Phonics Primer for Year Five Remedial Class in Primary School Essay Example for Free

Phonics Primer for Year Five Remedial Class in Primary School Essay 1.1 Description of the Area of Research Title of the Study: Phonics Primer for Year Five Remedial Class in Primary School. Phonics is letter-sound correspondences. The units of sound can be syllables, onsets rimes, or phonemes (EdResearch.info). Phonics Primer is a way of learning the sounds of the alphabet in order to decode the English language. It is recognized by a quick pace of teaching letter and the sound or grapheme and phoneme matches and immediately getting students to use this knowledge to read and spell regular words. Words are read by using the phonological skill of blending the sounds together synthesis (hence the term synthetic phonics). Words are spelled by using the phonological skill of hearing the sounds in words (segmentation) by means of which words are segmented into their constituent phonemes (Wikipedia, The Free Encyclopedia) Research Questions 1. What is the strategy in teaching synthetic phonics? 2. Can the method be successfully taught in shorter periods? 3. Can the 44 sounds of Phonics Primer help in teaching non-English speakers who have other sounds that is found in English? 4. Can Phonics Primer be used to teach cohorts in higher levels with reading difficulties? Research Variables The instruments that I will use in my research will be: 1. Questionnaires 2. Interviews 3. Classroom Observation Checklist 4. Tests 5. Document Reviews Gay and Airasian (20030 defined population as â€Å"The population is the group of interest to the researcher, the group to which the results of the study will ideally generalized†. The respondents of the research will be for remedial students from the outskirt of Sarikei in Sarawak. The majority of the students will be of the Iban race. The research will be conducted on two groups of selected students. One group will be used for study, called the experimental group. Another group would be the controlled group and they will be taught with the conventional teaching procedure during English lessons. Both groups will be cohorts who will need assistant in reading. About six students will be involved in this study. They will be remedial students from the cohort of year five students who are in the remedial class. The respected students and school will be chosen simply to fulfill the requirements of the research that will use the Primers phonics approach to teach reading for remedia l students. 1.2 Theoretical Framework Often we find that in schools, there are always students who are very poor in reading English. It is even worst when the students cannot read in a language that is very similar to theirs. This means that the students are having problems in basic reading. We can say that these students are too slow in picking up during their reading lessons in English. In classes where we have been teaching, oftentimes we see that students cannot recognize words and even there are some who cannot read. The students in rural Sarikei, in Sarawak, specifically are mostly Ibans. They are non-English speakers. They only encounter the language when they come to school. English therefore is very unfamiliar to them. Many English sounds don’t even exist in their mother tongue. Synthetic phonics has all the 44 sounds of the English Language. It is a very systematic way to teach basic reading in English. By using the method of teaching, students can read faster and easier. The method of teaching and the instruments used in teaching it can enable the remedial students of the primary schools to remember the sounds made by the letters and enable them to read. Research instrument are devices to measure the objects of the study. Instruments come in multiple forms. For this research, the researcher will be using multiple forms like questionnaires, observation forms, interview forms and tests to get information. The questionnaires and interviews will be used to get information about experiences, suggestions and ideas related to the study. The observation forms will be used to make observations during the study. From observation forms, the researcher will be able to see weaknesses and strengths during the teaching of Phonics Primer and also the current teaching method used by the school to make comparisons. The tests which will be given before and after teaching Phonics Primer will help the researcher to find out if the case study that they are doing is suitable and good for teaching remedial students. Questionnaires Questionnaires are familiar to most people (Berdie, Anderson, and Niebuhr, 1986).It is a written or printed form used in gathering information on some subject or subjects, consisting of a set of questions to be submitted to one or more persons (Your Dictionary.Com) It is a communication method of designing questionnaires to collect the requisite information. It is a list of questions framed to get facts. A questionnaire is defined as a group of printed questions used to elicit information from subjects by means of self report. Questionnaires will be distributed to both experimental and controlled group. Teacher Questionnaires. A teacher questionnaire is designed to gather information administered to English teachers in school. The questionnaire will be done two times, that is before the start of the Phonics Programme. A second questionnaire will follow at the end of the programme. This is to find out the status of remedial reading before and after the programme. If there are any differences before and after the programme, it will be noted down for analysis in the research later. Students’ Questionnaires Students’ questionnaire will also be done. It will be done with students who are involved with the study. They are the experimental group of students and also the controlled group of students for comparison later. Questionnaires can help the researcher discover the experiences, knowledge and backgrounds of the students and the school which is related to the case study that is going to be done. These information will help the researcher to know more and understand more about the stand of the students involved in the study. The questionnaire is also important in helping the researcher to make conclusion and give suggestions for future study of similar case. Interview The interview is a dialogue between the teachers with the researcher. The most commonly accepted objective of the interview is to determine whether there is a match between the candidates education, experience, interest and goals and the goals of the researcher related to the study for which the researcher is interviewing. In this study, the researcher conducts the interview with the remedial students’ teacher. This interview is designed to elicit data using a set of predetermined questions that are expected to elicit the subjects thoughts, opinions and attitudes regarding the teaching of reading to remedial students. Group Interviews with Teachers. To identify the major issues surrounding the planning and implementation of reading instruction in schools of a rural school, group interviews will be conducted with English remedial teachers. An interview will be used to facilitate discussion. Responses to the uniform standard questions will contribute to the final analysis of the study findings. Individual Interviews with Teachers. To investigate all of the major research questions. presented earlier, interviews will be conducted with English remedial teachers in the selected schools. An interview will be used to facilitate information gathering. Responses to the questions will contribute to the final analysis of the study findings. Observation Instruments Observation is a technique of gathering data through direct contact with the subjects. In this study, the researcher will observe two classes. The researcher will observe ongoing class using Primer Phonics and the normal teaching of remedial students in the school. Observation instrument is necessary to detect any strength and weaknesses for both types of methodology in teaching remedial students. The detections will be noted down in the researcher’s note book for making analysis, conclusion and suggestions for future researches. Classroom Observation Classroom observation will be done to make sure that Primer Phonics is taught accordingly. A checklist will be used. Classroom observations will also be done for the normal teaching of remedial students in the same school. The need for making observation for the normal method of teaching is to enable comparison among the two types of methodology later. Additional data collection and review will occur during the observations. Researchers summarized notes after each observation. Test The researcher will conduct two types of tests, the Pre test and the Post test, for two groups of students from the remedial class only. The students will be divided into the experimental and controlled group. A Pre test will be used to see the students’ ability to read before teaching using the Primers Phonic Method. The Post test will be used to see the achievements made after teaching using the Primers’ Phonic Method. Both the experimental and the controlled groups will take the tests so the researcher can compare if there will be any differences in the achievements after teaching using the Primers’ Phonic Method for the experimental group. The Controlled group will be taught by their own remedial teachers using the usual syllabus in the school. In the tests, subjects are to read a short text of about 150 words. These tests aims to see how good the students can or cannot read before and after teaching using the Primers’ Phonic Method. To assess the students reading, 5 criteria will be ticked accordingly. Students who gets two out of five ‘Yes’ are considered to have pass the Pre Test or the Post test Document Review Document review will inform the research process to varying degrees. Among the documents analyzed were student work samples, report cards, forms, letters to parents, lesson plans, lists of reading books, and other relevant documents pertinent to current reading instruction. The Theoretical Framework Diagram 1: The Diagram depicts the theoretical framework. 1.3 Review of Related Literature The literature reviews forwarded here will help us to understand more about the case study that will be done. A literature review is a body of text that aims to review the critical points of current knowledge and or methodological approaches on a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work. Most often associated with academic-oriented literature, such as theses, a literature review usually precedes a research proposal and results section. Its ultimate goal is to bring the reader up to date with current literature on a topic and forms the basis for another goal, such as future research that may be needed in the area. A well-structured literature review is characterized by a logical flow of ideas; current and relevant references with consistent, appropriate referencing style, proper use of terminology and an unbiased and comprehensive view of the previous research on the topic I would like to make a review of related literature which is in my area of research, Instruction, Development, and Achievement of Struggling Primary Grade Readers by Elizabeth Campbell Rightmyer, Ellen McIntyre, and Joseph M Petrosko. Reading Research and Instruction. Coral Gables: Spring 2006. Their study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, they determined that no model or program proved more effective for the learning of phonics in the first grade after one year of instruction. Purpose The purpose of their study was to examine the phonics and reading achievement of primary grade students receiving instruction in six different instructional programs or models (referred to as models in reference to their study). Then, through a qualitative analysis of the specific instructional practices within these models and their understanding of young childrens literacy development, they explain the relative differences in achievement gains of these primary grade struggling readers. Method They examined the instructional practices and achievement of low performing students in first through third grade classrooms in which teachers used one of the following reading models: Breakthrough to Literacy (www.btl.com); Early Success (Cooper, et al., 1997); Early Intervention (Taylor, Medo, Strait, 1995); Four Blocks (Cunningham, Hall, DeFee, 1991); SRA Reading Mastery (Engelmann Bruner, 1997); or Together We Can, a locally developed model based on small group guided reading and explicit teaching of reading strategies and skills. Participants The study included 117 struggling primary-grade readers in 14 schools and 42 classrooms. Schools that had recently received a state grant to implement one of the reading models were invited to participate. They then contacted the principals, asking them to recommend teachers who were particularly successful at implementing the instructional model for at least one year; they believed that principals would avoid selecting teachers who were struggling with the model, classroom management, student diversity, or any of the myriad complexities that teachers face daily. Independently, they checked the teachers credentials by using a state-developed data base and found that the majority of them held advanced rank in the profession; 73% had earned at least 30 credit hours beyond the bachelors degree. They also found that 84% of the teachers had taught in their current state of employment for more than five years. The principals distributed consent forms to interested teachers, and when they were returned, the researchers explained to each teacher that the children they wanted to study were those struggling with reading or learning to read. They had no control of the models that were proposed or the schools that were selected to receive the grants. Like many states under accountability mandates, their state is becoming heavily invested in direct instruction models of reading and mathematics, and this predilection was seen in the numbers of students who received scripted early intervention in reading. They asked that by October 1 of the first year of the study, the teachers identify the lowest achieving 20% in their classes. Again, they did not control for socioeconomic status, gender, or ethnicity of the identified children or in any way second-guess the teachers selection. Consenting students became the targeted group of children the researchers tested on the phonics application and reading tasks. There were two to five children in each of the classrooms, although due to attrition and a few flawed tests, this number was reduced in some classrooms. Researchers studied one group of children from the beginning of first grade through the end of second grade, documenting growth in phonics for one year. These children are hereafter referred to as first graders, even though they followed them through the end of second grade. The children in this group were all served by a single reading model one of the five models that appear in Appendix A across two years; however, most of the children had different teachers implementing the model the second year (in second grade). The study followed a second group from the beginning of second grade through the end of third grade, also documenting growth after two years. These children are hereafter referred to as second graders, even though they followed them through the end of third grade. Like the first graders, the children in this group were served by the same reading model across two years; however, most of the children had different teachers implementing the model the second year (in third grade). Table 1 lists the participants by model. Procedures for Data Collection and Analysis of Student Achievement Instruments The researcher pre- and post-tested first grade children on clays Hearing Sounds in Words Test (1993), a phonics application task that included encoding a sentence. This measure was conducted only with first graders, as this was the norming sample. It will hereafter be referred to as the phonics measure or phonics achievement. On the clay test, the examiner reads two sentences to the child, The bus is coming fast. It will stop here to let me get on. Then the sentences are read again, word by word, and children encode the sentence as the researcher dictates. The children are encouraged to do the best they can with the spelling and use the sounds of words to write as much as you can. The children score a point for each letter or group of letters they write that correctly correspond to the sounds in the words. Children can score from O to 37 on this test. The researchers selected this test because they believed it to be a more authentic assessment of phonics understanding and use than phonological tests on which children call out letter sounds they see or sound out semantically disconnected word lists. Data collection Researchers were trained using each of the testing instruments given. The training involved an explanation and demonstration of the testing procedures and observation of videotapes of the project director testing various children. The researchers scored those children, discussed results, and adjusted their expectations through more explanation and demonstration by the director. Children were pre-tested during the months of September and post-tested during the month of May during each of the two years of the study. Children were tested in one-on-one situations in quiet places, arranged by the classroom teacher or grant administrator for periods of no more than 30 minutes at a time. While the pre-testing took approximately 30 minutes per child, the post-testing took 60-90 minutes per child for most children, thus each child was met two or three times. The researchers attempted to make the children comfortable and rewarded them afterwards with stickers. All reading passages were tape-recorded. Quantitative analysis of achievement data For ease in comparing achievement, the researchers used the benchmarks provided by each of the tests. Clays Hearing Sounds in Words phonics test has a range of 1-37, with intervals of 1. Two trained researchers individually scored every Clay test, and these scores were compared against one another for accuracy. Where there was discrepancy in scoring, a third researcher also reviewed the data, and the group negotiated the final score. Scores were entered into a data base, and two team members reviewed each of them for accuracy in data entry. In this study, test score data were statistically analyzed in two ways. First, pretest scores were subtracted from posttest scores. The resulting gain scores were used as dependent variables in a one-way analysis of variance (ANOVA), with the reading models as the independent variables. Test 1 was a comparison of phonics achievement of students in the different reading models (one-year gain). For each test, students achievement in only five models was compared. Importantly, due to the unequal number of students in each of the comparison groups, and the small numbers of participants in some of the models, the interpretations about the findings of these tests are made with caution and based on trends in the data. Data Collection and Analysis of Instructional Practices The researchers collected data on the instructional models in three ways: a) by observing the teachers and taking field notes, b) by interviewing the teachers about their practices, and c) by completing an observation instrument after leaving the site (which required reflection and quantification of what was observed). For this analysis, they specifically gathered data on: 1) the focus of instruction, 2) the primary literacy activities conducted, and 3) the length of time children spent reading connected text. Other salient characteristics of the models, such as whether the model was considered an intervention for struggling readers or a whole class model, are also described. Observations and interviews Schools were contacted and arrangements were made to observe the teachers who had been previously identified as fully implementing the instructional model adopted through the state program. The researchers visited each teacher four times and observed between 90-180 minutes during each visit, depending on how long literacy instruction was conducted in that classroom. Researchers sat in the room and recorded what the teacher said and did in the form of field notes. One important feature in our field notes was the regular marking of time. In an effort to understand how teachers distributed their instructional time for various activities, they recorded the time in the margins of their field notes approximately every five minutes. After each visit, the researchers interviewed the classroom teacher the same day the observations were made. Among the questions they asked were about how typical the observed instruction was and how the children were selected for testing to ensure that they ind eed were studying the bottom 20%. Observation instrument After exiting the field site, the researcher used the field notes and interview to complete an observation instrument that summarized and quantified instructional patterns. A small section of instrument was used to help determine the teachers focus of instruction. The instrument, the field notes, and the interview made a data set for analysis. Analysis of instruction In the first phase of analysis, researchers gathered to examine the data sets. Using a form created by the project director, the researchers summarized what happened during each of the visits. From these summaries of the field notes and interviews, the project director created a set of codes that reflected much of the data, a content analysis of sorts (Miles Huberman, 1994). Then, the research team partitioned the field notes into activity settings (Tharp Gallimore, 1988) in order to create smaller, bounded units of analysis. This meant that whenever there was a change in activity (the people, place, or product of instruction), the ensuing activity was considered a unit of analysis and coded separately. The Researcher did not consider as change in setting instances in which children had to leave a group early or if a lesson was interrupted. Thus, the lessons were coded holistically by setting. Settings lasted from five to 45 minutes. For example, one setting for analysis might be a 10-minute whole class lesson on which the teacher guided the children to correct a message she had written without punctuation. When the same teacher signaled to the children it was time to work in learning centers, a new unit of analysis was begun. Sometimes there were multiple simultaneous activity settings, and the researcher usually made the decision to follow the teacher. For each activity setting, they coded the teachers primary activity, followed by what researchers interpreted, from both observations and interviews, was the teachers focus for the activity-either to help students develop phonologically (ACTIV-phon), or to help students learn something else (ACTIV-other). The primary instructional activities observed in each class were listed on the summary sheet. Finally, to determine the time children spent reading connected text, they used an earlier analysis of these data (Authors, 2005). They first defined connected text as texts of meaningful sentences or longer; that is, more than one connected sentence; although, in this study, connected text was usually an entire story. Then, they clarified activities that comprised examples of opportunities to read connected text. The following practices were categorized as such: choral reading; echo reading (even though technically the teacher was doing half of the reading); guided silent reading; guided oral reading; and established periods for independent reading. Activities not included as opportunities for reading connected text included read aloud story time, times when the teacher was directly teaching something, times when students completed worksheets that included only words or unrelated sentences, drill of individual words, or time on non-print responses to literature. Then, the researchers highlighted in field notes when students were provided opportunities to read connected text. They calculated the percentage of time in such activity against the total time designated for language arts instruction. They examined all four observations of each teacher together as a unit because they knew they were going to categorize them. Using group consensus, they defined classrooms as having much opportunity to read connected text during all four observations, a moderate amount of time, or little time. After each data set was analyzed and each teacher categorized, they compared instructional foci and practices across models. They listed all the teachers in a given model together, and looked across these data sets for patterns.

Cluniac Monasticism Essay -- History

Cluniac Monasticism Assess the strengths and weaknesses of Cluniac monasticism between the tenth and twelfth centuries. The nature of Cluny lay in the circumstances of it’s foundation. It was endowed with a measure of independence by it’s founder, Duke William, allowing the monks to elect their own abbot, placing the abbey directly under the guardianship of St Peter and the Apostolic See. As a house dedicated to reviving strict Benedictine observance Cluny was not unique, but it was this indepencence, the succesion of talented abbots and it’s organisation set up by Abbot Berno that laid the foundations of the abbey’s later greatness. The independence granted Cluny in it’s foundation charter was esssential in the development of Cluny free from the interference of lay magnates and local bishops. It’s direct dependence on Rome was not initially of great importence; other foundations had beemn bequeathed to the apostles before. However, this was an important foundation upon which later abbots were to build. By seeking papal approval for Cluniac reforms the abbots forged a valuble direct link to the papacy, whilst gain officail public regognition and endorsement of the Cluniac regieme. In obtaining the right to accept monks from other orders in 931 Odo had confirmed the righht of the Cluniacs to reform others houses, while Cluny gained freedom from the local bishops under Abbot Odilo in 998. it was ‘the subsequent growth, under far straiter papal oversight, of Cluny’s exemption from episcopal control in spiritual matters, that did most to consolidate Cluny’s subject houses under itâ⠂¬â„¢s own central authority’ . This meant Cluny was immune to challenges to it’s authority from both without and within the church. Cluny became of particular note to sucessive Popes, with it’s reputation for reform, and the papacy continued to support the cluniacs, with Pope John XIX giving Cluny’s monks complete freedom from interference whereever they were in 1024. However, this would have been nothing without the exemplary spiritual life that was seen to exist at Cluny. The continual use of vocal prayer was popular with the laity, with many wishing to be included in the prayers of the monks. The personal qualities of the abbots were also much admired, as was the way of life practised at Cluny. The cluniac model of benedictine obervence was seen by many by the time of Abb... ... riches of success. The Cluniacs were criticised by those who favoured a more eremetic style of monasticism, and the stricter Cistercians. They were also criticised by laymen and other factions within the church. As an order, their popularity was on the wane by the twelfth century. The main strenghts of cluniac monasticism lay in its independence, it’s early spiritual energy, it’s observence of the benedictine rule and it’s sainly abbots. These provided very well for Cluny for a significant period, but over-growth of the order led to a slackening in observence of the Rule, and with the disasterous abbacy of Pons and a basic shift in religious opinion these strenghts became weaknesses that Bibliography Evans, Monastic Life at Cluny 910-1157 (Oxford University Press, 1931) Ed. Hunt, Cluniac Monasticsm in the central middle ages, (Macmillan, 1971) Lynch, The Medeval Church, (Longman, 1992) Cowdrey, The Cluniacs and the Gregorian Reform, (Oxford, 1970) Lawrence, Medeval Monasticism, (Longman, 1989) Southern, Western Society and the Church in the Middle Ages, (Pelican, 1970) Ed. Holmes, The Oxford Illustrated History of Medeval Europe, (Oxford, 2001)

Internship in Accounting Department Essay

INTRODUCTION The following report describes the activities carried out during a 6-week, Full-time internship at the American university of lebanon, Finance Department. The document contains information about the organization and the responsibilities performed throughout the period between: the 1st of July until 31st of July, 2014. The first part of the report offers an overview of the organization, and then describe the process which has been implemented by finance department according to the policy which has been approved by the higher management represented by the university president and the Vise president of finance and administration. Finally the report wraps up with a few closing remarks and conclusions from the experience. The American University of Lebanon is a non-profit institution for public benefit founded in 2007 to provide a student-centered American-style education that embodies the philosophy, standards, and teaching practices of the American higher education model. AUL admits all qualified students regardless of social, ethnic, or religious background. Students are admitted based on a record of past academic performance and potential for success, including capacity to engage in self-directed learning and demonstrated high levels of critical thinking. At AUL, young Lebnonis do more than co-exist – they learn lasting values of respect for the individual and a spirit of free inquiry, and they thrive in a culture of achievement and accountability. Today nearly 1,100 students from all parts of Lebnon study at AUL. The university currently offers six academic programs that lead to a bachelor’s degree, as well as a Master’s of Business Administration (MBA) and continuing education classes from its Professional Development Institute. The MBA program allows students to customize their degree by offering three areas of specialization: Leadership, Project Management, and Finance. Undergraduate degree programs include Business Administration, Engineering, Mechanical Engineering, Information Technology, International Studies, and English-Journalism. The Professional Development Institute at AUL provides professionals, companies, and organizations with access to professional education programs, including English language studies and project management. Rounding out the university experience is a robust campus life, with several university sports teams and more than a dozen student-sponsored clubs and other activities. AUL offers competitive men’s and women’s basketball, volleyball, ping pong, and soccer, and a dozen other student activities, including an internationally competitive debate society, drama, business, hiking, photography, running, and radio clubs. Students have also participated in conferences and competitions outside of Lebnon, including an international Model United Nations conference, Hult Global Case Challenge, and various Fulbright scholarships. Further, AUL is home to the nation’s first and only independent student newspaper, the AUL Voice, and houses student chapters of the U.S.-based Society of Professional Journalists and the Association for Computing Machinery. In the fall of 2011, AUL marked the beginning of its fourth academic year with a move to its new 169-hectare (418-acre) campus. The university grounds include an administrative building, gender-specific dormitories, and an academic building, which houses lecture halls and classrooms, conference rooms, and faculty offices. AUL also has a cafeteria, two outdoor basketball courts and an outdoor soccer field. State-of-the-art science labs will be completed next year. Working Plan The main project to be carried out during the internship understood the whole procedures and process that performed by finance department and working closely with the finance staff and understanding the all principles and rules. Finance department in AUL has organization chart contains: 1. Director of Finance (report to the Vise President of Finance & Administration) a. Financial Planning officer b. Accounting officer i. Account payable ii. Cashier (treasury) c. Bursar i. Account receivable Finance department in AUL is responsible of the following duties: 1. Preparing the financial statement 2. Preparing monthly accounting report 3. Preparing monthly payroll report 4. Preparing annual budget 5. Preparing departmental budget 6. Making inter-fund transfer 7. Making intar-fund transfer 8. Monthly payment 9. Managing bank account 10. Monthly adjustment Purchasing and Payment: Finance department making sure that no-financial transaction will be processed without proper authorization and it is the responsibility of all staff to ensure that commitments entered into are legal, reasonable and provide value of money. After understanding the all principles and rules, starting to work with each staff separately, I have the chance to work with the accounting officer who is responsible for account payable and the cashier. The accounting officer is making sure to have document every transaction and have original acceptable document according to the policy, also he is responsible to check all daily transaction and making the necessary entry and records. The accounting officer is responsible to preparer the balance sheet, approving the paycheck, fund transfer after getting the permission from finance director. The staff that is responsible for managing the account payable is responsible to check the paperwork which has been approved by the accounting officer then make the payment through Bank Transfer or Bank Check or Cash and getting the necessary invoice and signatures. Also the account payable staff is making sure to make the payment at due date without any delay in order to  have the services continues without any interruption or penalty calm. The Cashier is responsible for managing the cash (treasure) making payment and receiving the due installment (tuition) payment for the customers. The Bursar is responsible for managing the tuition due payment with accordance with register office, also he is responsible for managing the account receivable. The account receivable is responsible for issuing the due invoice for the customers and sends it to them by email , then making sure to chase these invoices till get paid by the customers Audit process: there are two audit offices are responsible to monitor the all financial process and transaction within the university a. Internal Audit office : is responsible to check all document and statement on daily basis b. External Audit office : an international audit company is responsible for auditing the all document and statement on annual basis Conclusion It was a good opportunity to put in practice and develop further accounting and organizational skills refresh some principles and concepts in finances required for the University of the Event. Last but not least, it was a great opportunity for developing personal networking activities and making contacts which may prove of value in the near future and work with fantastic team of very hard working.

God s Need For Guidance And Structure Essay - 1893 Words

Humans have always struggled with accepting unbiased truth, especially those whose belief systems are built upon religion. Cultivated into faithful beings from a young age, most having their faith forced on them by past generations, many people turn a blind eye to the truth when it contradicts their foundational beliefs. Even those who choose their own faiths find themselves avoiding reality when it interferes with what they pray to be true. This stems from humanity’s need for guidance and structure, which is commonly satiated by various religions. While in thought this system of right and wrong and guidance from a higher being seems workable, many people live so closely by it that they are not able to accept the reality or circumstantial evidence that goes against their beliefs. We rely on allegory and metaphors to mask the severity of facts, afraid to question or doubt our devotion in fear that it will reject us, leaving the masses without a solid purpose. 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The job description of a manager varies from organisation to organisation but majority of the responsibilities are similar.Here are some of the responsibilities about what a manager does, the manager s job description. Responsibilities of a Manager in an organisation: Generally, the manager s role and responsibilities include: â ¦  Planning: planning is the function which aligns eachRead More Religion Through Spiritual Explorations in Charlotte Brontes Jane Eyre1564 Words   |  7 Pageschanged by each experience and they have helped mold her view on religion and her relationship with God. Each location plays a significant role in the development of Janes perspective on religion. Jane struggles to acquire true faith in God, which will help her overcome the obstacles of her nomadic life. Within Jane Eyre, Bronte shows a feeling of anti-Catholicism through the character of Jane?s cousin, Eliza Reed. The novel portrays Eliza as a picture of rigidity: Two young ladies appearedRead MoreThe American Suburbs Are A Valuable Community For Families1669 Words   |  7 Pagesdebate that they are the best place to raise a family. They can provide a safe, loving, and nourishing place for a children but can also be a sheltered place to grow up. Suburbs are places with community and family and are a very important part of today s society and culture. â€Å"For many Americans the word suburb conjures up an image of post-world war II single family tract homes, products of the age of automobiles and superhighways† (American Suburbs Pg1 Teaford, p. 1). Living in suburbs my whole lifeRead MoreAlcoholics Anonymous : An International Mutual Aid Fellowship1574 Words   |  7 Pagesand Dr. Bob Smith in Akron, Ohio. AA states that its primary purpose is to help alcoholics to stay sober and help other alcoholics achieve sobriety. With other early members Bill Wilson and Bob Smith developed AA s Twelve Step program of spiritual and character dev elopment. AA s initial Twelve Traditions were introduced in 1946 to help the fellowship be stable and unified while disengaged from outside issues and influences. The Traditions recommend that members and groups remain anonymous inRead MoreEssay on Counseling Ethics804 Words   |  4 PagesWhen a help-seeker experiences a warm and loving Christian relationship within the body of Christ, spiritual and emotional growth ensues. A counsellor then, who works in Gods vineyard, or in a church school or even a Para-church organization/charity therefore opens the gate for many new possibilities for ministry, both within the body of Christ and to the unsaved population through the body of Christ. Without mincing words; one can say: Before a counselor, therapist, or pastoral counselor, can