Financial reporting methods Essay Example | Topics and Well Written Essays - 1500 words

Financial reporting methods - Essay Example Later it joined hands with the FABS and the US GAAP to tackle global accounting issues and to develop uniform accounting standards worldwide. IASB, at both domestic and international level, consistently has been trying to develop ways of providing investors and stakeholders accounting information that is comparable, transparent and reliable. Financial markets and investors, despite of geographic location, depend on high quality information in order to operate efficiently. IASB is hence making concerted efforts in this regard and is developing principles that would enable the merger of latest and traditional business conducts and at the same time is consistent with current accounting trends. The Cash flow statement of Y limited for the year ended 31st September 20XO showed that that was a decrease in total Cash with the Company and the year end balance reflected a cash outflow of 17000. Moreover company's income statement figures have shown that the organizations operational performance has been good for the year and revenues have been on the high side. Despite the favorable trend in revenue and profit a decrease in the cash can be explained by taking a look at the investing and financing activities for the company during the year. Y limited Cash inflow from operational activities is 737000, which is a good show. But at the same time the cash outflow from investing activities is 855000. This figure reflects that Y limited had adopted a investment policy for the year 20X0 and according to which they planned to expand the scale of operations and hence an investment was undertaken in the purchase of Fixed Asset to achieve the objective. Moreover the payment of Cash dividend was also on the higher side and the company gave away 600000 as cash dividend resorting to the policy of retaining investors and to enhance the interest of Shareholders in the company. This policy bore fruit and the company was able to attract investors to the company and it was able to issue Debentures worth 500000. Task 6 Statement of Goodwill Particulars Ordinary Shares 3000000 Add: Share Premium 500000 Retained Earnings 495000 Total Equity 3995000 Less: Total Tangible Assets (3833000) Add:

Three question Essay Example | Topics and Well Written Essays - 1000 words

Three question - Essay Example To protect their property and themselves, individuals may assent to a contractual affiliation whereby they unite themselves in an alliance for the good of all. Through channels of this pledged relationship, persons concur to accept different duties or responsibilities in return for the gains provided by communal cooperation. A democracy may be started on the base of a mutual pledge between community, and each person, in which society has a responsibility to every person and each person has a responsibility to society. For Locke, the natural justice will set the restrictions and provide the way for civil justice through the natural rights’ concept. Conferring to Locke, impartiality is not conceivable without personal possessions—meaning that justice will prevail only when a person has a claim to a property. The principle of Locke’s notion of impartiality is the safety of each individual’s personal property as a right built upon nature’s law (Locke pa r 5). Confucian would respond to the passage by stating the government has an obligation to attend to its citizens without favoritism or discrimination. Confucian believes that people can attain a good life through developing moral righteousness and take part in valued human relationships. Confucian would advise against bad behaviors such as being self-seeking. Confucian believes that the government has an obligation to uphold the settings, which are essential to the ‘good life’. The notion of fairness infers that the state should foster or create these settings impartially for everyone so that every individual is in a position to live a better life. An impartial society, therefore, has the following features; sufficiency for everyone, universal education and meritocracy. Question 2 A Hobbes and Locke are both well-known political theorists whose works have been momentously influential into the modern-political thought development. Moreover, they are alike in that they both denote a â€Å"state of nature† wherein man exists minus the government, as well as both talk of risks within this state. Nonetheless, while both talk of the risks of a ‘state of nature’, Hobbes is pessimistic while Locke talks of the possible benefits (Locke par 5). Hobbes talks of ‘states of nature’ hypothetically, while Locke points out instances where they are. Both men denote men to be equal within this state of nature; Hobbes affirms that nature has made men equal win the abilities of body and mind. Likewise, Locke explains the nature-of-nature as a condition of perfect impartiality, where inherently there is no dominance or authority of one on another. Regardless of this parity; nonetheless, both men caution of the risk of the ‘state of nature’.  For Hobbes, the whole time, which man is within a ‘state of nature’, he is inside a state of warfare. Hobbes states that two men can become enemies when it becomes imp ossible to relish the same item; in return they endeavor to wreck each other. Locke also points out threats, saying that minus the nature law’s everybody may execute verdicts, resulting to a state of mess (Locke par 5).    Hobbes and Locke’s ‘state of nature’ differ from one another. Firstly, Hobbes’ nature-of-nature is continually in a mess of war.   Rendering to him, the main purpose why men give up their power to the supreme is to pursue tranquility, and evade the â€Å"fear of demise†. In contrast, whereas Locke does talk of ‘

Exocrine Pancreatic Insufficiency (EPI)

Exocrine Pancreatic Insufficiency (EPI) The pancreas performs both exocrine (secretes into a duct) and endocrine (secretes directly into the blood) functions, that are vital for correct metabolic function. One such role, is the secretion of digestive enzymes by pancreatic acinar cells, essential for the breakdown of nutrients in the small intestine.    Exocrine pancreatic insufficiency (EPI) is a degenerative disease caused by the insufficient production and secretion of pancreatic digestive enzymes; this leads to maldigestion (an inability to breakdown nutrients) in the duodenum and if untreated, ultimately death through starvation, regardless of how much the dog may seem to be eating (Foster, 2017). EPI is often accompanied by a secondary condition, known as Small Intestinal Bacterial Overgrowth (SIBO). Due to the nature of EPI, bacteria take advantage of the undigested food in the intestine, which often leads to many of the same symptoms as EPI, especially bowel discomfort and flatulence (GlobalSpan, 2013). Cobalamin (Vitamin B12) deficiency, is another secondary condition that more than 80% of dogs with EPI have (Steiner, 2011). This is because cobalamin requires intrinsic factor (IF), produced by the pancreas, for protection and absorption from the small intestine (SI). In addition to low IF levels, SIBO can also lead to reduced cobalamin uptake, as the bacteria bind it and prevent uptake from the SI (PetMD, 2017). Cobalamin deficiency can prevent weight gain and even has neurological side effects, which may affect the animals behaviour (Steiner, 2012). The pancreas is an elongated gland, located close to the small intestine, with the pancreatic duct emptying into the duodenum at the hepatopancreatic ampulla (Figure 2) (Ross Pawlina, 2015). The pancreas is split into exocrine acini and the endocrine Islets of Langerhans, these are interspersed around the acini. The functional exocrine portions of the pancreas look similar to a grape vine and are made up of three types of epithelial cell, acinar, centroacinar and duct cells, as shown in figure 3 (Yuen Dà ­az, 2014). The acinar cells produce inactive digestive enzymes (see table on page 5 for key zymogens produced), as well as store them within zymogen granules (figure 3.) ready for secretion into the acini lumen (Ross Pawlina, 2015). Once secreted, duct cells transport the zymogens along with their own bicarbonate secretions to the duodenum, where they will be activated and then proceed to digest and breakdown the chyme into absorbable nutrients. Exocrine cell Stimulation of enzyme secretion Secretion Function Acinar Upon the arrival of food into the duodenum, enteroendocrine cells release Cholecystokinin (CCK), which stimulates the acinar cells to secrete zymogens into the acini lumen. Acinar cells are also under the control of the parasympathetic nervous system. Proteolytic endopeptidases (trypsinogen and chymotripsinogen) Proteolytic exopeptidases (procarboxypeptidases and proaminopeptidase) Amylase Lipase Nucleolytic enzymes (deoxyribonuclease and ribonuclease) Endopeptidases digest proteins by cleaving internal peptide bonds. Trypsinogen is particularly important, as, after being activated itself by enterokinases secreted by the enterocytes of the duodenum, it then goes onto activate the other zymogens in the pancreatic juice (Pandol, 2015). Exopeptidases digest proteins by cleaving the terminal peptide bond Amylase breaks down carbohydrates into maltose by cleaving the glycosidic bonds Lipase cleaves the ester bond in triglycerides, resulting in fatty acids Nucleolytic enzymes cleave the nucleotide link between DNA or RNA, leaving mononucleotides Ductal cells Secretin is secreted by the cells of the duodenum in response to acidic pH conditions in the small intestine. It acts on the duct cells of the pancreas, stimulating them to secrete bicarbonate ions (Bowen, 2003). Bicarbonate ions These neutralise the acidic chyme when it enters the duodenum from the stomach and establish optimum pH for the pancreatic enzymes. Abnormal physiology Any physiological change that prevents pancreatic enzymes from reaching the duodenum can lead to EPI. This includes potential damage to the enteroendocrine cells of the duodenum (which secretes cholecystokinin (CCK), essential for stimulating pancreatic enzyme secretion (Gartner Hiatt, 2005)) or an obstructed pancreatic duct, due to cancer (Parambeth Steiner, 2011). However, the most common physiological change that causes EPI is the loss of the pancreatic acinar tissue. This typically comes about in one of two ways, pancreatic acinar atrophy (PAA) or chronic pancreatitis, although the exact pathogenesis of either is still unknown (Steiner, 2017). PAA is the selective destruction of the acinar cells and is thought to be caused by an auto-immune response (Morgan, 2009). This is supported by pancreatic biopsy analysis, which show a high prevalence of intra-acinar T lymphocytes in affected dogs, however there is still a lack of evidence to fully support or explain the exact cause (Morgan, 2009). PAA is the cause for approximately 50% of all EPI cases and appears to be a hereditary disease that occurs most commonly in German shepherds, rough-coated collies, and Eurasians (Westermarck, 2012). Originally thought to be passed on by an autosomal recessive allele (Clark, et al., 2005), new research points towards it being a polygenic disorder with possible environmental factors (Clark Cox, 2012). Dogs affected by PAA are typically young adults (1-2 years old), with German Shepherds generally being the youngest when diagnosed (Parambeth Steiner, 2011). Figures 4 and 5 provide a good illustration of the stark changes to the pancreatic physiology after acinar atrophy. Normal pancreatic structure is scarcely recognizable, becoming thin and typically transparent with prominent ductal structures. Histologically, early subclinical EPI may be visible as partial acini breakdown; however, when clinical signs become apparent, all acinar tissue has been destroyed, with atypical tissue left behind, often adipose in the case of PAA (Westermarck, 2012). Another cause of EPI, that can occur in all dog breeds, although generally later in life than PAA, is chronic pancreatitis. This refers to the recurring inflammation of the pancreas. Under normal conditions the pancreas secretes digestive enzymes as inactive forms to help prevent autodigestion; however, when inflamed the pancreatic enzymes are activated. If the pancreas remains inflamed long enough, then pancreatic atrophy (Figure 5.) and fibrosis can occur leading to both exocrine and endocrine diseases, such as EPI and diabetes mellitus (IDEXX Laboratories, 2016). Chronic pancreatitis can cause the pancreas to shrink and become nodular with fibrotic growth. Histologically, chronic pancreatitis displays extensive fibrosis and increasing acini destruction the longer the inflammation occurs (Westermarck, 2012).   Clinical signs develop due to maldigestion and malabsorption of nutrients ingested and begin to show when 85-90% of the pancreatic acinar cells are lost (Parambeth Steiner, 2011). Severity of the disease can vary, as well as the time it takes for symptoms to develop. In some patients, signs begin to show within a few weeks, but also take much longer in others. This may be because dogs can have subclinical EPI (no recognizable symptoms) for months, sometimes even years, before it becomes noticeable (Kennedy, 2009). The key signs associated with EPI are typically pronounced (Foster, 2017). The most noticeable sign is a rapid loss of bodyweight, due to a reduction of body fat, and muscle atrophy, making the dog look severely anorexic (Figure 1). This is especially apparent when the dog is eating normally or showing signs of polyphagia (excessive hunger/appetite) (Steiner, 2017). In some cases, coprophagia (consumption of faeces) and/or pica (consumption of non-nutritional substances) can occur (Bilton Veterinary Centre, 2011). Other signs of EPI and generally the first to present themselves are revolved around changes to the dogs faeces and defecation patterns. This includes passing extremely malodorous faeces, an increase in faecal volume and frequency of defecation (>3/day) (Parambeth Steiner, 2011). The faeces are commonly a distinctive pale yellowy colour and have a cow-pat consistency, as illustrated in Figure 4. Although somewhat dependent on the dogs diet, the faeces can appear greasy (steatorrhea) and undigested (Steiner, 2017). Increased flatulence and borborygmus (rumbling noises, due to movement of fluid/gasses in the intestine) are also common occurrences. Due to nutritional deficiencies, dogs may also have an extremely poor coat quality and seem nervous, aggressive, or irritable (GlobalSpan, 2013). Clinical signs, as well as signalment are useful for raising suspicion of EPI, however many of the symptoms are non-specific to EPI and can be seen in other disorders.   Reliable diagnosis can be made based on a pancreatic function test. The most consistent and reliable being the canine serum trypsin-like immunoreactivity (cTLI) test (Whitbread, 2016). Canine serum trypsin-like immunoreactivity (cTLI) As trypsinogen is exclusively produced by the acinar cells of the pancreas cTLI can measure its ability to produce enzymes (Suchodolski, 2012). Performed after a fasting period of 12-15 hours, cTLI tests for concentrations of trypsinogen and trypsin circulating in the blood, via radioimmunoassay. Under normal conditions, small amounts of trypsinogen enter the serum from the pancreas and have a reference cTLI range of 5.7-45.2  µg/L (Suchodolski, 2012). However, due to loss of acinar cells, dogs with EPI have a much lower concentration of trypsinogen in the serum and may even be undetectable. Values below 2.5  µg/L are considered to be highly diagnostic for dogs with EPI, especially considering clinical signs are almost always present at these levels (Parambeth Steiner, 2011). Results between 3.5-5.7 µg/L rarely coincide with any clinical signs of EPI, however may represent subclinical EPI. At this point it is recommended that the patient is tested again after a one month resting period (Kennedy, 2009). TLI tests are species specific, making them highly sensitive to EPI and considered almost 100% accurate (Bilton Veterinary Centre, 2011). Faecal pancreatic elastase 1 (FPE 1) Although cTLI is considered the gold standard for EPI diagnosis, an enzyme-linked immunosorbent assay (ELISA) forFaecal pancreatic elastase 1 (FPE 1), another inactive enzyme produced solely in the pancreatic acinar cells, can be used(Parambeth Steiner, 2011). A value of 40  µg/g shows normal pancreatic exocrine function (Morgan, 2009). However, FPE 1 tests should be conducted alongside cTLI serum tests, as the rate of false positives have been shown to be as high as 23% (Steiner, et al., 2010). Although restoration of pancreatic acinar cells is currently not possible, EPI is entirely manageable with the correct enzyme supplementation and dietary changes. Follow-up care is also essential for recovery and management, especially monitoring body weight and faeces. Enzyme supplementation The preferred method of treatment involves the supplementation of pancreatic enzymes (lipase, amylase and protease). Raw and powdered enzymes are more effective than tablets, especially those with an enteric coating, as pancreatic bicarbonate is needed to remove the coating (Morgan, 2009). Dogs should initially be provided with 1tsp/10kg of bodyweight, mixed with each meal (Parambeth Steiner, 2011). However, once clinical signs have been resolved, this can be slowly reduced until the lowest effective dose has been reached (cTLI can be used to monitor this while still supplementing with enzymes, as it is unaffected by exogenous enzymes). Raw pancreas can be used as an alternative to powder, in this case 30-90g should be used per teaspoon of powder (Steiner, 2017). Response to enzyme supplementation should see results within a few days, however an increased dose or a change from porcine to bovine enzymes and vice versa may be needed (GlobalSpan, 2013). Around 3 in 25 dogs suffer from oral bleeding, although this appears to correct itself once the dose was lowered (Steiner, 2017).   Dietary considerations A highly digestible diet, with a low fibre % (below 4%) is recommended, as fibre inhibits pancreatic enzyme activity. Another consideration is the provision of a raw diet, as raw meat contains its own enzymes that aid in digestion (GlobalSpan, 2013). More than 80% of dogs with EPI suffer from cobalamin deficiency, which prevents weight gain regardless of enzyme supplementation; for this reason, regular cobalamin and folate serum concentration tests should be performed and if necessary, cobalamin injections provided (Steiner, 2017). Some dogs will only need short term cobalamin supplementation, while others may need it for the duration of their life. With SIBO being a common condition alongside EPI, antibiotics may need to be administered initially and potentially followed up with probiotics to help restore gut flora. Client considerations Potential for a normal and long life is extremely favourable with the correct management, however clients need to be made aware that EPI is a lifelong condition and can be extremely expensive, with some enzyme supplements alone costing over  £3000 a year, although this can be reduced by shopping around (epi4dogs, 2012).   Ã‚  

Sinking Into Society Essay -- World History

In any nation mistakes have been the source of change. Whether it is safety or governmental reform or a revolution in the nation’s lifestyle and customs, those mistakes have made a lasting imprint on the minds of their people. The sinking of one of history’s maiden voyages, the Titanic, has made such impact on the American people; Titanic cannot be mentioned without stirring deep emotions for those who have perished. It is one of history’s most devastating catastrophes but it is also the first ship to send the new SOS distress call instead of the original CQD signal meaning â€Å"all stations: distress†. Titanic â€Å"was the ship of dreams, whose passengers scrounged up their life savings to purchase a ticket abroad the maiden ship† (Titanic). Constructed with millionaire suites and private promenade decks, Titanic â€Å"was the largest moving object ever made by the hand of man in all history† (Titanic). However, in its determination to mak e the journey across the Atlantic the fastest ever recorded, it ultimately sank to the bottom of the ocean, leaving behind a legacy still found in America today. Titanic’s infamous flounder has affected America’s culture in unthinkable ways; its legacy can be found in American media, the spawning of new technological advancements, and in the world’s current maritime policies. News of Titanic’s sinking reached America quickly. It was front-page news for months and the first time that â€Å"a major news event was reported to the public primarily through electronic means, the wireless telegraph† (Titanic as Popular Culture). The US National Newspaper stated that â€Å"coverage of the Titanic disaster transformed New York Times into a global voice because of its integrity, accuracy, and immediate coverage† (Titanic as ... ... the minds of the American people. It has transformed America in astonishing ways, and its legacy will continue to impact American culture for years to come. Works Cited Minichiello, Ray. "Titanic Tragedy Spawns Wireless Advancements." Audio UK Is the Webs Best Directory for Audio HiFi Dealers and Manufacturers in the UK. Web. 28 Jan. 2012. "Titanic as Popular Culture." Media Awareness Network | Rà ©seau à ©ducation Mà ©dias. Web. 28 Jan. 2012. Titanic. Dir. James Cameron. Perf. Leonardo DiCaprio, Kate Winslet, and Billy Zane. Twentieth Century Fox Film Corporation, 1997. IMDb. Web. 31 Jan. 2012. "Titanic Disaster." Emergency Medical Paramedic. Web. 29 Jan. 2012. Wikipedia contributors. "Changes in safety practices following the RMS Titanic disaster." Wikipedia, The Free Encyclopedia. Wikipedia, The Free–Encyclopedia, 13 Jan. 2012. Web. 25 Jan. 2012.

Communication in Children / Young People Essay

Speech, language and communication play a vital role in our lives. Without being able to talk to, and understand other people we can’t do things alike: Almost everything we do involves speech, language and or communication Children develop communication skills from birth. They rely on speech, language and communication to be able to learn at school and play with their friends. They need these skills to reach their full potential. Children begin to understand words before they can say them. They then learn how to say these words and how to put them together to make sentences. Some develop quickly, while others may take longer. Being able to say what you want? and to understand what others are saying are the most important skills we need in life. Yet many people take communication for granted. For some children and young people, communicating with others is difficult and they have speech, language and communication needs – SLCN. This short essay outlines the importance of communication at school, and provides information about SLCN and highlights ways through which a better environment can be structured to facilitate better communication and how those who support them need to understand their difficulties and their ways of communicating. What is (SLCN)? The term speech, language and communication needs (SLCN) encompass a wide range of difficulties related to all aspects of communication in children and young people. These? can include difficulties with fluency, forming sounds and words, formulating sentences, understanding what others say, and using language socially. † Bercow, J. (2008) The Bercow Report: A Review of Services for Children and Young People (0-19) with Speech, Language and Communication Needs, p. 13. Put simply, children and young people with SLCN find it difficult to communicate with others. This can be because of difficulties with speech, with talking, with understanding what is said to them or with interacting with other people around them. How well adults understand SLCN can have a really important effect on the impact SLCN make on children and young people’s lives. For some, language is the only difficulty they have; everything? else, like their cognitive and physical skills are ok. This can be called a primary or specific speech, language or communication difficulty or impairment. You may hear the term SLI (specific language impairment). For others, their SLCN are part of another condition. This can include things like learning difficulties, autism and hearing impairment. SLCN can be very severe and complex. The impacts for children and young people can be felt across all areas of their learning and development. Some children and young people have less severe forms of SLCN. This may be called delayed speech, language and communication. Children and young people are developing speech, language and communication in the same way? as others, following typical patterns of development, but at a slower rate. Defining Speech, Language and Communication Speech: refers to, saying sounds accurately and in the right places in words; speaking fluently, without hesitating, or prolonging or repeating words or sounds. Language: refers to speaking and understanding what is been said; using words to build up sentences, sentences to build up conversations and longer stretches of spoken words and making sense of what people say. Language is used to represent concepts and thoughts. Communication: refers to how we interact with others; Communication is a vital and continuing process. It is the means by which all humans make contact, share experiences, understand their world and find their place within it. Why are speech, language and communication skills important? Speech, language and communication skills are the building blocks for learning. Children use their knowledge of sounds in learning to read and spell. They use the words they know to understand what they hear, to share what they think and to ask questions. These words and concepts are vital for making sense of new information or ideas that they are finding out about. Children and young people’s interactions at school with adults and their peers are crucial in supporting their learning. Research has shown that in areas of social disadvantage, at least 50% of children have delayed language. (Locke, A. , Ginsborg, J. , and Peers, I. 2002) however, it’s important to note that children and young people from all areas and backgrounds can have delayed language. Clinical Pragmatics reflects an emerging awareness that some communication difficulties could not be attributed to ‘purely’ linguistic problems. For a long time before that, practicing speech and language therapists had worked with children and adults whose primary difficulties seemed to lie with the understanding and/or production of connected discourse. (‘Relevance Theory and Communication Disorders’ Eeva Leinonen and Nuala Ryder, 2008. ) Communication is the basis of our lives and we would in this day and age, be handicapped without it. Everyday we are communicating with each other in some way or another, be it by using words, actions or even expressions in conveying a message. Communication refers to the exchange of thoughts and ideas with the intention of conveying information. The purpose of communication is to convey one’s beliefs, ideas, thoughts, or needs with clarity so as to reach a consensus or a mutually acceptable solution. But there are factors that can either hinder or help us communicate effectively or not they can be physical or non- physical. The Physical- refers to the environment surrounding the participants in the communication process; for example: (good) good ventilation, chairs and other materials are properly arrange, temperature is set just right, the place or venue is presentable.. tc. (bad) a very noisy place, air pollution, the place is very dirty and the materials for the event is not properly arrange, poor ventilation and extreme temperature. Non physical- negative attitudes of both source and receiver are barriers to effective communication this comes in the form of disinterest, bigotry, arrogance, or negligence. Facilitating effective communication among children with SLCN A communication friendly environment should make communication as easy, effective and enjoyable as possible. It should provide opportunities for everyone to talk, listen, understand and take part. There are also simple ways you can make your classroom ‘communication friendly’. This might include thinking about: Space, light and layout? , Noise levels? , Using visual support? , Clear and consistent routines Whatever age you teach, whatever your subject, language is crucial. How many new words do you use in one day? How much do your classes talk with each other, work in groups or share what they have done with the rest of the class? How do you use language to instruct, explain, question and extend? How much written language is there too? The Cambridge Primary Review states: ‘the ways in which teachers talk to children can influence learning, memory, understanding and the motivation to learn. ’ The first step in identifying a pupil? who has SLCN is by someone noticing that they are struggling with their communication. As a teacher, you have a crucial role in being the ‘someone’ who spots these difficulties. Some ways to help improve communication? are using simple language? ; Use short chunks of language and; only include the important points; repeat and rephrase where necessary; slow your speech and insert more pauses; ? se shorter sentences? and, avoid difficult words. This will support the communication development t? of all children and young ? people but for some, more specialist interventions will be needed by suitably qualified and experienced professionals e. g. SLT’s and specialist teachers. This might be through a recognized programme such? as the Nuffield Dyspraxia Programme, Language ? through reading or social ? use of Language Programme, or through a combination of approaches tailored to suit the individual child. Communication may be supported through AAC ? uch as signing, use of low- tech strategies such as Picture Exchange Communication System (PECS) or an electronic voice output device. This will also mean that adults supporting these children will need specialist skills and training. Conclusion With the right support at the right time, children and young people with SLCN can have their needs understood, identified and supported. This will enable them to engage positively with learning and socializing, to develop independence and a positive self-image and to experience a wide range of life chances.

Thesis guideline

PACE Mission To transform PACE Into a Stationery's that produces world class human resources, products, technologies and information for people empowerment and sustainable development. FOREWORD The purpose of this manual is to serve as a guide to both degree candidates and faculty members in the preparation and final production of the capstone project that meets criteria of a scholarly work In the field of Information Technology (IT).While the excellence of the content of the capstone project is the responsibility of the Oral Examination Committee, Institute of Engineering and Computer Studies prescribes he actual format of the capstone project documentation. This is done to establish an Institutional standard of presentation and to satisfy other specifications placed upon the College In terms of publishing the final document. The specifications herein are designed for Internal consistency as a measure of reliability.Degree candidates preparing a capstone project are strongly advised to read and follow the style and format of this manual carefully. Introduction A capstone project is a culminating activity that generates an output useful in the development of Information Technology (IT) solutions. This may be but not limited to application development that focuses on software engineering processes or application design that focuses on effective testing procedure or a study on for graduation in the Bachelor of Science in Information Technology programs as indicated in COM # 53, s. 006 or the â€Å"Revised Policies and Standards for IT Education† for the undergraduate program and COM # 7, s. 2010. The capstone project is a terminal project requirement that would not only demonstrate a student's comprehensive knowledge of the area of study and research methods used but also low them to apply the concepts and methods to a specific problem in his/her area of specialization. BBS Information Technology students must complete a capstone project in the form of an IT application, a Multimedia System development, or an IT Management project. (COM # 53 s. 006 & COM # 7 s. 2010) This Capstone Project Manual aims to standardize the process of conducting capstone project in the Institute (ICES) particularly in the field of Information Technology, and thereby improving the quality of capstone project output submitted by students as well as faculty researchers. This manual specifically aims: 1. To come up with a uniform format of writing the documentation of an capstone project in the undergraduate as well as faculty researches or projects; 2. To establish guidelines in the evaluation of capstone projects; 3.To ensure a quality output from our students; and 4. To serve as a guide for faculty members doing capstone project advising. Capstone Project A Capstone Project is an undertaking appropriate to a professional field. It should significantly address an existing problem or need. An Information Technology Capstone Project focuses on the infrastruct ure, application, or processes involved in introducing a Computing solution to a problem. Scope of the Capstone Project The Capstone Project should integrate the different courses, knowledge, and competencies learned in the curriculum.Students are encouraged to produce innovative results, generate new knowledge or theories, or explore new frontiers of knowledge or application areas. The recommended infrastructure and its implications on other system should be clearly specified in the final report with the introduction of the project. The capstone project adviser should determine the appropriate complexity level of he specific problem being addressed and the proposed solution, considering the duration of the project, the composition of the team, and the resources available.Suggested Areas of study for Capstone Project in Information Technology Following is a list of suggested areas of study. Software Development 0 Software Customization 0 Information System Development for an actual client (with pilot testing) 0 Web Applications Development (with at least alpha testing on live servers) 0 Mobile Computing Systems Multimedia Systems 0 e-Learning Systems 0 Interactive Systems 0 Information KiosksNetwork Design and Implementation and Server Farm Configuration and Management IT Management 0 IT Strategic Plan for sufficiently complex enterprises 0 IT Security Analysis, Planning and Implementation Section 1 FORMAL REQUIREMENTS FOR AN APPROVED CAPSTONE PROJECT Project Proposal Preparation and Defense Guidelines 1 . After passing the SAD and Software Engineering Course, the students may start preparing their outline in consultation with their approved adviser and the members of their Advisory committee.The Advisory committee will later also serve as panel to evaluate the paper. 2. The research topic, as much as possible, should be in consonance with the College (PACE) vision and mission and the Institute of Engineering goals and objectives and/or to the local/national r esearch and development thrust. 3. The outline of the proposal should conform to the standard form and style prescribed by the PACE – Institute of Engineering and Computer Extraordinariness of Computer Science and Technology (ICES-DUST). 4.If the Students are ready to defend his/her proposal, and upon the endorsement of the adviser to the Capstone project Coordinator, they shall apply for a schedule at their Course Adviser. Once the schedule is approved, the students should furnished 5 copies of their proposal 3 days before the schedule of defense to be submitted to their Course Adviser. 5. The students defend their proposal to the Advisory committee. The committee may approved the proposal if found totally acceptable or defer approval until the recommendations and suggestions have been included, or rejected it if found unacceptable.If the proposal rejected, the students has to undergo the whole process a new. 6. The capstone project adviser and one of the panelists shall tak e note of the suggestions and recommendations of the Committee during the defense and should urines a copy to the student and adviser to serve as guide in making revisions and in the conduct of the research. 7. The member of the committee should see to it that their suggestions or recommendations are included in the revised proposal before signing the approval sheet. . A copy of the approved proposal should submit to their Course Adviser Office maximum of one week after the proposal defense for monitoring the record purposes. Requirements and Procedures o The students are given the option to choose their own groupings. O A group is composed of at least two members, three being the maximum. The Composition of the group must be radiotelegraphs the stages of the o If two of the members dropped from the course, the remaining member may continue the proposed project.