Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1

Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. The Pep Talk So, let me get this straight. The GMAT test writers are going to give me somewhat obscure, very dense topics with very complicated ideas and sentence structures. I am going to have about three minutes to read this passage, and then I have to start answering questions about the material. That is a completely artificial setup; it would never happen in the real world! Actually, yes it will. You are going to do lots of case studies in business school. You often will  not  be given enough time to read through every last detail carefully; instead, you will have to determine relative levels of importance and concentrate on the most crucial pieces, while putting together a framework for the main ideas and the big changes in direction or opinion. At work, you often have to make decisions based on incomplete information. At times, you actually do have a ton of informationâ€"but not enough time to review it all before you have to take action. These situations are far from rare in the real world. So when you find yourself a bit unmotivated because you know you have got to study boring Reading Comprehension (RC) today, remind yourself that RC will actually help you develop much-needed skills for business school and beyond! The Disclaimers First, this list includes only free resources, no paid ones. Second, this list is limited to my own articles simply because I am most familiar with my own material. There are a lot of good resources out there that cost some money and/or were not written by meâ€"those resources are just not on this list! How to Read Before you dive into individual question types, you must know some overall processes for RC, starting with how to read! You already know how to read in general, of course, but do you know  how to read RC? You will notice that the first article, linked to in the previous paragraph, discusses not only what  to  read but also what  not  to read. When you have only a few minutes, you also need to know what you can skip or skim (and how to make that decision). For more, check out this lesson on  what not to read. If, after trying the suggestions from this article, you still find yourself really struggling with either reading speed or comprehension, here are some resources to help you  improve your reading skills. This article is especially important for people who do not read regularly in English, either for work or for fun; this is particularly true if your native language is also not English and you did your undergraduate studies in another language. Finally, one of our two main goals when first reading a passage is to  find the main point. (The other main goal is to take some light notes on each paragraph to understand the organization of the information.) When you have mastered those skills, you will be ready to learn how to tackle the questions. Check back next week to learn how! Share ThisTweet GMAT Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. The Pep Talk So, let me get this straight. The GMAT test writers are going to give me somewhat obscure, very dense topics with very complicated ideas and sentence structures. I am going to have about three minutes to read this passage, and then I have to start answering questions about the material. That is a completely artificial setup; it would never happen in the real world! Actually, yes it will. You are going to do lots of case studies in business school. You often will  not  be given enough time to read through every last detail carefully; instead, you will have to determine relative levels of importance and concentrate on the most crucial pieces, while putting together a framework for the main ideas and the big changes in direction or opinion. At work, you often have to make decisions based on incomplete information. At times, you actually do have a ton of informationâ€"but not enough time to review it all before you have to take action. These situations are far from rare in the real world. So when you find yourself a bit unmotivated because you know you have got to study boring Reading Comprehension (RC) today, remind yourself that RC will actually help you develop much-needed skills for business school and beyond! The Disclaimers First, this list includes only free resources, no paid ones. Second, this list is limited to my own articles simply because I am most familiar with my own material. There are a lot of good resources out there that cost some money and/or were not written by meâ€"those resources are just not on this list! How to Read Before you dive into individual question types, you must know some overall processes for RC, starting with how to read! You already know how to read in general, of course, but do you know  how to read RC? You will notice that the first article, linked to in the previous paragraph, discusses not only what  to  read but also what  not  to read. When you have only a few minutes, you also need to know what you can skip or skim (and how to make that decision). For more, check out this lesson on  what not to read. If, after trying the suggestions from this article, you still find yourself really struggling with either reading speed or comprehension, here are some resources to help you  improve your reading skills. This article is especially important for people who do not read regularly in English, either for work or for fun; this is particularly true if your native language is also not English and you did your undergraduate studies in another language. Finally, one of our two main goals when first reading a passage is to  find the main point. (The other main goal is to take some light notes on each paragraph to understand the organization of the information.) When you have mastered those skills, you will be ready to learn how to tackle the questions. Check back next week to learn how! Share ThisTweet GMAT Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. The Pep Talk So, let me get this straight. The GMAT test writers are going to give me somewhat obscure, very dense topics with very complicated ideas and sentence structures. I am going to have about three minutes to read this passage, and then I have to start answering questions about the material. That is a completely artificial setup; it would never happen in the real world! Actually, yes it will. You are going to do lots of case studies in business school. You often will  not  be given enough time to read through every last detail carefully; instead, you will have to determine relative levels of importance and concentrate on the most crucial pieces, while putting together a framework for the main ideas and the big changes in direction or opinion. At work, you often have to make decisions based on incomplete information. At times, you actually do have a ton of informationâ€"but not enough time to review it all before you have to take action. These situations are far from rare in the real world. So when you find yourself a bit unmotivated because you know you have got to study boring Reading Comprehension (RC) today, remind yourself that RC will actually help you develop much-needed skills for business school and beyond! The Disclaimers First, this list includes only free resources, no paid ones. Second, this list is limited to my own articles simply because I am most familiar with my own material. There are a lot of good resources out there that cost some money and/or were not written by meâ€"those resources are just not on this list! How to Read Before you dive into individual question types, you must know some overall processes for RC, starting with how to read! You already know how to read in general, of course, but do you know  how to read RC? You will notice that the first article, linked to in the previous paragraph, discusses not only what  to  read but also what  not  to read. When you have only a few minutes, you also need to know what you can skip or skim (and how to make that decision). For more, check out this lesson on  what to read and what not to read. If, after trying the suggestions from this article, you still find yourself really struggling with either reading speed or comprehension, here are some resources to help you  improve your reading skills. This article is especially important for people who do not read regularly in English, either for work or for fun; this is particularly true if your native language is also not English and you did your undergraduate studies in another language. Finally, one of our two main goals when first reading a passage is to  find the main point. (The other main goal is to take some light notes on each paragraph to understand the organization of the information.) When you have mastered those skills, you will be ready to learn how to tackle the questions. Check back next week to learn how! Share ThisTweet GMAT

The Criminal Justice System For Crime Control And Due Process

The American criminal justice systems have over time faced the need of a justice scheme that incorporated both the crime control and due process. There have been constant debates regarding the superiority of each model. The crime control system is based on curbing criminal activities by focusing mainly on the victim of the crime rather than the rights of the accused criminal. This meant that as long as one claimed breach of rights by another the system would push to punish accused without considering the position that may have occasioned the loss or injury suffered by the victim of the offence. The due process focuses on following the law, and its prerequisite procedures are determining criminal offences and their sentences. This indicates that both victim and accused are given humble time to be heard before the foreclosure of any case. In this Document, I intend to discuss extensively the gaps in the criminal Justice system in relation to crime control and due process, including the ir effects. In addition, this paper will provide the role of evidence in comparison to traditional incarcerations and the modern day values in line with the legal perspective of the justice system. The objective of the criminal justice system should bank on due process rather than crime control. Due process is the means of administering protection of individual rights of criminals in court. The 6th amendment provides that, every criminal has the right to a fair trial with no guilty presumptionShow MoreRelatedDue Process Model versus Crime Control Model Essay834 Words   |  4 PagesThere are two distinct types of models that are found in the English criminal justice system. These are the crime control model and the due process model. They vary in their characteristics and are considered to take divergent objectives. Basing on their evident differences, one of them is actually considered being more effective than the other if the new wave and rate of crime being witnessed in the soc iety is anything to go by. This paper therefore seeks to identify some of the differences betweenRead MoreCrime Control Model And The Due Process Model1327 Words   |  6 Pagesthe criminal process. The two model of the criminal process are the crime control model and the due process model. Both of these models are bring used in the criminal justice system. The two models give understanding to the values of the criminal law with that in mind these two modes are not absolute. Herbert Packer articulates the values of the criminal justice process between due process which is emphasis on the right of an individual and crime control model sees the regulation of criminal conductRead MoreCrime Control Model And The Due Process Model903 Words   |  4 PagesAmerican Criminal Justice System The criminal judicial system in America has two main models, the crime control model and the due process model. There has been several debates on which model is the most effective in combating crime in America. Crime control model emphasizes on crime reduction by increasing prosecution powers (Hung-En, 2006). On the other hand, the due process model of crime control aims at increasing the people’s rights and liberty and limiting governmental powers. Unlike the due processRead MoreCriminal Justice Is A Complex System1114 Words   |  5 PagesCriminal justice is a complex system that requires a method to fully understand the many facets involved. Herbert L. Packer, Stanford University of Law Professor, published two key documents, an article Two Models of the Criminal Process and a book titled The Limits of Criminal Sanction which presented two models of the criminal justice system; the crime control model and the due process model. Packer s objective was to present two very diverse methods to understand and process the workingsRead MoreThe Limits Of The Criminal Sanction Written By The Criminologist Scholar Herbert Packer Essay1619 Words   |  7 Pages The crim inal justice system is finding ways and doing their absolute best to prevent crime and protect their citizens. Preventing crime is not an easy job, the system prevents crime by using their powers to arrest, prosecute, and sentences criminals to prison. Citizens need to feel safe in their environment that they are living in. However, since we are living in a constitutional and democratic society, where citizen rights need to be protected and have due process where people can be innocentRead MoreCriminal Procedure Policy Paper896 Words   |  4 PagesCriminal Procedure Policy James Knight CJA/364 October 17, 2012 David Klein * * Criminal Procedure Policy * The criminal procedure policy is initiated with a crime committed by a perpetrator. This process for the criminal can end at any of the various steps of the criminal process. As a criminal is process the individual has rights that are provided by the United States Constitution to ensure fairness and justice. The two major procedural models that shape the criminalRead MoreThe Consensus, Crime Control, and Due Process Models Essay1630 Words   |  7 PagesThe criminal justice system consists of models and theories that often contradict one another. Of these models are the crime control model, the due process, model, the consensus model and the conflict model. In this paper these models are evaluated and defined, as well as each entity in the criminal justice systems role within each model. Policing, corrections and the court system all subscribe to each model in some way and in a hurried manner in cases that dictate such a response. As describedRead MoreCriminal Procedure Essay141 9 Words   |  6 PagesThe due process and crime control models, both created by Stanford University law professor Herbert Packer, represents two opposing method of principles functioning within criminal justice system. Although the models describe the important facets of the politics and practice of criminal justice, both have been criticized since presented by Packer in 1964. Presently both models are acknowledged as imperfect standards to explain the politics and law of criminal justice. The crime control ideal representsRead MoreThree Components Of The Criminal Justice System950 Words   |  4 Pagescomponents of the American criminal justice system are the police, courts, and corrections. These components operate independently of one another and maintain different goals, histories, and operating procedures (Neubauer Fradella, 2017). There are two commonly accepted models of the criminal justice system, the crime control model and due process model. These two models vary at the basic level, the crime control model aims to protect society at all costs while the due process model protects the rightsRead MoreDue Process1391 Words   |  6 PagesDue Process And Crime Control Models Criminology Essay ukessays.com /essays/criminology/due-process-and-crime-control-models-criminology-essay.php Due Process The basis of the due process model is formal structure. When used correctly, the due process model protects the rights of suspects accused of various crimes. The due process model reduces many errors that occur during the investigation, arrest, evidence gathering, and trial. Due process does not support much of the evidence that is used

Japanese School System Facts

The Japanese educational system was reformed after World War II. The old 6-5-3-3 system was changed to a 6-3-3-4 system (6 years of elementary school, 3 years of junior high school, 3 years of senior high school and 4 years of University) with reference to the American system. The gimukyoiku ç ¾ ©Ã¥â€¹â„¢Ã¦â€¢â„¢Ã¨â€š ² (compulsory education) time period is 9 years, 6 in shougakkou Ã¥ ° Ã¥ ­ ¦Ã¦   ¡ (elementary school) and 3 in chuugakkou ä ¸ ­Ã¥ ­ ¦Ã¦   ¡ (junior high school). Japan has one of the worlds best-educated populations, with 100% enrollment in compulsory grades and zero illiteracy. While not compulsory, high school (koukou é «ËœÃ¦   ¡) enrollment is over 96% nationwide and nearly 100% in the cities. The high school drop out rate is about 2% and has been increasing. About 46% of all high school graduates go on to university or junior college. The Ministry of Education closely supervises curriculum, textbooks, and classes and maintains a uniform level of education throughout the country. As a result, a high standard of education is possible. Student Life Most schools operate on a three-term system with the new year starting in April. The modern educational system started in 1872 and is modeled after the French school system, which begins in April. The fiscal year in Japan also begins in April and ends in March of the following year, which is more convenient in many aspects. April is the height of spring when cherry blossoms  (the most loved flower of the Japanese!) bloom and the most suitable time for a new start in Japan. This difference in the school-year system causes some inconvenience to students who wish to study abroad in the U.S. A half-year is wasted waiting to get in and often another year is wasted when coming back to the Japanese university system and having to repeat a year. Except for the lower grades of elementary school, the average school day on weekdays is 6 hours, which makes it one of the longest school days in the world. Even after school lets out, the children have drills and other homework to keep them busy. Vacations are 6 weeks in the summer and about 2 weeks each for winter and spring breaks. There is often homework over these vacations.   Every class has its own fixed classroom where its students take all the courses, except for practical training and laboratory work. During elementary education, in most cases, one teacher teaches all the subjects in each class. As a result of the rapid population growth after World War II, the numbers of students in a typical elementary or junior high school class once exceeded 50 students, but now it is kept under 40. At public elementary and junior high school, school lunch (kyuushoku ç µ ¦Ã© £Å¸) is provided on a standardized menu, and it is eaten in the classroom. Nearly all junior high schools require their students to wear a school uniform (seifuku åˆ ¶Ã¦Å" ). A big difference between the Japanese school system and the American School system is that Americans respect individuality while the Japanese control the individual by observing group rules. This helps to explain the Japanese characteristic of group behavior. Translation Exercise Because of the rapid population growth after World War II, the number of students in a typical elementary or junior high school once exceeded 50.  Dainiji sekai taisen no ato no kyuugekina jinkou zouka no tame, tenkeitekina shou-chuu gakkou no seitosu wa katsute go-juu nin o koemashita.ç ¬ ¬Ã¤ ºÅ'æ ¬ ¡Ã¤ ¸â€"ç•Å'Ã¥ ¤ §Ã¦Ë† ¦Ã£  ®Ã£ â€šÃ£  ¨Ã£  ®Ã¦â‚¬ ¥Ã¦ ¿â‚¬Ã£  ªÃ¤ º ºÃ¥  £Ã¥ ¢â€"åŠ  Ã£  ®Ã£ Å¸Ã£â€š Ã£â‚¬ Ã¥â€¦ ¸Ã¥Å¾â€¹Ã§Å¡â€žÃ£  ªÃ¥ ° Ã¤ ¸ ­Ã¥ ­ ¦Ã¦   ¡Ã£  ®Ã§â€Å¸Ã¥ ¾â€™Ã¦â€¢ °Ã£  ¯Ã£ â€¹Ã£  ¤Ã£  ¦Ã¤ º ºÃ£â€šâ€™Ã¨ ¶â€¦Ã£ Ë†Ã£  ¾Ã£ â€"㠁Ÿã€‚ Grammar ~no tame means because of ~. I didnt go to work because of a cold.Kaze no tame, shigoto ni ikimasen deshita.é ¢ ¨Ã©â€š ªÃ£  ®Ã£ Å¸Ã£â€š Ã£â‚¬ Ã¤ »â€¢Ã¤ ºâ€¹Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£  §Ã£ â€"㠁Ÿã€‚ Vocabulary dainiji sekai taisen ç ¬ ¬Ã¤ ºÅ'æ ¬ ¡Ã¤ ¸â€"ç•Å'Ã¥ ¤ §Ã¦Ë† ¦ World War II ato 㠁‚㠁 ¨ after kyuugekina æ€ ¥Ã¦ ¿â‚¬Ã£  ª rapid jinkou zouka ä º ºÃ¥  £Ã¥ ¢â€"åŠ   population growth tenkeitekina å… ¸Ã¥Å¾â€¹Ã§Å¡â€žÃ£  ª typical shou chuu gakkou Ã¥ ° Ã¤ ¸ ­Ã¥ ­ ¦Ã¦   ¡ elementary and junior high schools seitosuu 生å ¾â€™Ã¦â€¢ ° the numbers of students katsute 㠁‹ã  ¤Ã£  ¦ once go-juu ä ºâ€Ã¥   fifty koeru è ¶â€¦Ã£ Ë†Ã£â€šâ€¹ to exceed

The Maslow s Hierarchy Of Needs Essay - 1504 Words

Look at Maslow’s Hierarchy of Needs you see that the physiological things are on the bottom. This includes things like food, water, breathing, sleep, and shelter. Things people can not live without. If you have all of those things then you can live, you may not be able to live an exciting life if that is all you have, but you get to live. Even the people that have a substantial amount of everything on every level of the pyramid still want something. I know that I have all the necessities that I need to live, but there are still things I want. When I think about what I want compared to what people in Zambia want, there are drastic differences. Most of us live such a privileged life we want things like a new car or a new phone, but people in Zambia? They want things like a nourishing meal or clean, fresh water. Our style of life makes malnutrition or lack of water something that is almost unimaginable. For all of the people that are suffering from malnutrition, they do not even meet the physiological needs on Maslow’s Hierarchy of Needs. This makes their lives ones that are constantly struggling, and makes the people suffering unable to live a quality, fun, adventurous life. When more people are born they do not think about how it could negatively affect their lives. If someone is trying to feed a family with one dollar a day, like 76% of Zambians are, then how are they going to feed one more person. Also, with 14.5% of their population having HIV/AIDs the childShow MoreRelatedMaslow s Hierarchy Of Needs1741 Words   |  7 PagesMaslow’s hierarchy of needs and Herzberg’s. The Maslow’s hierarchy of needs include five levels, and at the certain extent, reflect the rule of human s activities on psychological and behavior. Herzberg’ describe the more details of worker agree or disagree about working. In this essay, more related knowledge details and effects will de described, then, analysis the two theories indi vidual, choose a better one. II. Describe the two theories. 2.1Maslow’s hierarchy of needs The Maslow’s hierarchy of needsRead MoreMaslow s Hierarchy Of Needs1536 Words   |  7 Pagesunderstanding of how to motivate different personality types. In the research I am going to compare Maslow’s hierarchy of needs against Lawrence and Nohira’s 4 drive theory in an attempt to better understand their possible uses inside an organizational structure. Let’s first take a look a look at the two theories before discussing their potential benefit. Maslow’s Hierarchy of Needs. We need to keep in mind that Maslow’s field was phycology, so his research was done from a medical viewpoint more soRead MoreMaslow s Hierarchy Of Needs1295 Words   |  6 PagesMaslow’s hierarchy of needs (p. 379 in EP)? Outline each level and discuss how it relates to motivation. Abraham Maslow was born in 1908 in Brooklyn, New York. He originally studied law because of the influence of my parents, but after marrying his first cousin, Bertha Goodman, and moving to Wisconsin, he became interested in psychology. After achieving his Masters in Psychology, Maslow moved back to Brooklyn and started teaching at a school there. â€Å"One of the many interesting things Maslow noticedRead MoreMaslow s Hierarchy Of Needs1524 Words   |  7 PagesSummary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realization and fulfillments and that behavior could be gratified while using multiple types of needs at the same time. Maslow wanted to find positive motivation as to why people react or engage in certain behaviors. He felt that basic survivalRead MoreMaslow s Hierarchy Of Needs982 Words   |  4 PagesAbraham Maslow was one of the most influential and important educational psychologists and is recognized by many for his theory on mankind’s hierarchy of needs. Maslow’s theory which is known as â€Å"Maslow’s Hierarchy of Needs† is best explained as a pyramid of needs that we as humans must meet in order to progress to another stage of needs. There are five stages in the pyramid of needs and they go as follows: physiological, safety, love and b elongingness, esteem, and finally self-actualization. MaslowRead MoreMaslow s The Hierarchy Of Needs1769 Words   |  8 Pages Summary of Maslow’s The Hierarchy of Needs Jennifer Thompson Arkansas Tech University Author Note This individual research paper is being submitted on October 13, 2014 for Loretta Cochran’s Management [BUAD 3123] course. â€Æ' Summary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realizationRead MoreMaslow s Hierarchy Of Needs1498 Words   |  6 Pagesjust want to survive in life they want to flourish. Maslow s hierarchy of needs explains to us a ranking of needs for most essential to the least. While the interactionist point of view explains how humans are social creatures and social interaction is just as important as all of the other needs listed on Maslow’s Model. Maslow s hierarchy of needs is a ranking of needs for most essential to the least. Corrections Today explains that Abraham Maslow was an American psychologist born in New York, heRead MoreMaslow s Hierarchy Of Needs Essay1527 Words   |  7 Pages This international technology company demands strong motivation, stupendous leadership and great understanding between workers. Leaders need to create willingness amongst the employees to operate at their highest potential; this willingness is referred to as motivation. This report is based on a content/needs theory of motivation (Maslow’s hierarchy of needs). It consists of two pieces of primary research on the theory. The first one summarises worker motivation on selected construction sites inRead MoreMaslow s Hierarchy Of Needs1846 Words   |  8 PagesAbraham Maslow developed the Hierarchy of needs (HON) to try and explain human psychological developments and how these manifest themselves into a worker’s life. We will explore some issues brought up by the model and why it may lack a certain the degree of unification and how it could potentially work better if entwined with other views. Motivation is the â€Å"word derived from the word ’motive’ It’s the process of stimulating people to actions to accomplish the goals† (guide, 2017) Also, MaslowRead MoreThe Maslow s Hierarchy Of Needs Essay1014 Words   |  5 Pages Maslow’s hierarchy of needs Submitted by: Deepali Kotecha (student number: 4288370) Submitted to: Mr Simon Bishop Date: 14th November 2016 Introduction to management University of Nottingham First year coursework Table of contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Introduction Running and managing a successful company requires strenuous efforts. Organisations are forced to be flexible, efficient and productive to excel at their performance. This

Accounting Financial Analysis of Cochlear Limited

Question: Discuss about theAccounting Financial Analysis of Cochlear Limited. Answer: Introduction Cochlear Limited is a biotechnology company serving globally and designing, producing, and delivering the Cochlear implant and the Baha bone conduction implant. Cochlear was founded in 1981 and took help from Australian Government. Cochlear produces three different products for different situations in medical (Skrivan and Drevinek 2016). First is a Nucleus system combining an dynamic stimulant accessory is implanted by surgery behind a persons ear. Hybrid is an electric hearing system with a combination of Cochlear embedded and an audio hearing device (Cochlear.com 2016). After critically analyzing the annual report of Cochlear Limited, the disclosure requirements are examined relating to Property, Plant and Equipment as per AASB 116 and the fair view of financial record and the qualitative features of helpful financial data according to the Conceptual Framework for Financial Reporting covering OB1-OB21 and QC1-QC39 are analyzed. Conceptual Structure for Financial Reporting Investors, creditors lenders are the users of the financial reporting. The information is relevant for the transaction of the debt or equity products to assess the management's resource handling capabilities. According to International Financial Reporting Standards (IFRS) Framework, market regulators may find it useful, but it cannot provide detail information to make any economic decision. However, objectives of financial regulation and general purpose financial planning may not be consistent. Therefore, the general purpose financial planning report is not for the regulators, as they are not considered as primary users. Future cash flow inflow and outflow ability of an entity influenced by the general economic events may be understood from the information about an entitys financial performance in a quarter (Macve 2015). To understand the total change in an entity's claims and economic resources, it is important to analyze the impact of the change on financial performance to shareho lders. [OB1-OB21] Users find qualitative characteristics of useful financial reporting very helpful while making decisions about an entity. Qualitative characteristics also apply to financial records. Financial data can be very helpful if it is verified, compared, and fairly represented. Authentic financial data can make a difference in the decision taken by the users. The confirmatory value and predictive value are internally related in the financial information. Understandability, comparability, timeliness, and verifiability are essential characteristics of financial reporting. Enhancement of qualitative characteristics is necessary. Cost exists in every part of financial information. The assessment of benefits and costs are done by the International Accounting Standards Board (IASB). The International Accounting Standards Board has the authority to judge whether the reporting requirements are justified by the different entities or not (Aasb.gov.au 2016). [QC1-QC39] Requirements for PPE as per AASB The objective of the Accounting Standard AASB 116 is to recommend treatment of accounting for Property, Plant and Equipment so as financial statement user ascertains information about the investment and changes made by the company in Property, Plant and Equipment. Key problems in Property, Plant and Equipment accounting are the realization of assets, determining their carrying amounts, depreciation charges and loss by deterioration to be recognized (AASB 2015). The cost of owned Property, Plant and Equipment of Cochlear Limited is calculated as the price of the asset minus depreciation minus loss by damage (Hu, Percy and Yao 2015). The self-constructed asset value includes material cost and direct labor and any other cost which is related to asset maintenance for usage purpose. Cost related to replacement of a portion of Property, Plant and Equipment are funded in the transfer measure if its credible that monetary gain of the future will move to Cochlear Limited. All values are recog nizable in the income statement. Payments being made under performing sublets are charged on straight line method a term of lease. Minimum rent amount includes fixed rate increase. Reduction is applied because the fixed assets used for business have a cost and the property is useful only for few years. It is calculated as the value of property, plant and machinery minus the predicted surplus amount on the straight-line method over their estimated use. The estimated life of leasehold improvement is one to fifteen years and plant and equipment between three to fourteen years. Depreciation is mentioned in the income statement from the date of acquiring the asset and held ready for use. Depreciation is checked at every balance sheet date and adjustments are made. Table 1: Total Property, Plant and Equipment at Net Book Value On 30th June 2014, plant and equipment were damaged because the product value was reexamined. Out of the $14 million damage expense, $6.3 million was destroyed reversal that is utilized with the Cochlear implant. Cochlear added on the equipping amount to hedge unpredictable result. For the year ended 30th June 2015, no damage turnaround was recorded (Mayorga and Sidhu 2012). Fundamentals and Characteristics of PPE as per AASB 116 The value of Property, Plant and Equipment are identified as a credit if the future economic gain will move to the company and value of the item is measured accurately. From the annual report of Cochlear Limited it is found that the cost related to replacement of a portion of Property, Plant and Equipment are funded in the transfer measure if its credible that monetary gain of the future will move towards Cochlear Limited. All values are recognizable in the income statement (Yao, Percy and Hu 2015). A company evaluates the value of Property, Plant and Equipment when it is obtained. It is the value to obtain Property, Plant and Equipment and the expense charged to change or service a portion of it. From the annual report of Cochlear Limited, it is found that the value of owned assets includes material cost and direct labor cost and other charges which turned the asset into a useful condition mode for the purpose of using it (Valuation 2013). Objectives of Financial Reporting Relating to PPE The purpose of the accounting standard AASB 116 is to suggest treatment for Property, Plant and Equipment so that the financial statement end user can ascertain data regarding the contribution and changes made by the company in Property, Plant and Equipment. Key problems in Property, Plant and Equipment accounting are the realization of assets, determining their carrying amounts, depreciation charges and loss by deterioration to be recognized. On 30th June 2014, plant and equipment were damaged because the product value was reexamined. Out of the $14 million damage expense, $6.3 million was destroyed reversal that is utilized with the Cochlear implant. Cochlear increased the provision amount to hedge unpredictable result. For the year ended 30th June 2015, no damage reversal was recorded. The reduction amount is applied on the Property, Plant and Equipment on the straight-line method. The estimated life of leasehold improvement is between one to fifteen years and plant and equipment three to fourteen years (Laing and Perrin 2014). Conclusion By the objectives of the accounting standard AASB 116, Cochlear Limited is following the accounting standard objectives. For the financial year ended 30th June 2015, 88% of sales revenue was from Cochlear Nucleus products and 12% from Baha products. The launch of Nucleus sound processor in Financial Year 2014 led to an increase in the upgrade sales in Financial Year 2015 as customers are upgrading to new technology. Reference AASB, C.A.S., 2015. Investment Property. Aasb.gov.au. (2016). Australian Accounting Standards Board (AASB) - Home. [online] Available at: https://www.aasb.gov.au/ [Accessed 24 Sep. 2016]. Cochlear.com. (2016). Cochlear Hearing Implants | Official Website | Cochlear International. [online] Available at: https://www.cochlear.com/ [Accessed 24 Sep. 2016]. Hu, F., Percy, M. and Yao, D., 2015. Asset revaluations and earnings management: Evidence from Australian companies. Corporate Ownership and Control, 13(1), pp.930-939. Laing, G.K. and Perrin, R.W., 2014. Deconstructing an accounting paradigm shift: AASB 116 non-current asset measurement models. International Journal of Critical Accounting, 6(5-6), pp.509-519. Macve, R., 2015. A Conceptual Framework for Financial Accounting and Reporting: Vision, Tool, Or Threat?. Routledge. Mayorga, D.M. and Sidhu, B.K., 2012. Corporate disclosures of the major sources of estimation uncertainties. Australian Accounting Review, 22(1), pp.25-39. Skrivan, J. and Drevinek, P., 2016. A case report of a cochlear implant infectionA reason to explant the device?. Cochlear Implants International, pp.1-4. Valuation, G., 2013. Advisory. East Midtown Rezoning District Improvement Bonus (DIB) Contribution Rate Market Study. Yao, D.F.T., Percy, M. and Hu, F., 2015. Fair value accounting for non-current assets and audit fees: evidence from Australian companies. Journal of Contemporary Accounting Economics, 11(1), pp.31-45.

Quiz review free essay sample

Top of Form Although most slaves came to the colonies before 1776, the majority of other types of labor came to North America voluntarily. True False Question 2 10 / 10 points The middle Atlantic colonies were more popular than New England as destinations for immigrants before 1770 because of their more liberal religious attitudes and the availability of land. True False Question 3 10 / 10 points The legal transfer of chattels supports economic growth. True False Question 4 10 / 10 points Slaves were only used in Southern agriculture. True False Question 5 0 / 10 points At one time, people living in the U. S. were imprisoned or fined for not having legitimate work. True False Question 6 0 / 10 points Robert Higgs and Louis Stettler (1970) find evidence to suggest that colonial couples married at a younger age than those in Europe, thus explaining the relatively high birth rates in colonial America. True False Question 7 10 / 10 points The majority of blacks were shipped from West Africa, but some also came from Madagascar and Zanzibar. We will write a custom essay sample on Quiz review or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page True False Question 8 10 / 10 points On the eve of the American Revolution, the majority of colonists were naturally born in the colonies rather than immigrants from elsewhere. True False Question 9 0 / 10 points Regional specialization did not emerge in the colonies due to the small size of the cities and towns. True False Question 10 10 / 10 points New England possessed a comparative advantage in producing cotton. Producers in this region produced cotton at the lowest possible opportunity cost in colonial America. True False Attempt Score: 70 / 100 70 % Overall Grade (highest attempt): 70 / 100 70 % Bottom of Form Close Top of Form The â€Å"Walker thesis,† that falling birth rates among native-born Americans was due to immigration, is reinforced by the view that immigrants were a direct capital transfer from Europe to America. True False Question 2 10 / 10 points In the case of Commonwealth v. Hunt (1842), the Massachusetts Court held that labor unions are not necessarily illegal. They may stop work and boycott products without committing unlawful acts. True False Question 3 10 / 10 points In the eighteenth century, the rise of manufacturing in New England helped the region attract more settlers than the other regions of the English colonies. True False Question 4 10 / 10 points Population growth in the early nineteenth century was slow due to the lack of immigration. True False Question 5 10 / 10 points The two main sources of U. S. population increase between Independence and the Civil War were natural increases in population and immigration. True False Question 6 10 / 10 points At the start of the Civil War, the population in the U. S. was about half that of the United Kingdom. True False Question 7 10 / 10 points In order to explain the relative sizes of families in urban versus rural environments, some economists viewed children as investment or durable consumptions goods, respectively. True False Question 8 10 / 10 points By the start of the Civil War, the value of woman’s labor was, on average, equal to that of an adult male due to technological advancements. True False Question 9 0 / 10 points Immigrants were valued as a vital source of labor and, consequently, they were greeted with open arms after the 1830s. True False Question 10 10 / 10 points Rural families were larger in size, on average, than urban families during the antebellum period. Some argue that the relatively high rate of return on a child born on a farm partly explains why. Children born on farms could be considered investments goods—â€Å"goods† used to produce something else. True False Attempt Score: 90 / 100 90 % Overall Grade (highest attempt): 90 / 100 90 % Bottom of Form Close Top of Form The early U. S. canals and railroads were built by private enterprise without the aid of governments. True False Question 2 10 / 10 points Most canals were economic failures. True False Question 3 10 / 10 points Railroad competition was the primary cause of canal failures. True False Question 4 10 / 10 points Productivity, or output per labor hour, rises as transportation costs fall. True False Question 5 10 / 10 points The Gallatin Plan (1808) was not passed because some individuals questioned its constitutionality. True False Question 6 10 / 10 points Internal improvements are important to a developing and growing economy. True False Question 7 10 / 10 points As the transportation system developed in the U. S. , urbanization occurred. True False Question 8 10 / 10 points Railroads attracted funds from foreign investors. True False Question 9 10 / 10 points Contrary to many researchers’ views, Hurst (1969) claims the government needed private investors to fund internal improvements. True False Question 10 10 / 10 points Commercialization, market growth and factories emerged in rural areas. True False Attempt Score: 100 / 100 100 % Overall Grade (highest attempt): 100 / 100 100 % Bottom of Form Close Top of Form Skilled labor commanded a higher wage than unskilled labor in both the U. S. and Europe between 1789 and 1860. However, skilled wages in the U. S. were higher, on average. A higher land to labor ratio in the U. S. can explain the higher wage rates of skilled workers in the U. S. True False Question 2 0 / 10 points Ames and Rosenberg (1963) argue that demand for manufactured goods in the U. S. tended to be utilitarian in nature rather than â€Å"high quality,† and this encouraged development of mass production methods. True False Question 3 0 / 10 points North’s (1955) theory of economic location is that of â€Å"balanced growth†Ã¢â‚¬â€many industries in each region must advance at about the same time in order for economic growth to occur. True False Question 4 10 / 10 points Early industrialization was characterized by labor-saving technology, and this caused U. S. wages to be lower in the manufacturing industry than would otherwise have been the case. True False Question 5 10 / 10 points American manufacturers rapidly dropped waterwheels when the steam engine was introduced. True False Question 6 10 / 10 points The U. S. lowered tariffs in the 1850s because of a budget surplus. True False Question 7 10 / 10 points Tariffs provide domestic producers with incentives to be inefficient and operate on the basis of comparative disadvantage. True False Question 8 10 / 10 points One of the main production advantages of the steam engine was the flexibility of its location. True False Question 9 10 / 10 points Hughes and Cain (2011) effectively argue that advancements in power technology helped open new opportunities for the strategic placement of cities and big factories. True False Question 10 0 / 10 points During the antebellum period, U. S. consumers increased their demand for mass-produced, standardized and simple goods. True False Attempt Score: 70 / 100 70 % Overall Grade (highest attempt): 70 / 100 70 % Bottom of Form Close Test 1 answers Attempt 1 Written: Feb 17, 2014 2:11 PM Feb 17, 2014 4:39 PM Submission View released: Jul 2, 2013 4:00 AM Question 1 2. 5 / 2. 5 points Although most slaves came to the colonies before 1776, the majority of other types of labor came to North America voluntarily. True False Question 2 2. 5 / 2. 5 points Indentured servants were white colonists who sold themselves into slavery when their farms in America failed. True False Question 3 2. 5 / 2. 5 points Mercantilism followed feudalism. Unlike feudalism, mercantilism did not support any form of a strong central government or system of nation states. True False Question 4 2. 5 / 2. 5 points Secure rights to land provided colonists with incentive to use the land productively, conserve it and invest in it. True False Question 5 0 / 2. 5 points Growth in real output per person occurred, on average, in colonial America. This growth translated into a great improvement in the quality of life for all citizens. True False Question 6 2. 5 / 2. 5 points Animal skins, livestock, tobacco, teeth and rocks have historically served as a medium of exchange, unit of account, store of value and method of deferred payment. True False Question 7 2. 5 / 2. 5 points Paper money helped colonists pay soldiers for services provided when specie was not available. This money was fiat money; it did not possess specie backing. True False Question 8 2. 5 / 2. 5 points By the end of the colonial period, the Middle Colonies’ population gained over New England but the Southern population continued to dominate. True False Question 9 2. 5 / 2. 5 points Of the 1790 colonist population, over 80 percent was of European origin while about 20 percent was of African origin. True False Question 10 2. 5 / 2. 5 points During the period in which the Navigation Acts guided colonial trade, international trade was safe and many countries fairly engaged in commercial trade. True False Question 11 2. 5 / 2. 5 points Southern plantation owners benefited from British policies on tobacco production in the United Kingdom. True False Question 12 0 / 2. 5 points English mercantilism recognized the law of comparative advantage, thus permitting individuals to specialize in producing those goods and services which they could produce at relatively low opportunity costs and trading those items for those which they could not. True False Question 13 2. 5 / 2. 5 points On the eve of the American Revolution, most colonials produced agricultural goods. The war boosted profits for many farmers. True False Question 14 2. 5 / 2. 5 points Thomas Jefferson supported the Land Ordinances of 1785 and 1787. True False Question 15 2. 5 / 2. 5 points Fifty-five delegates from seven states convened at the first Constitutional Convention (1787) to determine whether the central government of the new, independent country should modify its rules and regulations to permit more or less state sovereignty. True False Question 16 2. 5 / 2. 5 points Charles Beard (1935) argued that the economic self-interest of businessmen, merchants, manufacturers, bankers and investors led them to convene at the Constitutional Convention in the late 1770s. They believed that creating a new, or at least modified, system of laws would help them advance the projects in which they were interested at minimal cost. True False Question 17 2. 5 / 2. 5 points Thomas Jefferson strongly influenced the passing of the Land Ordinances of 1785 and 1787. A close study of those ordinances suggests that Jefferson believed in the importance of securing the private rights of individuals to buy, sell and derive income from their land. True False Question 18 2. 5 / 2. 5 points The Charles River Bridge v. Warren Bridge (1837) decision established that a state could incorporate competing franchises, effectively overturning the old idea that a corporate charter implied a grant of monopoly. True False Question 19 0 / 2. 5 points The right to grant charters to incorporated firms is reserved to the federal government, according to the Constitution. True False Question 20 2. 5 / 2. 5 points The fee simple form of land ownership in the United States was of English origin. True False Question 21 2. 5 / 2. 5 points The rights of state and local government to regulate, license and control businesses were taken away after the American Revolution. True False Question 22 2. 5 / 2. 5 points As an economy grows and develops, the police powers of the government with respect to controlling, regulating and inspecting businesses and their output become increasingly more costly to uphold and protect. True False Question 23 2. 5 / 2. 5 points The equal wealth and income distribution in the U. S. during its antebellum period can be clearly linked to its system of private property rights over land and minerals. True False Question 24 2. 5 / 2. 5 points Prior to the Civil War (1861–1865) American capitalism was free from government influence and controls. The government only served as the protector of private property rights and the provider of national defense. True False Question 25 2. 5 / 2. 5 points The evidence shows that the domestic and world markets for American cotton contributed to the spread of slavery into new lands. True False Question 26 2. 5 / 2. 5 points The steel plow and horse-drawn reaper increased labor productivity on all farms, small and large. True False Question 27 2. 5 / 2. 5 points Operation on the basis of comparative advantage led to the regional specialization of the use of slaves in the North. True False Question 28 0 / 2. 5 points By 1860, over one-half of all Southern farms utilized slave labor. True False Question 29 2. 5 / 2. 5 points Rising agricultural prices and opportunities to own land provided people with incentives to migrate to the trans-Appalachian states. True False Question 30 2. 5 / 2. 5 points Until 1860, the domestic and international demand for cotton provided motive to expand slavery. True False Question 31 2. 5 / 2. 5 points Fogel and Engerman (1974) argue that slavery was economically viable until 1860. True False Question 32 2. 5 / 2. 5 points Slaver owners were optimistic about the economic future of slavery on the eve of the Civil War. True False Question 33 2. 5 / 2. 5 points A fundamental criticism of Time on the Cross is that economics cannot be used to simply compare the welfare of the slaves to their free, white counterparts. True False Question 34 2. 5 / 2. 5 points Rational slave owners had economic incentive to adequately clothe, feed and care for their slaves. True False Question 35 0 / 2. 5 points Most surveyed economists support Fogel and Engerman’s (1974) position that plantation owners were largely rational and treated slaves in their best profit interest. True False Question 36 0 / 2. 5 points On the eve of the Civil War, cotton was the major crop in the Old South. True False Question 37 2. 5 / 2. 5 points The comparative advantage of the South was in small farms producing for the local market. plantation agriculture producing for export. manufacturing. shipbuilding and trades related to shipbuilding. Question 38 2. 5 / 2. 5 points What were the two main sources of population increases during the antebellum period? a significant increase in the number of indentured servants and slaves immigration and a natural increase in population government policies providing incentive to procreate and advanced pre-natal care longer life expectancies and high infant mortality rates Question 39 2. 5 / 2. 5 points Funding for canals came from which of the following sources? Private investments and tolls Taxes Borrowing on government credit All of the above Question 40 2. 5 / 2. 5 points For the period we are studying (1789–1860), the United States was a high tariff, protectionist nation. derived the vast majority of federal revenues from the tariff. was divided on the question of the tariff, with the South generally in opposition to it. was characterized by all of t

Weapons of World War One essays

Weapons of World War One essays Thru 1914 and 1919 World War One was the largest and most important current event happening and during the war technology increased tremendously, but most of the innovations were directed towards weapons and harmful objects of war, such as; rifles and pistols, machine gas, and grenades these three objects of war were examples of technology that changed for the time or were invented. These three things will be discussed and analyzed throughout my paper and proven to be powerful and meaningful in this war. Rifles and pistols like in every other war they were in existence were a large and significant part of this one too. They were more accurate and powerful thus allowing the men to hit a target from further away with a better chance of hitting where they aimed. Almost all infantry and officers in World War One carried a rifle, pistol or both. They were the most common weapon. Nearly all infantrymen in the First World War used bolt action rifles. This type of rifle had been invented by a Scottish immigrant to the United States, James Paris Lee. The bolt is the device that closes the breech of the barrel. The bolt-action rifle had a metal box, which cartridges were placed on top of a spring. As the bolt was opened, the spring forced the cartridges up against a stop; the bolt pushed the top cartridge into the chamber as it closed. After firing, the opening of the bolt extracted the empty cartridge case, and the return stroke loaded a fresh round. The more popular of the rifles used by each country is listed as follows. The Lee-Enfield was the main rifle used by the British Army during the war. Other popular bolt action rifles included the Mauser Gewehr (Germany), Lebel (France), Mannlicher-Carcano (Italy), Springfield (United States), Moisin-Nagant (Russia), Mannlicher M95 (Austria) and Arisaka (Japan). Although pistols were common for all infantry and officers not all men carried them they were not as accurate or ...