Ten Commandments essays

Ten Commandments articles Judge Roy Moores Ten Commandments Case Judge Roy Moore has been attempting his karma for a long while attempting to keep his Ten Commandments landmark in the legal structure in Montgomery. Numerous individuals can't help contradicting him attempting to have the landmark there, just as the individuals who concur with Moore. In the article Ten Commandments Case Puts Evangelicals on Opposite Sides, from the Baptist Press, composed by Michael Foust, three outreaching pioneers take various sides looking into it. With respect to the article, Roy Moore: A stupendous Plot for Power?, from Newsweek, co-composed by Eleanor Clift and Frederick Burger, gives positions from pioneers from various foundations to help their case. The case has been continuing for quite a while, and starting at as of late, it was removed from the legal structure and put away anticipating a choice by the U.S. Preeminent court. The landmark is an image of the Christian conviction framework and is contended to be a significant infringement of the people group s rights in this nation. Everything began in Moores court in Gadsen, Alabama. Eleven years back, Moore hand cut a wooden tablet of the Ten Commandments which he hung in his court. Being a humble community judge, it truly didnt carry a lot of thoughtfulness regarding the subject. It wasnt till later when he chose to run for the central equity position for which it turned into a major experience. He before long got known as the Ten Commandments judge. In the year 2000, Moore won the political race for the position and immediately turned into the object of numerous eyes the whole way across the nation. There are a lot of individuals that are contradicting what he is attempting to do, yet an ongoing survey says that 77% of Alabamians bolster Moores position that the showing of the instructions is protected. Normally, this blends Moores aspiration. A Senate Republican stated, He is obviously doing this for his own political aggrandizement.(Clift, Burger 1) ... <!

Cell Phone Technology Essay

Innovation had become engrained in our general public. Wherever individuals are utilizing mobile phones, including youngsters and adolescents. Mobile phone innovation and innovation by and large have change the manner in which we do everything in our general public. Innovation has drastically adjusted our reality. They have become an important piece of regular day to day existence to such an extent that it is spilling into the training scene as another device in spite of the worry of the negative impacts of mobile phone innovation. There is another wave in certain schools around the United States. There are a few locale that are grasping the utilization of phones in the homeroom. Some manages have come around to the reasoning that the utilization of this innovation in the study hall can be of advantage in the getting the hang of setting. There are likewise worries that a similar innovation can be too diverting for understudies. Be that as it may, the utilization of phones in the instructive world merits taking a gander at in spite of a portion of the worries that numerous grown-ups share. Messaging has become the favored technique for fundamental correspondence among young people and their companions. Seventy-five percent of 12-multi year olds own mobile phones, which is up from forty-five percent in 2004 (Lenhart, 2010). Telephones have no uncertainty become an essential device in correspondence for youngsters. Eighty-eight percent of youngster mobile phone clients are content emissaries (Lenhart, 2010). The greater part (fifty-four percent) are every day texters. Among all adolescents, the utilization of messaging has overwhelmed the recurrence of each other type of correspondence. The worry about the abuse of mobile phones is that it might have negative results in teenager’s training.  ¼ of instant messages that youngsters send are sent during class. A study gathered information, surveyed 1,013 adolescents eighty-four percent that have mobile phones show that countless understudies have data put away on their telephones or has messaged answers to their companions. A similar survey additionally discovered youngsters send 440 instant messages seven days all things considered, 110 of them sent during class (Toppo, 2009). Therefore wireless use is denied for use during the school say inside most government funded schools in the United States. Most organizations and educators feel that phone utilization is a negative interruption and obstruction to learning. Overseers are frequently worried about the unseemly utilization of PDAs, which is the explanation that there are limitations of phone (as indicated by Obringer and Coffey, 2007, St. Gerard, 2006). PDAs ringing can introduce undesirable interruption and for certain understudies, sending and accepting instant messages that can prompt cheating (as per Gilroy, 2003). There is additionally the genuine chance of understudies posting ill-advised pictures is a worry (as indicated by Obringer and Coffey, 2007). Be that as it may, many are deciding to see phones as another learning device in the study ha ll setting. Throughout the years we have seen on the report about understudies posting inappropriate photographs and language on person to person communication locales, which makes executives and instructors have a genuine concern. These worries that many have are legitimate, and ought to be tended to. There have been numerous cases in which the maltreatment of PDAs has been a gigantic issue, yet executives need to take a risk on utilizing mobile phones in this setting. The significant thing to remember that there is drawback, indeed, yet there is an approach to screen the utilization of this innovation as well. PPCD educator Debra Vela, who has 17 years of training experience says, â€Å"Sexting, posting of inappropriate photographs and cheating might be a genuine concern, yet the advantages exceed these negative points.† Students today are alluded to as â€Å"Digital Natives† (as per Prensky, 2001). They have grown up with innovation and performing various tasks, and in the prope nsity for rapidly handling data (Humble-Thaden, 2011). Be that as it may, as mobile phone innovation grows with the potential outcomes of messaging, web perusing and gaming have expanded over the ongoing years and chairmen are as yet stressed over the interruptions of electronic gadgets. A study of understudies and guardians by the gathering Common Sense Media found that right around 70% of schools around the nation boycott wireless use during the school day (Schachter, 2009). There are a few locale and directors, however that are starting to understand the capability of PDAs. It is a section a â€Å"anytime, anywhere† learning development (Schachter, 2009). This leaves workstations and significantly littler netbooks behind, in favor for progressively versatile, moderate and solid handheld gadgets like â€Å"smartphones† that can run such projects as Windows Mobile. â€Å"Technology has at long last advanced to where cell phones are modest and ground-breaking enough to use,† watches Elliot Soloway, an educator at the University of Michigan (Schachter, 2009). An investigation of twenty-five portable learning activities worldwide by the Joan Ganz Cooney Foundation Center at Sesame Workshop blessed them the rush of things to come. â€Å"Just as Sesame Street help changed TV into a progressive device for learning among little youngsters four decades prior, propels in portable innovations are demonstrating undiscovered instructive potential for today’s generation,† the report author’s composed (Schachter, 2009). In 1969, the manner in which kids learned changed when Sesame Street disclosed on PBS. The cherished Muppets of the instructive show caught the hearts and consideration of little children. The show showed them the rudiments of 123’s and ABC’s to the significance of companionships. Prior to the age of four, youngsters had just taken in the nuts and bolts for their future training by watching this network show. The equivalent is going on today with the utilization of mobile phones. It is definitely changing the essence of the manner in which youngsters learn and take data in. Fifth graders at Trinity Meadows (Keller, TX) went through the majority of their days on their HTC 6800 cell phones, utilizing the GoKnow’s stage. Fifty-five understudies drove the path in a test case program utilizing the new age of mobile phones and their trend setting innovation for instructive closures. For instance, understudies can draw the close planetary system on their gadgets and vivify them to show them in genuine obit. Understudies can likewise transfer assignments the instructor sends to the server and afterward the educator can review them and submit them back to t he understudy electronically (Schachter, 200). At an early age, kids are learning the upsides of innovation, and will convey it into what's to come. They are figuring out how to utilize mobile phones as a learning instrument, and making the best of what this innovation brings to the table. Kids today get an opportunity to communicate inventively and learn such that they know about. They are at a bit of leeway since they are as of now so use to utilizing the innovation the world brings to the table. â€Å"Allowing youngsters to utilize PDA innovation in the study hall will furnish them with the instruments for greater imagination to make brilliant projects,† Vela says. This experimental run program has indicated that the utilization of phone innovation in the study hall can be helpful for the understudies. Not just that the instructors have another technique for arriving at understudies that they in any case would not have. With the utilization of PDA educators have better approaches for showing exercises, and the intelligence of these exercises are bound to arrive at the brains of understudies. With the utilization of wireless innovation in the study hall the youngsters that need a progressively inventive outlet this gives them stage to do as such. Kids that nee d this outlet can make and not be secured to pencil, paper, marker, pastels and paste. This permits them to have the option to communicate utilizing the medium that they know best. Utilizing mobile phones in the homeroom settings as a device empowers them to remain engaged and inspired by the things that they are learning. Innovation is such a significant piece of regular day to day existence, particularly in PDA advances. Also, as a result of the expanding improvement of mobile phone innovation has permitted the cutting edge to utilize them in a totally different manner to learn. In spite of the fact that, there is worry about the abuse of PDAs, the advantages may exceed the negatives. â€Å"I still think understudies need to get familiar with the ‘old fashion’ way since what occurs if innovation gets inaccessible to them? Additionally understudies should have the option to think carefully for higher learning,† says Vela. Innovation is a great apparatus to use in the homeroom for all age gatherings. They can profit by the intelligence of the Internet and all the data that the World Wide Web brings to the table understudies just as educators. Kids in today’s homerooms have an open door that past ages didn't have. They get the opportunity to establish a major connection with their lives by permitting themselves to utilize mobile phones to further their potential benefit not their drawback. The innovation of phones has taken over pretty much every part of human action. Grown-ups just as kids have been devoured by the utilization of them, and now it has spilled over into the universe of instruction. There are numerous worries about the abuse of this innovation, yet numerous areas are taking the risk to grasp it and give it a shot in the study halls. It has been indicated that there are benefits for younger students. In spite of the fact that, there is some discussion about this issue it is critical to recall that there is a requirement for balance. Reference Lenhart, Amanda. (2010). Teenagers, mobile phone and messaging. Seat Research Center Publications. Recovered 3 June 2012 from http://pewresearch.org. Humble-Thaden, Beth. (2011). Understudy Reflective Perception of High School Educational Cell Phone Technology Usage. Diary of Technology Studies. Recovered 3 June 2010 from http://web.ebscohost.com. Toppo, Greg. (2009). Study: Many adolescents use telephones in class to content or cheat. USA Today. Recovered 3 June 2012 from http://www.usatoday.com. Schachter, Ron. (2009). Cell phones in the study hall. Region Administrat

Exam questions Essay Example | Topics and Well Written Essays - 1500 words

Test questions - Essay Example They incorporate presentation, examine questions and targets, writing audit, philosophy, results and discoveries, conversation and ends. Presentation gives foundation of the investigation and the announcement of the issue. Before doing an examination, scientists need to recognize the issue to be comprehended. Explores are utilized in creating answers for specific issues. So as to make a more profound comprehension on the issue, the foundation of the investigation will give an abstract of a portion of the hypothetical angles required inside the examination. The subsequent area is examine questions and destinations. When an examination issue has been distinguished, analysts need to create different goals/points achievable toward the finish of the exploration. While accomplishing such points or targets, there are questions that specialists need to create and give their answers. It is in responding to inquire about inquiries that exploration targets are achieved. Writing audit is an area that gives short depiction just as basic assessment of past works identified with the subject of study. Writing audit area by and large studies insightful articles, books, and other pertinent materials while targeting offering a review of the significance of such deals with the subject of study. System characterizes the general arrangement and materials appropriate in leading the exploration. Technique area as a rule includes populace under examination, inspecting strategies, information assortment, investigation, and introduction strategies. Through this area, analysts can sequentially state how the investigation was led. Results and discoveries include showing of gathered information from the example. Here, the analyst gives all the outcomes and data discovered during the exploration. It is imperative to give results and discoveries since they structure the premise or proof of making conversation and ends. Conversation and ends segment is the remainder of the six, which utilizes the outcomes and discoveries to fundamentally dissect the ideas of the investigation. In light of the subject of research, conversations and ends target giving a top to bottom investigation of the information acquired in a view to responding to explore questions and achieving research destinations. In most case, finishes of looks into are joined by speculations and suggestions. Section 2 Research in a scholastic diary article is probably going to contrast from examine introduced in an every day paper. Right off the bat, look into in a diary article is probably going to have the previously mentioned six sections; presentation, examine questions and targets, writing audit, technique, results, conversations and end, which are not liable to be found in every day paper explore. Though day by day paper inquires about reports target introducing what happened in a given situation, look into gives an account of diary articles will consistently recognize the issue inside a situation while cre ating suitable arrangements. Outstandingly, investigate reports in every day paper won't give a conversation of different works corresponding to the subject of conversation while inquire about reports in diary articles should recognize what past examinations showed on the theme. It is additionally obvious that while look into reports in day by day papers don't give a general thought of a given subject, the examination reports in scholarly diary articles will constantly introduce a general perspective on the issue under investigation. Every day paper reports may not involve genuine moral measures like assent from the members however for gives an account of

Hannah Arendt takes on progressive education

About a week ago, I was wasting time browsing articles on aldaily.com, and I happened to stumble across a link to Hannah Arendt’s 1954 article â€Å"The Crisis in Education.† I’ve had a minor a fascination with Arendt since finally getting around to reading Eichmann in Jerusalem a couple of years ago (and discovering that â€Å"the banality of evil† doesn’t quite mean what it’s usually understood to mean), and I had no idea that she had ever written about education in the United States. It was with considerable curiosity that I began to peruse the piece, and what I discovered was the single most lucid and insightful critique of progressive education I’ve encountered. Not that critiques of progressive education are exactly found in abundance these days when was the last time a major newspaper ran an education piece that didnt breathlessly describe some innovative revolt against boring lecturers and rote learning? And when critiques do come, they tend to be from people so  unpopular and heavily entrenched in the reform movement (ahem, Eva Moskowitz) that they have little if any credibility with the wider  educational community.   If you are so inclined, I would highly recommend you take the time to read Arendts piece. It’s not particularly long or dense (albeit by the standards of philosophy), and regardless of your stance on these issues, it’s certainly thought-provoking.  Somehow, though, I strongly doubt that it is considered required reading at most schools of education! As regular readers of this blog will know, I have more than a few bones to pick with progressive education, both in theory and in practice. To be clear, I do not deny that there is a select group of students who come through progressive programs entirely unscathed and even highly successful. Usually, though, those students are either extraordinarily focused and self-driven from a young age; and/or have very highly educated parents (sometimes  supplemented by tutors) who transmit to them at home much of the knowledge other students must acquire at school. Likewise, I am not categorically opposed to the judicious use of quintessential progressive techniques such as projects and group work; implemented carefully and in moderation, they can provide necessary variety and exposure to different perspectives. However, as a governing systemic principle, I find absurd the notion that children should be responsible for directing their own learning; that teachers should seek to be guides on the side rather than offer anything so heavy-handed and  creativity-destroying as direct instruction; and that if all the adults simply got out of the way and allowed nature to take its course, children would somehow just â€Å"catch† all the knowledge they need. Children, being children, dont know what they don’t know and lack the perspective to anticipate what sort of knowledge  they will eventually need  to navigate the adult world. As someone who spent years being repeatedly called in to directly teach material that teachers assumed their students would imbibe naturally, I can state with a high degree of confidence that progressive education is one area  in which theory and reality do not generally converge.   One can only encounter  a certain number  of students who  can rhapsodize about the beauty of education yet be  alarmingly  lacking in basic skill sets (writing consistently coherent sentences, for example)  without wondering  whether something might be amiss.   A significant part  of the problem is an ideology that conflates what is â€Å"natural† with what is good, and what children want and enjoy with what is best for them in the long term. Excitement over a project or  the feeling that one is learning in the moment do not automatically  translate into enduring  knowledge.   That is not to say that things that are good for children must necessarily be  unpleasant, or that the quasi-militaristic â€Å"no excuses† model currently embodied by a certain category of charter school should serve as a model for education. One extreme should not be implemented as the solution to another.   It is, however, to say that an education system that considers keeping students happy to be among its chief aims, and that holds play up as its highest ideal does a serious disservice. Not only does it aim  to stifle  the normal spectrum of experiences   some good, some bad, some thrilling, some tedious that children must learn to grapple with as part of life, but it ultimately   has the effect of keeping children children. As Arendt explains: The very thing that should prepare the child for the world of adults, the gradually acquired habit of work and of not-playing, is done away with in favor of the autonomy of the world of childhood. Whatever may be the connection between doing and knowing, or whatever the validity of the pragmatic formula, its application to education, that is, to the way the child learns, tends to make absolute the world of childhood†¦Here, too, under the pretext of respecting the child’s independence, he is debarred from the world of grown-ups and artificially kept in his own; so far as that can be called a world. If  it is unfair to punish  children  for failing to make appropriate progress toward college readiness, then it is equally unfair not to  prepare them, in an age-appropriate manner, for  the fact that learning is not always entertaining and  does not always result in immediate  gratification.   And although progressive educators  rely heavily on claims of authenticity:   This holding back of the child is artificial because it breaks off the natural relationship between grown-ups and children, which consists among other things in teaching and learning, and because at the same time it belies the fact that the child is a developing human being, that childhood is a temporary stage, a preparation for adulthood. This irony is that this distortion results from the desire to protect children – and children, of course, need protection. But it is also based on a naive, romanticized view of children and of childhood. Children do not live on Mars, and the desire to protect them  from some even the more banally unpleasant realities of the  world has more to do with adult fantasies and anxieties than it does with  childrens actual needs.   I suspect that many propagators of progressive ideals, looking back on their own childhoods, imagine that had they been left to their own devices and not forced to sit through all those boring hours of class, they would still have arrived in the same place as adults, with all the same knowledge. It does not seem to occur to them that perhaps the depth of their adult knowledge is in some way related to occasional bouts of academic unpleasantness, or that perhaps they were only able to acquire some of their present knowledge because another person directly taught it to them. Having acquired their own educations through reasonably  traditional means, they fail to perceive the connection between the manner of its acquisition and  their present situation.   So fully do they take their knowledge for granted that they forget that at some point they did not know it; consequently, they cannot imagine that it is even necessary to teach. (Indeed, one of the primary challenges in training novice tutors is conveying to them the extent of the chasm between what they consider self-evident and what actually needs to be taught.) But there are, I think, deeper forces at work here as well. Arendt links the shifting of responsibility from teacher to student to a more generalized crisis of authority – not in the sense that students resist it, but rather that the adults are themselves intensely uncomfortable with holding it.   Arendt summarizes the problem thus: Children cannot throw off educational authority, as though they were in a position of oppression by an adult majority– though even this absurdity of treating children as an oppressed minority in need of liberation has actually been tried out in modern educational practice. Authority has been discarded by the adults, and this can mean only one thing: that the adults refuse to assume responsibility for the world into which they have brought the children†¦ [M]odern man could find no clearer expression for his dissatisfaction with the world, for his disgust with things as they are, than by his refusal to assume, in respect to his children, responsibility for all this. It is as though parents daily said: â€Å"In this world even we are not very securely at home; how to move about in it, what to know, what skills to master, are mysteries to us too. You must try to make out as best you can; in any case you are not entitled to call us to account. We are innocent, we wash our hands of you.† Keep in mind that Arendt wrote these words even before the sixties happened; the crisis has deepened substantially since then. I would even go so far as to suggest that resistance to directly instructing children reveals not only an adult desire to evade responsibility for the adult world, but also a desire on the part of adults to remain children themselves. Considering the current state of American society, this is an entirely reasonable reaction. If the rewards of adulthood have become so diminished – a struggle for work, for health care, for housing – who indeed would want to become an adult at all?

Style And Style Of Henri Rousseaus The Sleeping Gypsy

Syed Rehman ARTH1106 Prof. Sue Karnet Nov 29, 2017 Title of the work: The Sleeping Gypsy Name of the artist: Henri Rousseau Date created:1897 Current Location of Work: The artwork â€Å"The Sleeping Gypsy† was painted by the French artist Henri Rousseau in 1897. Rousseau first publicly displayed the art, â€Å"The Sleeping Gypsy†, at the exhibition â€Å"13th Salon des Indà ©pendants† where he was unsuccessful in selling his artwork. As indicated by Alfred H. Barr, Jr., in his book, â€Å"It entered the private collection of a Parisian charcoal merchant where it remained until 1924†. Shortly after that, it was discovered by an influential art critic, Louis Vauxcelles, at a small charcoal merchant’s establishment, which was traded by Henri Rousseau himself.†¦show more content†¦His painting is composed of impression, mood and also landscape (from the online book h.h arnason keep writing http://mission17.org/documents/Arnason3PostImpressionism.pdf.) (Take picture from the book) go into detail about the specifics of that style/time period and tell if your artwork has any particularities connected with that style. IV. Noteworthy Information about the work As I walked through the museum examining the paintings and sculptures from one of the world’s most famous artists, This particular painting of a sleeping Gypsy caught my attention in the museum. This stunning piece of artwork is a fantastic and deeply mysterious work which gave me the feeling of love at first sight. It has a mixture of combined strange imagination with a way of seeing and it depicts as magical. According to the American Artist and Writer, Mordicai Gerstein, â€Å"This is an analytical art which is achieved by the artist through the structure color and nature of the painting.Henri Rousseaus painting The Sleeping Gypsy has a mysterious charm all its own†. It is a disciplined and also a complex art at the same time due to the multitude of textures and colors. The brushstroke creates a smooth and texture look as you zoom in to the top part where the moon is painted. The Gypsy’s brightly colored striped robe e nhances the beauty of the scene due to the rich colors, rhyming shapes and forms. This art can be best

Accounting Theory and Contemporary Issues †MyAssignmenthelp.com

Question: Discuss about the Accounting Theory and Contemporary Issues. Answer: Introduction: According to the current environment of the business when it comes constructing the financial statement of a firm, then conceptual framework possess immense importance (Alrazi, Villiers and Staden 2015). Nowadays the organisations are delivered with all the noteworthy course of action and in addition to this, with the aid of the solicitation of techniques and canon of the conceptual framework. This complements the importance of conceptual framework under the background of the financial activities of a commercial organisation. During 1989 International Accounting Standard Board (IASB) introduced the conceptual framework for the purpose of financial reporting and since then it is being widely utilised by all the business organisations (Warren 2016). This report is aimed to analyse the compliance criteria of recognition, qualitative features of the said conceptual framework and objective of the same on behalf of the Nine Entertainment, which is one of the well-known TV network in Australia. Nine Entertainment is one of the top ASX listed brand and the ASX code of this brand is NCE (Member.afraccess.com, 2018). Thus, this report is aimed to assess the magnitude of adherence of the Nine Entertainment with large number of requirements attached with the conceptual framework for the financial reporting. From the above details it is clear that conceptual framework connected to the financial reporting is an essential and integral part for financial management of the business. All the information, which are crucial is mentioned in the annual report of the Nine Entertainment regarding the compliance with the various aspects of the conceptual framework. The annual report of the organisation for the year 2017 portrays that all the regulations and doctrines of the Corporations Act 2001 and Australian Accounting Standard Board (AASB) are taken in connection to the common resolution of business reporting (Kogan, Sudit and Vasarhelyi 2018). Moreover, it has been constructed in consolidated financial reports considering the doctrines and standards of International Financial Reporting Standards (IFRS) and International Accounting Standard Board (IASB) (Christensen et al. 2015). Thus, the organisation completely adhere to the rules and the regulation laid down by the IFRS conceptual framework for the financial reporting. Delivering valuable financial information: According to the conceptual framework, it is important for the every business organisation to provide meaningful and useful information regarding their financial status (Macve 2015). Evaluating the Nine Entertainments annual report it can be stated that all the crucial information need to provided are there in the report. According to the conceptual framework of financial reporting, information provided by the organisation are need to be useful for evaluating the timing, amount and the uncertainty of the cash flows of the different entity (Zhang and Andrew 2014). Detailed assessment report of the Nine Entertainment, validates the cash flow statement and it is published in timely manner. The third principal of the conceptual framework depicts that firms need to provide all the essential information regarding their organisational resources in order to aid the customer in decision making (Luciani 2015). Nine Entertainment curate its financial statement is made while keeping itself aligned with the AASB regulation. All the necessary information and details regarding the economic resources are being disclosed by the firm. Thus, from the above details regarding Nine Entertainment it is clear that the firm has fulfilled the requirements of the conceptual framework properly. Considering the case of the Nine Entertainment it can be seen that the firm has fulfilled the Auditors responsibilities for the audit of the financial report section. In addition to this, it has included the procedures framed to respond the Key Audit Matters. Through carrying value of intangible assets, value of programs rights and Stan loan receivable it has managed to address the Key Audit Matters significantly. The major issue faced by the Nine Entertainment while auditing is that same level of discrepancies were faced over the year and the more than 90% of the audit comply with the real situation of the financial position of the firm. Besides this there were no issues faced by the firm (Member.afraccess.com, 2018). Satisfying the acknowledgment criteria of conceptual agenda: As mentioned by the conceptual framework for the financial reporting, all the firm need to comply with the acknowledgement criteria related with the assets, liabilities, equity, revenue, and expenses. Primarily it need to represent financial information with relatable facts. Secondly revelation of the data need to be transparent and thirdly it need to be beneficial for the user (Leung and Morris 2015). There are various kinds of assets for and among them plant, property and equipment are the essential one. The cost of the asset is realised if there is future paybacks and it is relocated to the organisation (Member.afraccess.com, 2018). Intangible assets of an organisation leads to impairment being imposed on them. From the perspective of the Nine Entertainment it can be seen that there is useful lives and hence no amortisation is imposed. There are certain kind of liabilities is present in the Nine Entertainment. For liabilities of deferred tax, realisation is constructed based on the variation of the tax rate. For the contingent liabilities income tax matter of AASB is considered as primary item (Jin, Shan and Taylor 2015). Nine Entertainment entails that since there is low profitability regarding the future outflow benefit the amount is not measureable and it does not require the same. For revenue management, Nine Entertainment depends on the point of sale post subtraction of tax. In addition to this, provision couples to sale are realised based on the overall evaluation (Member.afraccess.com, 2018). Thus the sale figure comprise of the revenue generated from selling the products of the brand. From the above revenue figures it can be seen that the firm has faced sustainable amount of growth over the year, however, total revenue has felled by 45 million dollar from 2016 to 2017. When it comes to the expense of the Nine Entertainment, then realisation has been made on the various categories. Major share of expense goes to the programs rights and as employee salary. Considering the above analysis, it can be stated that the Nine Entertainment has complied with the norms related to the conceptual framework. Nourishing the qualitative characteristics of the conceptual background: There are various qualitative characteristics which are being provided by the conceptual framework in order to improve the general value allied to the financial reporting (Nobes and Stadler 2015). For Nine Entertainment it is essential to meet all of them for aiding their customers to take decisions. It depicts that relevance need to be ensured through the financial information and it should be there to enable decision making mechanism of the organisation. Nine Entertainment complies with all the doctrines and regulations from AASB, Corporations Act 2001 and IFRS (Member.afraccess.com, 2018). In addition to this, the brand consider the depreciation, others and tax that makes the financial information provided by the Nine Entertainment is pertinent with the conceptual framework. Depending upon this feature, it can be stated that it is highly important for the business organisations to provide fair information to obtain trust of the stakeholders (Beattie 2014). Considering the financial report of the Nine Entertainment it can be stated that the brand has provided all the information faithfully and adequately while complying with the conceptual frameworks idea. Conceptual framework argues that it is important for the business houses to provide the financial information in such a way that it can be easily be compared and noteworthy. It is essential to mention that the Nine Entertainment has provided its financial information with the help of tables and graphs that has aided the customers to understand the same in better way (Padgett 2016). According to this norm, financial reports of the firms need to be able of verify the revealed financial information by the business organisation in order to achieve transparency of the same (Gebhardt, Mora and Wagenhofer 2014). To comply with the verifiability norm, Nine Entertainment has provided categorisation of each facet of its accounting in the notes of financial statements that has allowed it to become transparent with its financial statement. For timely availability of the financial report from the firm conceptual framework has introduced the timeliness norm. It would help the stakeholder to determine the performance of the brand in frequent interval. Considering the case of Nine Entertainment it can be mentioned that it has disclosed its financial reports in annually and quarterly interval that makes it comply with the timeliness norm of the conceptual framework. Providing financial statement in a jibe able manner is essential for the business houses. It makes the financial statement understandable and transparency factor get aggravated by the same (Henderson et al. 2015). Nine Entertainment has published its financial statements in prcised manner that can easily be understood by the user. Thus it confronts with the understand ability norm of the conceptual framework. Conclusion: From the above analysis it can be perceived that Nine Entertainment has aligned itself with the conceptual framework of the AASB for its financial reporting. In addition to this the organisation has conformed to the guidelines and policies of IFRS, Corporations Act 201 and IASB for developing its consolidated financial statement. Besides this, it can also be found that Nine Entertainment has fulfilled all the three basic objectives of the conceptual framework and it has obeyed the acknowledgment criteria of conceptual framework provided by the AASB. Lastly the qualitative characteristics of the conceptual framework are met in order to conform to the general value of financial reporting. This validates the purpose of the conceptual framework under the purview of the financial activities by the business organisation. Reference: Alrazi, B., De Villiers, C. and Van Staden, C.J., 2015. A comprehensive literature review on, and the construction of a framework for, environmental legitimacy, accountability and proactivity.Journal of Cleaner Production,102, pp.44-57. Beattie, V., 2014. Accounting narratives and the narrative turn in accounting research: Issues, theory, methodology, methods and a research framework.The British Accounting Review,46(2), pp.111-134. Christensen, H.B., Lee, E., Walker, M. and Zeng, C., 2015. Incentives or standards: What determines accounting quality changes around IFRS adoption?.European Accounting Review,24(1), pp.31-61. Gebhardt, G., Mora, A. and Wagenhofer, A., 2014. Revisiting the fundamental concepts of IFRS.Abacus,50(1), pp.107-116. Henderson, S., Peirson, G., Herbohn, K. and Howieson, B., 2015.Issues in financial accounting. Pearson Higher Education AU. Jin, K., Shan, Y. and Taylor, S., 2015. Matching between revenues and expenses and the adoption of International Financial Reporting Standards.Pacific-Basin Finance Journal,35, pp.90-107. Kogan, A., Sudit, E.F. and Vasarhelyi, M.A., 2018. Continuous online auditing: A program of research. InContinuous Auditing: Theory and Application(pp. 125-148). Emerald Publishing Limited. Leung, K. and Morris, M.W., 2015. Values, schemas, and norms in the culturebehavior nexus: A situated dynamics framework.Journal of International Business Studies,46(9), pp.1028-1050. Luciani, F.G., 2015. Allocation vs. production states: A theoretical framework. InThe rentier state(pp. 77-96). Routledge. Macve, R., 2015.A Conceptual Framework for Financial Accounting and Reporting: Vision, Tool, Or Threat?. Routledge. Member.afraccess.com. (2018). [online] Available at: https://member.afraccess.com/media?id=CMN://2A1031358filename=20170824/NEC_01887372.pdf [Accessed 14 Apr. 2018]. Nobes, C.W. and Stadler, C., 2015. The qualitative characteristics of financial information, and managers accounting decisions: evidence from IFRS policy changes.Accounting and Business Research,45(5), pp.572-601. Padgett, D.K., 2016.Qualitative methods in social work research(Vol. 36). Sage Publications. Warren, C.M., 2016. The impact of International Accounting Standards Board (IASB)/International Financial Reporting Standard 16 (IFRS 16).Property Management,34(3). Zhang, Y. and Andrew, J., 2014. Financialisation and the conceptual framework.Critical perspectives on accounting,25(1), pp.17-26.

Fast Food Essay Examples - Creating Your Own Fast Food Essay

Fast Food Essay Examples - Creating Your Own Fast Food EssayPreparing a fast food essay sample can be a little tricky. It's not uncommon for students to get extremely excited about the topic and to wish they could create their own example. By following some ideas and techniques, you can increase your chances of winning that essay writing contest.Start out by researching what the fast food essay examples are for. You want to find something that represents the type of writing you will be doing. You should use different samples to learn from as you prepare for the written portion of the test. Many test books will come with different sample essays so be sure to research them before you get started.Choose a fast food essay sample that is representative of the kind of essay you will be submitting. While some people may write with the food involved in mind, others may just focus on the actual ingredients. Don't be afraid to write from your personal experience.Try to use a combination of dif ferent styles when you're writing your fast food essay. It's never good to keep the same style throughout the entire essay. You want to include various tones and personalities so that the student feels like they're able to express themselves.Use your overall gist of the concept to help guide you through the essay. The reason you want to do this is because it's important that the student is able to hold the essay together. The last thing you want to happen is to read a great fast food essay and then find yourself completely lost within the essay.When you're writing a fast food essay, make sure that you are as detailed as possible. A lot of times, fast food essays consist of an introduction, two paragraphs, three paragraphs, and so on. Don't be afraid to go as long as you need toin order to satisfy the exam.Try to avoid using unnecessary grammar. There are many grammar checking tools out there that you can use to help you check your fast food essay. Find the software that works best f or you and make sure to pay attention to it during the test.Preparing fast food essay samples can be a little difficult. However, you want to remember that you are using them to help you learn more about the subject. Students don't like to write with a lot of extra thought when they have something to take home with them. By using examples and tips from other people, you will be able to really write and express yourself well.