Applying A Topical Accounting Issue For Decision Making

24/09/2014 Niral Naidu AS 91481 Demonstrate understanding of a topical accounting issue for decision making Student Loans Student loans are borrowed by students to help them finance their studies. A study loan is made up of three parts. This includes the students course fees, course-related costs and their living costs. A student loan is free money, but eventually you will have to pay it back, which will also include interest on the loan. This report will talk about financial and non-financial information for tertiary students getting a student loan to help them make decision on whether to take a student loan or not. I will be studying at Auckland University, doing a business school course. The business course will last for 3 years. To get a student loan in New Zealand, you have to be eligible for a student loan. There are many ways to be eligible for a student loan. This includes being a New Zealand citizen or meet the residence requirements, you are studying an approved course, which is either full time or part time or signed a contract with the New Zealand government. I a student does not meet any of the requirements, then they will not be able to get a student loan and will have to finance their own studies, themselves. To apply for a student loan, the easiest way to apply for a student loan is online. An example could be through studylink. To apply, a studentShow MoreRelatedHistory Of Accounting And Private Sector1534 Words   |  7 PagesIntroduction Since the early 1980s public sector accounting and private sector accounting have experienced significant transformation such as decentralization, deregulation and the differences between thee two sectors are highly topical and political in many countries (Blondal 2003). 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Divorce And The Divorce Rate Essay - 1537 Words

Introduction In the last 25 years, divorce has become a major issue in American society. Since the turn of the century, the divorce rate has held steady between 4.0-3.2 divorces per 1000 people per year (National Vital Statistics System, 2015). With this rising divorce rate, more children are living between parents, or in single family homes, and many of these children have been exposed to altercations between parents, as well as rough custody battles and divorce settlements. Traumatic experiences like these are highly likely to stick with children of divorce throughout their life, especially if the child is older at the time of the divorce. Compared to children of divorced families, children of non-divorced families are not exposed to custody battles, divorce settlements, etc. Children of intact families are less likely to be exposed to traumatic experiences at a young age, thus keeping their lives stable and secure, while children of divorce are more likely to have an unstable life moving forward. Because of this, children of divorce are more likely to latch onto abusive behaviors throughout adolescent years, such as drug abuse. Since 2000, the drug use rate in America has risen to the highest it’s ever been. In a survey done in 2009, 8.7 percent of people age 12 and up said that they used illegal substances within a month of taking the survey, a 9 percent increase since 2008 (Abuse, National Institute on Drug, 2010). 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At this level of leadership, there are many tolls on personal relationships. We are d iscussing a 24-7 job with high and very public expectations.† –P3 Marital trajectories found within couples who are dominated and led by a strong women are often alarming. Participant 3 described this

Clifford Brown and Max Roach - Short Essay free essay sample

Clifford Brown is superb on rumple, building clear, precise melody lines with such authority and control for a mere 24 year old. As many have observed, to get from Louis Armstrong to modern trumpeters, in addition to Miles Davis, Fats Innovator and Lee Morgan, you have to give very serious consideration to Clifford Brown. His solos, for example on Duke Cordons Juror or on the three Clifford Brown originals, Audio, The Blues Walk and Joy Spring, now Jazz standards, are beautifully controlled yet expressive.Harold Land, much overlooked, plays fluid, sinuous saxophone and shares real understanding with Clifford Brown in the many unison passages before breaking out into inventive and innovative solos. Archie Powell and George Morrow on piano and bass add to the modern, open approach inspired by Max Roachs fine drumming. Before forming this quintet with Clifford Brown, Max Roach had already established a lasting place In the history of the development of Jazz, playing drums for Coleman Ha wkins and Dizzy Gillespie before appearing on nearly all of Charlie Parsers classic bebop recordings and on Miles Davits Birth of the Cool. We will write a custom essay sample on Clifford Brown and Max Roach Short Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He ransomed Jazz drumming, pioneering an open style with emphasis away from heavy use of bass drum towards more subtle development of cross rhythms on ride cymbal, high hat and snare rim. His prodigious technique virtually defined modern jazz drumming. This Is clearly the case on What Am I Here For? , the Duke Longtime composition, which also highlights how tight the ensemble playing Is. These Foolish Things, the sass show tune by Jack Strachey and Harold Link, showcases the bass playing of George Morrow, using bass as a lead Instrument, a further Innovation.Parisian Thoroughfare, the Bud Powell composition, Is perhaps the highlight, starting and finishing with a coy Impromptu Imitation of Parallax traffic sounds, It opens out Into a beautifully balanced and relaxed expression of the confidence and optimism of the meld fifties. In their two years together, the band toured extensively, heading East from Its West Coast Orleans, taking New York, Max Roachs adopted home town since the ag e of four, by storm. On that Journey, the music, as summed up by the final album At Basin Street, became faster and more uncompromising, losing much of the freshness of this first album. It was two years In which Clifford Brown emerged as an undisputed Jazz great and the Max Roach-Clifford Brown quintet set a standard for tight Improvised Jazz that has seldom been surpassed. Established a lasting place in the history of the development of Jazz, playing drums jazz drumming. This is clearly the case on What Am I Here For? , the Duke Longtime composition, which also highlights how tight the ensemble playing is. Showcases the bass playing of George Morrow, using bass as a lead instrument, a further innovation. Parisian Thoroughfare, the Bud Powell composition, is perhaps the highlight, tarring and finishing with a coy impromptu imitation of Parisian traffic sounds, it opens out into a beautifully balanced and relaxed expression of the confidence and optimism of the mid fifties. In their two years together, the band toured extensively, heading East from its West Coast origins, taking New York, Max Roachs adopted home town since the age Basin Street, became faster and more uncompromising, losing much of the freshness of this first album. It was two years in which Clifford Brown emerged as an tight improvised Jazz that has seldom been surpassed.

The Symptoms and Signs of PDDNOS Essay Example For Students

The Symptoms and Signs of PDDNOS Essay Generally, children are 3 to 4 years old before they exhibit enough symptoms for parents to seek a diagnosis. There is no set pattern of symptoms and signs in children with PDDNOS. It is important to realize that a very wide range of diversity is seen in children with PDDNOS. All the items of behavior described in this section are common in these children, but a single child seldom shows all the features at one time. In other words, all children with PDDNOS do not have the same degree or intensity of the disorder. PDDNOS can be mild, with the child exhibiting a few symptoms while in the school or neighborhood environment. We will write a custom essay on The Symptoms and Signs of PDDNOS specifically for you for only $16.38 $13.9/page Order now Other children may have a more severe form of PDDNOS and have difficulties in all areas of their lives. Because of the possibility that PDDNOS and Autistic Disorder are on a continuum, many clinical features described in the following section are very similar to those being described in the literature for Autistic Disorder. Some infants with PDDNOS tend to avoid eye contact and demonstrate little interest in the human voice. They do not usually put up their arms to be picked up in the way that typical children do. They may seem indifferent to affection and seldom show facial responsiveness. As a result, parents often think the child is deaf. In children with fewer delays, lack of social responsiveness may not be obvious until well into the second or third year of life. In early childhood, children with PDDNOS may continue to show a lack of eye contact, but they may enjoy a tickle or may passively accept physical contact. They do not develop typical attachment behavior, and there may seem to be a failure to bond. Generally, they do not follow their parents about the house. The majority do not show normal separation or stranger anxiety. These children may approach a stranger almost as readily as they do their parents. Many such children show a lack of interest in being with or playing with other children. They may even actively avoid other children. In middle childhood, such children may develop a greater awareness or attachment to parents and other familiar adults. However, social difficulties continue. They still have problems with group games and forming peer relationships. Some of the children with less severe PDDNOS may become involved in other childrens games. As these children grow older, they may become affectionate and friendly with their parents and siblings. However, they still have difficulty understanding the complexity of social relationships. Some individuals with less severe impairments may have a desire for friendships. But a lack of response to other peoples interests and emotions, as well as a lack of understanding of humor, often results in these youngsters saying or doing things that can slow the development of friendships. Impairment in Nonverbal Communication In early childhood, children with PDDNOS may develop the concrete gesture of pulling adults by the hand to the object that is wanted. They often do this without the typical accompanying facial expression. They seldom nod or shake their heads to substitute for or to accompany speech. Children with PDDNOS generally do not participate in games that involve imitation. They are less likely than typical children to copy their parents activity. In middle and late childhood, such children may not frequently use gestures, even when they understand other peoples gestures fairly well. Some children do develop imitative play, but this tends to be repetitive. Generally, children with PDDNOS are able to show joy, fear, or anger, but they may only show the extreme of emotions. .u72b4707b33538a551a03b8b8fe8aefed , .u72b4707b33538a551a03b8b8fe8aefed .postImageUrl , .u72b4707b33538a551a03b8b8fe8aefed .centered-text-area { min-height: 80px; position: relative; } .u72b4707b33538a551a03b8b8fe8aefed , .u72b4707b33538a551a03b8b8fe8aefed:hover , .u72b4707b33538a551a03b8b8fe8aefed:visited , .u72b4707b33538a551a03b8b8fe8aefed:active { border:0!important; } .u72b4707b33538a551a03b8b8fe8aefed .clearfix:after { content: ""; display: table; clear: both; } .u72b4707b33538a551a03b8b8fe8aefed { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u72b4707b33538a551a03b8b8fe8aefed:active , .u72b4707b33538a551a03b8b8fe8aefed:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u72b4707b33538a551a03b8b8fe8aefed .centered-text-area { width: 100%; position: relative ; } .u72b4707b33538a551a03b8b8fe8aefed .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u72b4707b33538a551a03b8b8fe8aefed .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u72b4707b33538a551a03b8b8fe8aefed .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u72b4707b33538a551a03b8b8fe8aefed:hover .ctaButton { background-color: #34495E!important; } .u72b4707b33538a551a03b8b8fe8aefed .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u72b4707b33538a551a03b8b8fe8aefed .u72b4707b33538a551a03b8b8fe8aefed-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u72b4707b33538a551a03b8b8fe8aefed:after { content: ""; display: block; clear: both; } READ: The Atomic Bomb EssayThey often do not use facial expressions that ordinarily show subtle emotion. Comprehension of speech in children with PDDNOS is impaired to varying degrees, depending on where the child is within the wide spectrum of PDDNOS. Individuals with PDDNOS who also have mental retardation may never develop more than a limited understanding of speech. Children who have less severe impairments may follow simple instructions if given in an immediate context or with the aid of gestures (e. g. , telling the child to put your glass on the counter, while pointing to the counter). When impairment is mild, only the comprehension of subtle or abstract meanings may be affected. Humor, sarcasm, and common sayings (e. g. , its raining cats and dogs) can be confusing for individuals with the most mild PDDNOS. Many infants with PDDNOS do not babble, or may begin to babble in their first year but then stop. When the child develops speech, he or she often exhibits abnormalities. Echolalia (seemingly meaningless repetition of words or phrases) may be the only kind of speech some children acquire. Though echolalic speech might be produced quite accurately, the child may have limited comprehension of the meaning. In the past, it was thought that echolalia had no real function. More recent studies have found that echolalia can serve several functions, such as self-stimulation (when a child says words or phrases repeatedly without a communicative purposejust because it feels good); as a step between a child being nonverbal and verbal; or as a way to communicate (Prizant Rydell, 1993). Other children develop the appropriate use of phrases copied from others. This is often accompanied by pronoun reversal in the early stages of language development. For instance, when the child is asked How are you? he or she may answer You are fine. The actual production of speech may be impaired. The childs speech may be like that of a robot, characterized by a monotonous, flat delivery with little change in pitch, change of emphasis, or emotional expression. Problems of pronunciation are common in young children with PDDNOS, but these often diminish as the child gets older. There may be a striking contrast between clearly enunciated echolalic speech and poorly pronounced spontaneous speech. Some children have a chanting or singsong speech, with odd prolongation of sounds, syllables, and words. A question-like intonation may be used for statements. Odd breathing rhythms may produce staccato speech in some children. Abnormal grammar is frequently present in the spontaneous speech of verbal children with PDDNOS. As a result: phrases may be telegraphic (brief and monotone) and distorted; words of similar sound or related meaning may be muddled; some objects may be labeled by their use; prepositions, conjunctions, and pronouns may be dropped from phrases or used incorrectly. When children with PDDNOS do develop functional speech, they may not use it in ordinary ways. Such children tend to rely on repetitive phrases. Their speech does not usually convey imagination, abstraction, or subtle emotion. They generally have difficulty talking about anything outside of the immediate context. They may talk excessively about their special interests, and they may talk about the same pieces of information whenever the same subject is raised. The most able persons can exchange concrete pieces of information that interest them, but once the conversation departs from this level, they can become lost and may withdraw from social contact. Ordinary to-and-fro conversational chatter is lacking. Thus, they give the impression of talking at someone, rather than with someone. The unusual responses of children with PDDNOS to the environment take several forms. Many children are upset by changes in the familiar environment. Even a minor change of everyday routine may lead to tantrums. Some children line up toys or objects and become very distressed if these are disturbed. Efforts to teach new activities may be resisted. Ritualistic or compulsive behaviors usually involve rigid routines (e. g. insistence on eating particular foods) or repetitive acts, such as hand flapping or finger mannerisms (e. g. , twisting, flicking movements of hands and fingers carried out near the face). Some children develop preoccupations; they may spend a great deal of time memorizing weather information, state capitals, or birth dates of family members. Some children develop intense attachments to odd objects, such as pipe cleaners, batteries, or film canisters. Some children may have a preoccupation with certain features of favored objects, such as their texture, taste, smell, or shape. .u690e4999ced9cb97fd5734e235096b64 , .u690e4999ced9cb97fd5734e235096b64 .postImageUrl , .u690e4999ced9cb97fd5734e235096b64 .centered-text-area { min-height: 80px; position: relative; } .u690e4999ced9cb97fd5734e235096b64 , .u690e4999ced9cb97fd5734e235096b64:hover , .u690e4999ced9cb97fd5734e235096b64:visited , .u690e4999ced9cb97fd5734e235096b64:active { border:0!important; } .u690e4999ced9cb97fd5734e235096b64 .clearfix:after { content: ""; display: table; clear: both; } .u690e4999ced9cb97fd5734e235096b64 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u690e4999ced9cb97fd5734e235096b64:active , .u690e4999ced9cb97fd5734e235096b64:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u690e4999ced9cb97fd5734e235096b64 .centered-text-area { width: 100%; position: relative ; } .u690e4999ced9cb97fd5734e235096b64 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u690e4999ced9cb97fd5734e235096b64 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u690e4999ced9cb97fd5734e235096b64 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u690e4999ced9cb97fd5734e235096b64:hover .ctaButton { background-color: #34495E!important; } .u690e4999ced9cb97fd5734e235096b64 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u690e4999ced9cb97fd5734e235096b64 .u690e4999ced9cb97fd5734e235096b64-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u690e4999ced9cb97fd5734e235096b64:after { content: ""; display: block; clear: both; } READ: The Diary of Anne Frank EssayUnusual responses to sensory experiences Many children may seem underresponsive or overresponsive to sensory stimuli. Thus, they may be suspected of being deaf or visually impaired. It is common for such young children to be referred for hearing and vision tests. Some children avoid gentle physical contact, yet react with pleasure to rough-and-tumble games. Some children carry food preferences to extremes, with favored foods eaten to excess. Some children limit their diet to a small selection, while others are hearty eaters who do not seem to know when they are full. The typical motor milestones (e. . , throwing, catching, kicking) may be delay ed but are often within the normal range. Young children with PDDNOS usually have difficulty with imitation skills, such as clapping hands. Many such children are very overactive, yet tend to become less overactive in adolescence. Children with PDDNOS may exhibit characteristics such as grimacing, hand flapping or twisting, toe walking, lunging, jumping, darting or pacing, body rocking and swaying, or head rolling or banging. In some cases the behaviors appear only from time to time; in other cases they are present continuously. Generally, children with PDDNOS do very well on tests requiring manipulative or visual skills or immediate memory, while they do poorly on tasks demanding symbolic or abstract thought and sequential logic. The process of learning and thinking in these children is impaired, most particularly in the capacity for imitation, comprehension of spoken words and gestures, flexibility, inventiveness, learning and applying rules, and using acquired information. Yet, a small number of children with PDDNOS show excellent rote memories and special skills in music, mechanics, mathematics, and reading. Because many children with PDDNOS are either without functional speech or otherwise untestable, some people question the validity of testing their intelligence. Moreover, it has been observed that a number of these children show major improvements in other developmental areas during the follow-up period without a change in their tested IQ. Follow-up studies have also shown that retardation present at the time of initial diagnosis tends to persist. Those children with a low IQ show more severely impaired social development. They are more likely to display unusual social responses, such as touching or smelling people, ritualistic behavior, or self-injury. The emotional expression of some children with PDDNOS may be flattened, excessive, or inappropriate to the situation. For no obvious reason, they may scream or sob inconsolably one time, yet giggle and laugh hysterically another time. Real dangers, such as moving vehicles or heights, may be ignored, yet the same child might seem frightened of a harmless object, such as a particular stuffed animal.