR Regulations Exemption removed.Eligibility norms made applicable uniformly to all types of issuers. Issuer not to make public issue or rights issue of specified securities if: (a) the issuer, any of its promoters, promoter group or directors or persons in control of the issuer are debarred from accessing the capital market by the Board; (b) if any of the promoters, directors or persons in control of the issuer was or also is a promoter, director or person in control of any other company which is debarred from acc essing the capital market under any order or directions made by the Board.Provided for. 3. 4. 5. 6. Offer for sale by listed companies OTCEI Issues and E-IPO Firm allotment in public issues Reservation on competitive basis in public issues No provision. Contained in Chapter XIV and Omitted. Chapter XI A. Permitted. Omitted. (a) For Indian and multilateral (a) Omitted. development financial institutions, Indian mutual funds, foreign institutional investors and scheduled banks. b) For shareholders of the (b) For shareholders (other than 6 7. promoters) in respect of listed promoting companies in promoting companies, in case the case of a new of a new issuer and listed group company and shareholders companies, in case of an of group companies in the existing issuer. case of an existing company. Book building Book building process 75% book building route omitted. process through 75% or 100% of issue size. 8. 9. 10. 11. 12.Allotment/ refund period in public issues Disclosure of price or price band Transfer of surplus money in Green Shoe Option (GSO) Bank Account Issue period for Infrastructure companies in public issues Currency of financial statements disclosed in the offer document 30 days for fixed price issues and 15 days for book built issues. Required in draft prospectus in case of fixed price public issues. Surplus money to be transferred to Investor Protection Fund of Stock Exchanges. 15 days for both fixed price and book built issues. Not required to be disclosed in draft prospectus.Surplus money to be transferred to Investor Protection and Education Fund (IPEF) established by the Board. 21 days, as against 10 days Uniform period of 10 days for all for other issues. types of issuers. 13. 14. 15. Definition â€Å"Key Management Personnel† Disclosure on Not provided. pledge of shares by promoters Extent of Not explicit. Particulars as per audited Government and non-government financial statements not to be issuers treated at par. more than 6 months ol d from the issue opening date for all issuers, except Government companies.Defined. of Not defined. Provided for. Where 100% of the offer through 7 underwriting obligation 16. The term â€Å"Financial Financial open to institution as a Institution† interpretation. monitoring agency Definition of Includes permanent â€Å"employee† employee/ director of subsidiary or holding company of the issuer. Restrictions on If issue opening and closing advertisements advertisement contained highlights, then the advertisement required to contain risk factors. Forfeiture money unexercised warrants preferential issues of Open to interpretation. n in 17. 18. offer document is underwritten, underwriting obligations shall be for the entire amount underwritten. The term â€Å"financial Institution† replaced by â€Å"public financial institution or a scheduled commercial bank†. Excludes permanent employee/ director of subsidiary or holding company of the issuer and promoters and immediate relatives of promoters. If advertisement contains information other than the details specified in the format for issue advertisement, the advertisement shall contain risk factors. 19. 20. 21.Outstanding convertible instruments in case of initial public offer (IPO) Minimum promoters’ contribution 22. Issue period in case of public issues Where the warrant holder exercises his option to convert only some of the warrants held by him, upfront payment made against only such warrants can be adjusted. The balance upfront payment made against the remaining unexercised warrants shall be forfeited. Compulsory conversion of Compulsory conversion of all outstanding convertible outstanding convertible instruments instruments and other rights held by any person. eld by promoters or shareholders. Could be brought in by Shall be brought in only by whose identity, promoters/ persons belonging promoters to promoter group/friends, photograph, etc are disclosed in the relatives and associates of offer document. promoters. Issue period not clear in case Total issue period not to exceed 10 of revision in price band in days, including any revision in price book built public issues. band. 8 23. 24. 25.Pre-issue advertisement to be made after registering of prospectus/ red herring prospectus with Registrar of Companies before opening of the issue. uch as Only checklist to be attached. Documents to be Documents attached with memorandum of association due diligence and articles of association of the company, audited balance certificate sheet, checklist for compliance with the rescinded Guidelines etc. Group The term â€Å"group companies† The term â€Å"group companies† companies not explained. explained. Timing of preissue advertisement for public issues Pre-issue advertisement to be made immediately after receipt of observations from the Board. 9ANNEXURE II APPLICABILITY OF THE ICDR REGULATIONS IN RESPECT OF DRAFT OFFER DOCUMENTS FILED UNDER THE RESC INDED GUIDELINES Sr. No. 1. Particulars Applicability of the ICDR Regulations Draft offer documents filed, but Such draft offer documents would be considered as observations yet to be issued filed with the Board under the corresponding provisions of the ICDR Regulations. Merchant bankers by the Board may, however, be required to submit a checklist confirming compliance with the corresponding provisions of the ICDR Regulations.Observations issued by the Board under the rescinded Guidelines, but in-seriatim reply yet to be filed by merchant bankers (a) In-seriatim reply filed with the Board under the rescinded Guidelines (b) Offer document yet to be registered with the Registrar of Companies (ROC) / filed with the designated stock exchange (DSE), as the case may be In-seriatim reply shall be filed in terms of the ICDR Regulations and while doing so, merchant bankers shall submit a checklist, along with a confirmation that all the provisions of the ICDR Regulations have been duly compl ied with.Merchant bankers shall be required to submit a checklist, along with a confirmation that all the provisions of the ICDR Regulations have been duly complied with, before registering/ filing the offer document with the ROC/ DSE, as the case may be. 2. 3. 4. Offer document registered with Merchant bankers may proceed with the issue. the ROC / filed with the designated stock exchange, as the case may be

Wednesday, October 23, 2019

Whats in a Name?

George Ramone College Composition I Prof. Loscano September 14, 2011 In Henry Louis Gates Jr. ‘s, â€Å"Whats in a Name? â€Å", Gates deals with a sort of life changing reality as a young boy. He recalls the incident from a time when prejudice and discrimination against African Americans was perfectly normal. Gates and his father went to the drugstore in town, where his father was the only colored person that could eat there out of the whole town. As Gates was eating his ice cream, his father greets Mr.Wilson and he responds by saying â€Å"Hello, George. † Gates then finds out that Mr. Wilson calls all colored people â€Å"George†. In my opinion, Gates said he never looked Mr. Wilson in the eye again, because he knew he was racist. He had a completely different opinion of him after the incident and didn’t want to look at him. Maybe because he disrespected his father in such a manner. He also could have felt intimidated in a way and was afraid he would f ace the same as his father.After a long pause his father told him, â€Å" He knows my name boy and that he calls all colored people George. † The author then realized that his father didn’t feel bothered by this. What I found interesting was that the Gates family was different than the other African American families in the town. They were treated with a mix of dislike and respect. An example would be them being allowed to eat where other blacks couldn’t due to Mr. Gates’ reasons and were of privileged status.Once the incident with Mr. Wilson had occurred the author might have felt ashamed or a bit embarrassed. Consequently, at the end of this essay there is a moment of silence when the author calls it â€Å"One of those things as his mother called it. † He described it as a seeing into another world where reality was bitter. The mood suddenly shifts into Gates talking about Jackie Robinson being the best at hitting better in a clutch than anyone. Overall I liked this essay cause of the details and its honesty. Whats in a Name? George Ramone College Composition I Prof. Loscano September 14, 2011 In Henry Louis Gates Jr. ‘s, â€Å"Whats in a Name? â€Å", Gates deals with a sort of life changing reality as a young boy. He recalls the incident from a time when prejudice and discrimination against African Americans was perfectly normal. Gates and his father went to the drugstore in town, where his father was the only colored person that could eat there out of the whole town. As Gates was eating his ice cream, his father greets Mr.Wilson and he responds by saying â€Å"Hello, George. † Gates then finds out that Mr. Wilson calls all colored people â€Å"George†. In my opinion, Gates said he never looked Mr. Wilson in the eye again, because he knew he was racist. He had a completely different opinion of him after the incident and didn’t want to look at him. Maybe because he disrespected his father in such a manner. He also could have felt intimidated in a way and was afraid he would f ace the same as his father.After a long pause his father told him, â€Å" He knows my name boy and that he calls all colored people George. † The author then realized that his father didn’t feel bothered by this. What I found interesting was that the Gates family was different than the other African American families in the town. They were treated with a mix of dislike and respect. An example would be them being allowed to eat where other blacks couldn’t due to Mr. Gates’ reasons and were of privileged status.Once the incident with Mr. Wilson had occurred the author might have felt ashamed or a bit embarrassed. Consequently, at the end of this essay there is a moment of silence when the author calls it â€Å"One of those things as his mother called it. † He described it as a seeing into another world where reality was bitter. The mood suddenly shifts into Gates talking about Jackie Robinson being the best at hitting better in a clutch than anyone. Overall I liked this essay cause of the details and its honesty.