Summer Camp Vacation Essay Example | Topics and Well Written Essays - 1000 words

Summer Camp Vacation - Essay Example But when it comes to children living in foster care, having no real families to bond with they feel isolated and ignored. Therefore, we have programmed a three months free summer vacations camp for 50 children, to support foster parents who cannot afford to plan such involving activities for their adopted children that aim to keep them connected, busy and thus happy, by the help of our volunteer sponsors. Imagine that one day a stranger come and drag you out of your own home, separating you from your family, your room, your pets and your belongings, throw you into the car’s back seat and drives you to some strange place. Now it’s not been more than a day and you are again taken by another stranger to another new place†¦and you are only 5 years old!!! The foster care society helps such disturbed and misplaced children to accept, adjust and feel comfortable by giving them yet not another â€Å"stranger† to add into their lives but a â€Å"family† to bind with, parents to love and siblings to relate to. It also provides the support to the foster parents to â€Å"own† these kids and not only â€Å"adopt† them. We have been working since many years to provide such kids not only a shelter but a place that they call â€Å"home†. Our majority finances are provided by the government under its donations policy and from generous people like you who are ready to provide little comfort and contribute a small smile in the lives of others. You have a chance to be that special someone who could make a little change to the lives of these innocent souls. You could be that magic which brings smiles to their face, contribute a little towards giving them a better life and ultimately to give this society civilized individuals, the society that you, we and our children lives in! Let’s make this society a better place for our coming generations to live and let’s join hands in this noble mission and be a light of hope for them. Let’s make them better humans and not

Cost Accounting Essay Example | Topics and Well Written Essays - 2500 words

Cost Accounting - Essay Example Absorption cost (also known as full costing) is costing systems which includes direct materials, direct labour and variable and fixed manufacturing overhead as product cost (Duruy, 2011).This costing method is normally required for external reporting purposes under GAAP since accountants believe that fixed overhead is a crucial component in the manufacturing process (Deo, 2009).. A reason for this is that stock valuation include all production cost under UK SAAP9 so that when profit increases the stock also increase (Pong, & Mitchell, 2004) On the other hand, Marginal or variable costing is costing system which includes all manufacturing cost that vary according to the number of units produced, which includes direct materials, direct labour and variable manufacturing overhead (Bhimani, 2011). Economists favour the use of marginal costing since it enhances profit maximisation (Deo, 2009) since stock increases lower the profit (Pong, & Mitchell, 2004). Theoretically, it is easy to iden tify the effects of the costing method used by an organization on profit. The costing method used in stock valuation therefore has an implication on profit as shown in the table below: Movement increase decrease Valuation method used Full costing Variable costing High profit Low profit Lower profit Higher profit Several principles were put forward in attempts of supporting either of these costing methods. For instance, the matching principle, which holds that during profit calculation, revenues, must be matched with the costs incurred in generating the revenue (Pong and Mitchell, 2004). Assuming prices are constant, the variable costing method results in a time series of profits that is in synch with the sales. This is considered an advantage of variable costing. The profit generated in this case is not subjected to any movements influence by changes in the stock level as the fixed costs are written off. This is found to concur with the realization principle that recognises profits as they occur (Pong and Mitchell, 2004). On the other hand, carrying forward fixed costs in the full costing method can boost profits in the case of rising stock. It is acknowledged that production activities can affect profitability via the levels of stock. However, this claim has been on the spotlight as it encourages managers to increase profitability by increasing stock which may be dysfunctional to the firm (Pong and Mitchell, 2004). The main difference between absorption costing and managerial costing is the treatment of the fixed manufacturing overhead cost, which are treated as a period cost in variable costing (Durury, 2011, p.195). The two costing methods will be compared using the given data below. Year 1 Year 2 Sales Price 50 52 Direct Materials 10 10 Direct Labour 7 8 Variable Production overhead 5 5 Fixed Production overheads 4800 5700 Administration costs 4000 5000 Sales Volume 900 1400 Production 1100 1300 The unit cost for the absorption costing method was higher at ?26.36 than the ?22.00 for the marginal costing due to the addition of ?4.36 per unit in the first year. The unit cost for the second year was also high for the absorption costing at ?27.38 when compared to the ?23.00 for the marginal costing. This comparison discovered that the unit cost for absorption costing was higher than the marginal costing because of the addition of the fixed manufacturing cost. The benefit of a two year comparisons is that it reveals how manufacturing cost are transferred in the absorption and managerial costing (Lere, 2000, p.29). The benefit of marginal costing is that fixed manufacturing overhead is already incurred even if there is no production for the period. (Durury,

Observations to Identify Child Needs

Observations to Identify Child Needs Planning, observation and assessment all contribute to supporting the learning and development of children. Careful observation can identify a child’s individual needs and interests and ensure that resources and activities are suitable for promoting further development. The early years recommends that practitioners follow a three-step cycle to effectively meet the needs of individual children. Planning Observation and Assessment. Write only what you see-this ensures accuracy. Write the date and time you’re observing, name and age of child, setting where the observation is being done. Avoid opinions, don’t say that the child is/ is not enjoying something, if they have not told you that. Continue with regular observations-this provides an overall consistent picture of the child’s development, and identify any areas of a child’s development that might need additional support or be delayed. You can learn a lot about the children you are working with by observing them, and you are more likely to be able to meet their individual needs effectively from observation. Formal observations can be used to observe a child’s development of a particular skill or knowledge and understanding. The practitioner can use adult-led activities to provide an opportunity for the child to practice this particular skill and observe their participation. Observations which are spontaneous, help gather information as children will be able to explore naturally without any added pressure. Formal observations can be used to observe a child’s development of a particular skill or knowledge and understanding. This is especially useful for development checklist for the child. There are factors to consider when observing a child and that it is regularly collected to produce a true picture of the child’s knowledge and abilities and ensure consistency in the evidence you collect. Many things can affect the validity of observation; tired or hungry or hungry children may not demonstrate skills to the best of their ability and might get different results in completing an observation on a child at different times of the day, illness can affect the child’s demonstrating skill if they are ill, or might not want to partake so won’t be demonstrating their true abilities. Practitioners should schedule a repeat observation whe n the child is well to gather the true picture of the child’s ability. It is important to see when a child has achieved a particular skill when you carried out the observations at the same time accurate results and consistency. There are many methods of observing and recording observations. Practitioners in early year settings often use a note taking method carrying with them a note pad, to write spontaneous occurrences in what a child’s interests and achievements are when they are engaged in an activity with them. This way of taking notes can then be written up after the events in more detail. Time sample is another way of recording information; this is a way of looking at a child’s activity over a period of time, observing the child at regular intervals for example every ten minutes for one hour. A summative assessment is when the evidence is gained through a formative assessment over a period of time and these are helpful when the practitioner needs to review a child’s developing progress. A formative assessment is an on-going assessment of the child, and carried out on a regular basis. The early years requires two formal summative assessments, at aged two and at the end of completion of the Early Year setting. Assessments after observations are the way in which the practitioner can make decisions about what the child can do. For example a practitioner is observing a child and note the child has spent ten minutes building bricks. It shows the practitioner that the child appears happily content doing this activity, it also shows the child can concentrate for a period of time and play independently. They are able to observe if the child is using favourably their left hand or right hand and their eye- to hand coordination is well developed.The practitioner can say if the child had any facial expressions i.e. smiling or frowning whilst doing the activity to show enjoyment or concentration. An observation like this helps the practitioner plan future activities well suited to the child to meet individual needs and abilities of the child, and encourage future development adding other construction activities for the child to try if naturally this is where the child is getting enjoyment. Planning for a child to help their development in their not as strong areas is very important also. And from observations you can assess where the child needs extra encouragement or additional help in certain areas, for example when a group of children asked to put their coats on ready to go outside. You can observe the children who are very capable of doing the task without aid and the children who take longer and need extra time or help. You can plan for this by dividing the children into two groups; group 1 and group 2. Group 1 being the slower children less able to p ut on their coats are to start getting ready first with extra time allocated than group 2.Planning should be built upon the observation and assessment findings of individual children in order to identify the best steps to take to further their learnings and development. The Early Years development matters document suggests that planning should include looking at what is next for the child including: experiences and opportunities, the learning environment, resources, routines and the practitioners’ role. A carer can observe an individual child during outdoor play and recognise that the individual child aged two years is climbing confidently and is beginning to pull themselves up on nursery play climbing equipment outdoors. So the carer can help the individual child by talking to the child about their movements and help them to explore new ways of moving, such as squirming slithering and twisting along the ground like a snake, and moving quickly, slowly or on tiptoe. Plan opportunities for children to tackle a range of levels and surfaces including flat and hilly ground, grass, pebbles, smooth floors and carpets. Provide a range of large play equipment both indoors and outdoors that can be used in different ways such as boxes, ladders –frames and barrels. Provide safe spaces and explain safety to the child and parents. These will help encourage their physical development even further. The Statutory assessments focus on three prime areas of development ages two and three progress check. The assessment review and identify the child’s strengths and any areas of where the child’s progress is less than expected. The progress check helps identify the child’s natural interests and plan effectively for the individual child. It is a good idea to show the parents how to understand effectively to support the child’s learning which can be encouraged at the home environment for the child. The assessment it helps identify any additional special educational need or identify any disability. The practitioners should develop a targeted plan to support the child’s future learning and development involving the parents and careers and other professionals which may be needed. The report shows reflecting development levels and needs of the child, it shows the areas where the child is progressing well, the areas where additional support may be needed, and focus particularly on where there is a concern that the individual child may have developmental delay, which may indicate a special educational need or disability. It must include any activities and strategies the provider must intend to adopt and address any issues or concerns. Parents must receive a written record of each of the child’s prime areas of development. It is of interest to the individual child to encourage the parents to share the information from the progress check with other relevant professionals, including their health visitor and the staff of any new provision the child may transfer to. The progress check and the Healthy Child Programme health and development review at age two, when the Health visitor gathers information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child and family might benefit, should inform each other and support integrated work together. This also helps health and education professionals to identify any strengths as well as any developmental delay. The providers must have parental consent and careers to share information directly with other relevant professionals. The assessment at the end of early years foundation stage profile must be completed when the individual reaches age five in the final term no later than June 30 in that term. It provides a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels and their readiness for starting year 1. It provides information to the parents, careers practitioners and teachers; the profile reflects ongoing observations, all the relevant records held by the setting, discussions with parents and careers and any other adult professionals relevant. The child’s development must be assessed against the Early learning goals, practitioners indicate whether children are meeting expected levels of development, or if they are exceeding expected levels and if not yet reaching expected levels. Year 1 teachers are given the Profile; this will help the teacher acknowledge the child’s stage of development and learning needs and help assist w ith the planning of activities. The Profile must be completed for all children, including with special educational needs or disabilities, with reasonable adjustments to the assessment process for children with special educational needs and disabilities are made appropriately. It is important to know that all children will have differing level of skills and abilities across the profile and it is important that there is a full assessment of all the areas of the child’s development to form plans for future activities and to help identify any additional support. Schools must share the results of the Profile with the parents and careers. The profile must be completed for all children, including of those with special educational needs or disabilities. Adjustments to the assessment process for the children with special educational needs and disabilities must be made as appropriate. Children will have differing levels of skill and abilities across the profile and it is important that there is a full assessment of all areas of their development to inform any future activities and to identify any additional support needs.

Dugong Research :: Marine Mammals Biology Essays

Dugong Research Scientific name: Dugong Dugon Status: Vulnerable to extinction since 1982 (IUCN) Appendix I of CITES Taxonomy: Class Mammalia Order Sirenia Family Dugongidae Genus Dugong Species dugon Common Name dugong or sea cow Local Name duyong or baboy dagat Description: The dugong is one of the 24 species of marine mammals present in the Philippine waters. The dugong is the only representative of the order Sirenia to be found in the country. It is a truly unique aquatic animal, being the only herbivorous mammal whose preferred habitat is the sea. Like people and other mammals, the dugong is warm-blooded, has hairs, breathes air and the mother suckles their young. It has been noted that stories on mermaids are attributed to this unique animal due to its striking resemblance – fish-like tail, brownish smooth skin, mammary glands, woman-like genitalia and even its’ suckling baby. An adult dugong can grow to more than three meters in length and can weigh more than 400 kg. Newborns are a little over a meter, while mature animals measure at least 2.5 meters in length (Marsh et al. 1984). The dugong’s body is torpedo-shaped with whale-like flukes. The neck is short and indistinct. The flippers are small and short are used for manoeuvring and as a support during feeding or resting at the sea bottom. The color of an adult dugong is greyish bronze, which becomes lighter ventrally. Neonates and juveniles are lighter and are browner in color. The skin is tough, heavily scarred and usually colonized with barnacles in older animals. Short/stiff hair and fine/thin hair is sparsely distributed throughout the back of the animal. Hair is almost absent in the abdomen but are large, thick and abundant in the snout region. The upper lip forms the rostral disc, which is horseshoe in shape and is covered with a lot of thick and long vibrissae used for probing. A unique feature is around 25-35 mm thick (not as thick compared to other marine mammals, since protection from the cold is not a great problem for this warm and shallow water species).

Random acts of kindness Essay

I believe in random acts of kindness. The smallest things that can make you smile. I believe that if you do something nice for someone, they will take that act of kindness and spread it out to people they come across throughout their day. It’s the smallest things that make the biggest differences. For example, holding the door for someone who has their hands full or smiling at a stranger as they pass by. It’s these little things that let people know someone cares. This belief is not based on one significant personal experience, but a few of them that I have experienced throughout my life. Not one individual experience was what I call â€Å"life changing† but looking back at the ones that I can remember, I can easily say that they were. I remember one day last year when I was a counselor in training at my summer camp, and not having the greatest day. Nothing specific was wrong, but everyone has those days where everything just seems to go wrong. Well I went to bed that night and there was a bouquet of tissue paper flowers and a note that said â€Å"I hope this brightens your day!† I still do not know who left them on my bed, but it doesn’t matter. It’s the thought that counts. One of my favorite personal experiences was when I was visiting the University of Miami. It was pouring rain, and we were on the campus tour. To get from one building to the next, we had to cross into the rain, and right there, there was a student standing with a bunch of umbrellas. Anyone who did not have their own umbrella was then given one by this student. The umbrellas were stamped with a logo and the words â€Å"random acts of kindness†. There was another student stationed at the other building, who was collecting the umbrellas and passing them out to people traveling in the opposite direction. A gesture as simple as this has the power to make somebody’s day brighter. I can also recall numerous times when a stranger has held a door for me, or I for them. Something that I have always wanted to do, but have not had the chance yet is while in the drive though line, pay an extra $5 for the person behind you. I have seen this on TV and it is an extremely nice gesture to do for someone you have most likely never spoken to before. As I said earlier, it’s the smallest things that make the biggest impacts in people’s lives. So here is my challenge to you. Today, before you go to bed, do a random act of kindness. It can be to someone you know or someone who is a complete stranger, but it has to be random. And I’ll bet that before you go to bed, you will receive a random act of kindness in return.

Analysis Of Frederic Bartlett s Theory - 1711 Words

Frederic Bartlett (1932) is argued to have laid the foundation for a schema theory with the â€Å"key assumption of previous knowledge affecting the processing of new stimuli† (Carbon Albrecht, 2012, p. 2258). Bartlett’s interest was in the role played by prior knowledge in the interpretation of stories. This may explain why the concept â€Å"knowledge† appeared as a key term in Rumelhart’s (1980) famous definition of the notion of schemas, or as he prefers to call it, â€Å"schemata†: [S]chemata can represent knowledge at all levels from ideologies and cultural truths to knowledge about the meaning of a particular word, to knowledge about what patterns of excitations are associated with what letters of the alphabet. We have schemata to represent all levels of our experience, at all levels of abstraction. Finally, our schemata are our knowledge. All of our generic knowledge is embedded in schemata. (p. 41) However, as Gregory (2002) argues, it should be noted that such knowledge, be it implicit or explicit, is shared by the members of a social group â€Å"by way of their discourses†; and therefore â€Å"the pattern of their knowledge is observable and so describable, and this caters too for what is pertinent about an individual’s knowledge† (Gregory, 2002, p. 16). Another important aspect of schema-based knowledge is discussed by van Dijk and Kintsch (1983, p. 47), that is, such knowledge represents â€Å"descriptions, not definitions†; and they (ibid., pp. 47-48) set the illustrative example ofShow MoreRelatedApplying Learning Theories3548 Words   |  15 PagesIntroduction to Learning Theories EDU622-0603A-01: Applying Learning Theories Unit 1 IP Dr. Trude Fawson American Intercontinental University June 17, 2006 Introduction How do we come to know what we know? What is knowledge? These questions are important not only for epistemologists or philosophers who study knowledge, but, as well for those interested in the sciences and education. Whether knowledge is seen as absolute, separate from the knower and corresponding to a knowable, external realityRead MoreEbooks Solution Manuals and Test Banks for Text Books19223 Words   |  77 PagesAccounting and Auditing Research Tools and Strategies by Weirich, Pearson, Churyk 7 Cases Solutions Accounting and Auditing Research Tools and Strategies by Weirich, Pearson, Churyk 7 Solution Manual Accounting by Carl S. Warren, James M. Reeve 24 Instructor’s Manual Accounting by Carl S. Warren, James M. Reeve 24 Test Bank Accounting Concepts and Applications by Albrecht, Stice, Stice, Swain 11 Instructor’s Manual Accounting Concepts and Applications by Albrecht, Stice, Stice, Swain 11 Solution Manual Read MoreOrganisational Theory230255 Words   |  922 Pages. Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of workRead MoreCase Study148348 Words   |  594 Pagessites on the web so you can explore more about the organisations featured in the case studies †¢ Classic cases – over 30 case studies from previous editions of the book †¢ The Strategy Experience simulation gives you hands-on experience of strategic analysis and putting strategy into action Resources for instructors †¢ Instructor’s manual, including extensive teaching notes for cases and suggested teaching plans †¢ PowerPoint slides, containing key information and figures from the book †¢ Secure testbankRead MoreM anaging the International Value Chain in the Automotive Industry60457 Words   |  242 PagesStiftungforitsinitiativeandcooperationincarryingoutthisproject,especiallyStefanieSohm andMartinSpilkerfortheirexcellentcollaboration.ThanksgoalsotoManuelaGeipeland CorneliaGraf-Chmielfortheiractivesupport withrespecttodatacollectionanddataanalysis, aswellastothestaffoftheChairofInternationalManagementandStrategicManagement atESCP-EAPEuropeanSchoolofManagement BerlinandparticularlytoThomasKotullaand RenateRamlaufortheirvaluablecommentson earlierversionsofthispublicationRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pageswhich have been chosen to enlarge speciï ¬ c issues in the text and/or provide practical examples of how business and public sector organisations are managing strategic issues. The case studies which follow allow the reader to extend this linking of theory and practice further by analysing the strategic issues of speciï ¬ c organisations in much greater depth – and often providing ‘solutions’ to some of the problems or difï ¬ culties identiï ¬ ed in the case. There are also over 33 classic cases on the Companion

How Did Adolf Hitler Use Environmental Isolationism In

How did Adolf Hitler use Environmental Isolationism in and alongside the Hitler Youth Program to benefit his cause during The Third Reich (1933-1945)? Trinidad Reyes Ms. Coloma Period 4 May 22, 2017 1573 Words Section I How did Adolf Hitler use Environmental Isolationism in and alongside the Hitler Youth Program to benefit his cause during The Third Reich(1933-1945)? During this time period Adolf Hitler had taken control over Germany and had begun purging the country of people he thought were â€Å"impure†. He began building up his military powers and persuading his people. The Source â€Å"Children of The Slaughter† is especially significant to this investigation because it gives detail about Hitler’s Youth groups and gives†¦show more content†¦This source’s context contains information about how the youth were trained in preparation for the war and what they were trained for. It gives information about the age ranges for the different groups and rites of passages. It also describes the separation between boys and girls in these youth camps, and is thus valuable to one researching Hitler’s Youth. A limitation of this is that does not reveal anything about Hitler’s success or failure in his military involvement, or reveal anything about his invasions into other countries but simply informs about his Youth programs. It does not reveal his military involvement and is thus not valuable to one researching Hitler’s Involvement in other countries. Section II Adolf Hitler manipulated the Hitler Youth to build up his militaristic power, maintain and strengthen his control over Germany during The Third Reich, and easily purge Germany of â€Å"Impure races† with his anti-semitic raised soldiers. Hitler used environmental isolationism to train and gain loyalty from the youth while he manipulated and indoctrinated them to follow his beliefs using propaganda and anti-semitic teachings. Hitler isolated the youth from the rest of Germany to be able to easily manipulate their beliefs. In 1926 the Hitler Youth was founded and was made for the purpose to train boys to enter the SA (Storm Troopers), a Nazi Party paramilitaryShow MoreRelatedSection I. How Did Adolf Hitler Use Environmental Isolationism1607 Words   |  7 PagesSection I How did Adolf Hitler use Environmental Isolationism in and alongside the Hitler Youth Program to benefit his cause during The Third Reich(1933-1945)? During this time period Adolf Hitler had taken control over Germany and had begun purging the country of people he thought were â€Å"impure†. He began building up his military powers and persuading his people. The Source â€Å"Children of The Slaughter† is especially significant to this investigation because it gives detail about Hitler’s Youth groupsRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesMorrow Jr. 161 6 Locating the United States in Twentieth-Century World History †¢ Carl J. Guarneri 213 7 The Technopolitics of Cold War: Toward a Transregional Perspective †¢ Gabrielle Hecht and Paul N. Edwards 271 8 A Century of Environmental Transitions †¢ Richard P. Tucker 315 About the Contributors †¢ 343 _ IN TR OD UC TIO N Michael Adas B y any of the customary measures we deploy to demarcate historical epochs, the twentieth century does not appear to