Communication On The Internets Popularity - 1264 Words

From the beginning of the Internet’s growing popularity, it continues to provide a way of communication that allows for mass access and transfer of information. However, this convenience also comes with negatives such as the ability for abuse by users—harassment, stalking, illegal content—as well as other psychological problems such as addiction and poor self-esteem (Yang and Tung, 2004; Armstrong, Phillips, and Saling, 2000). Communication on the Internet is further expanded by websites such as Facebook—an online social networking site—along with numerous other social media platforms, changing the way we socially interact with others and creating similar issues as the ones internet use brought. Facebook’s popularity is constantly†¦show more content†¦This indicated that Facebook could potentially provide self-esteem boosts to those with poor self-esteem. However, the study was conducted by researchers in the field of communication t o primarily show the formation and sustenance of social relationships through the way of communication provided by Facebook, instead of directly investigating how Facebook can affect self-esteem. Further research examined the negative effects of Facebook on an individual’s self-esteem. Kalpidou, Costin, and Morris revealed in their study that time spent on Facebook was negatively related to self-esteem (2011). College students who reported spending a lot of time on Facebook was revealed to have lower self-esteem. This research study came from the field of psychology and directly investigated the relationship between Facebook and self-esteem in undergraduate students. However, only one variable—time spent on Facebook—was used to explore a possible relationship with self-esteem. Multiple uses of Facebook and patterns of Facebook usage can be used to examine possible effects on self-esteem: forming and sustaining social connections, participation and involvement in groups of shared interests or organizations, frequency and depth of self-disclosure. Self-disclosure, specifically, can

Beowulf s Legacy A Summary - 859 Words

Beowulf’s Legacy: A summary of what the story of Beowulf taught the Anglo-Saxons to become a better people You’re on the ground. You’re bleeding, blood gushing out as though it was a geyser. You can’t hear anything, vision is failing you, and you’re just now realizing where you are. The setting is a battlefield. Gore and loss are mixed with the scent of gunpowder and smoke. You look toward what you think was the enemy; a tank. It’s barreling toward you, but you are petrified. You glance behind you to see what other horrors were present. Your comrades, brothers, all cowering in fear. You jerk your head back toward the tank. It is much, much closer now. Were you going to be crushed? Was your entire life’s cost the equivalent of dirt that was simply to be tread upon? No. You can’t believe that, you wouldn’t believe that. You grasp all of your grenades and pull all of their pins, and then you wait. You pray. The tank is on top of you. You close your eyes and scream your final words. Silence. You saved your comrades, and you conquered yo ur enemy. You, in the last moments of your life, became just like Beowulf because of your sense of duty, your generosity, and taking the role of a hero. A sense of duty is not as rich and plentiful as it was in the time period that the epic poem â€Å"Beowulf† took place in. First, we will have to define what duty really is. Duty is a moral or legal obligation; a responsibility. It is something you are required to preform. Did you have to blow upShow MoreRelatedBeowulf s Last Battle Of The Epic Hero954 Words   |  4 Pagesmother, the epic hero, Beowulf, faces his third and final monster, a dragon that has been attacking Geatland. But this last battle will be completely different than the ones before, and spells the end for our epic hero. !!!Beowulf s Last Battle Starting around line 2200 of the great epic poem __ Beowulf __, we have the entrance of the last of the monsters that Beowulf must overcome as part of the epic hero cycle. But this battle is unlike the earlier battles Beowulf faced as a young warriorRead MoreWhy Is Beowulf Considered A Hero?983 Words   |  4 PagesMay 2016 Why is Beowulf considered a hero? Beowulf, an epic hero of his time, has some people that don’t think he should be considered a hero, but I think otherwise. He killed many monsters, and creatures from various places, saving the people who live(d) there, and this is the definition of a hero, â€Å"a person, typically a man, who is admired or idealized for courage, outstanding achievements, or noble qualities.† That definition really describes Beowulf because of the outstandingRead MoreThe Legacy and Legend of King Arthur and Heroes of Epic Poems: A Comparative Analysis734 Words   |  3 PagesFormerly and Future In many ways, the legacy and legend of King Arthur is in alignment with that of the myriad heroes that came before him in ancient times. These heroes include the likes of Achilles, Gilgamesh, and Beowulf. However, principally due to the fact that King Arthur and his exploits are decidedly more modern than those of the aforementioned heroes, there are certain points of variance between his characterization and deeds and those of the figures that existed in ancient times. Therefore

The Effects of Sexism in schools Free Essays

string(192) " besides discussed in the survey â€Å" Gender differences in mathematical accomplishment related to the ratio of misss to boys in school categories † by Terje Manger and Rolf Gjestad\." The subject about stereotypes and bias is truly of import in our society. Walter Lipmann is the adult male, who defines foremost the term stereotype in his book â€Å" How society thinks â€Å" ( 1922 ) . † He says that stereotype is something that helps us live in the world easy. We will write a custom essay sample on The Effects of Sexism in schools or any similar topic only for you Order Now That is the positive said, the negative is, that stereotype thought Michigans us from out of the box thought and unfastened head. Walter Lipmann besides defines the term stereotype – aˆz stereotype is a normally held popular belief about specific societal groups or types of persons, standardized and simplified constructs of groups based on some anterior premises. † Prejudice is a term, which defines our inclination for judging person before we know him. These footings have a positive said too- they make communicating easy for us. But I think that the negatives about stereotypes and bias are more than the positives. There are many stereotypes even in the instruction system. One of the most common stereotypes is sexism. It affects every said of our lives. Almost every work forces and adult female have same stereotypes about the gender functions. The truly of import facet of this job is that sexism is good known in instruction system and many childs are enduring from i t. It begins in simple school and continues till graduating from college, sometimes even after that. Small boys and misss are invariably told about their gender functions and how they should respond and act, because of those functions. They are given no pick – they should act as expected and no other manner. There is another facet of the job. In schools and colleges, instructors and professors expect different consequences by male childs and misss. The male childs are considered with less possible and everyone expects lower classs by them. Girls are considered as good in some things, but atrocious in math, natural philosophies and other scientific discipline like that. Those sentiments can do things truly hard for the kids, because they ca n’t demo their existent abilities and accomplishments. â€Å" Sexism, which entered the vocabulary in 1970 as an parallel to racism, connotes a cardinal and permeant institutionalized prejudice on the footing of sex, with favoritism normally directed against adult female ( Frazier and Sadker 1973 ) .The principle for sexism is the biological difference between males and females that dictates differential societal functions, position, and norms ( Sleeter and Grant 1988 ) . † From â€Å" Sexism in single-sex and co-ed independent secondary school schoolrooms † by Valerie E. Lee, Helen M. , Marks and Tina Byrd. In thos pharagraf of theyre survey, they explain the term sexism. The survey begins with account that sexism begins manner back in the history. Likek other socialising establishments, the household and the church, have necessarily transmitted sociocultural sexism, so did the schools. † Classrooms, where the procedure of schooling mostly occurs, are primary sites for sexist socialisation. † aˆz In an ideal universe, kids would be raised in a society free of gender stereotypes. Such freedom from these stereotypes would let kids to exhibit behaviours and get accomplishments based entirely on their personal penchants devoid of the restraints of the social norms that surround their peculiar gender ( Bem 1983 ) . However, in the existent universe, from the minute of their birth, kids are placed into either a â€Å" male child † or â€Å" miss † class ( Bem 1983 ; Fagot andA Leinbach 1993 ; Kimmel 2004 ) . This apparently fundamentalA physiological differentiation is automatically surrounded by a system of social outlooks that determine whichA behaviours are appropriate for â€Å" male childs † and which are appropriate for â€Å" misss † ( Fagot and Leinbach 1993 ) and ease the creative activity and care of gender function stereotypes ( Ridgeway and Correll 2004 ) in Springer Science+Business Media, LLC 2010 Abstract Eagly ‘s societal function theory ( Eagly and Steffen 1984 ) . † From this paragraph, we can do the logical decision, that something in our society and educational system is incorrect. We raise our kids in a universe, in which these stereotypes are really common. These classs that we put childs in have an consequence on their full life. In school, male childs and misss come with some thoughts how to act. They learn that from their household direct, or by get bying theoretical accounts of behaviour. Since the first class, everyone continues to anticipate from kids to move as they are told to- like a miss or a male child. Girls ca n’t play with autos and plaything soldiers, because they will go adult females, and this is non good for a adult female. The adult female should we nice and stamp. If the male childs are sometimes a small rude- this is non a job, because from them this is expected. If they want to play with dolls – this is non write, because they can turn up feminize. This is something that reflects truly difficult on kids psychic. When they grow up, they continue to follow that theoretical accounts of behaviour and that is cosign a batch of jobs. In the instr uction is the same- the male child should we truly good in math, but if he can compose, this is a small unusual. A miss should compose beautiful, but cipher would belief, that she knows a batch about natural philosophies. This is a immense job, because it makes communication, turning up, developing a difficult and intense procedure, which is put in frame and ca n’t travel out of it- other manner the child is consider as strange. As an illustration for that frames may be considered state of affairs of gender and mathematics in England and Wales. Teresa Smart wrote an article on that mater, which is explains why misss â€Å" abandon scientific discipline before go forthing school † – â€Å" Gender and mathematics in England and Wales † . In the article, Smart explains, that the stereotype- male childs are good in mathematics is seting misss under force per unit area and they prefer to concentrate on other scientific disciplines. The difference between male childs and misss are besides discussed in the survey â€Å" Gender differences in mathematical accomplishment related to the ratio of misss to boys in school categories † by Terje Manger and Rolf Gjestad. You read "The Effects of Sexism in schools" in category "Essay examples" This survey discuss the importance of the figure of male childs and miss in the schoolroom. The writers are analysing a research, done in 3 class in categories with many male childs and less misss, many misss and less male childs, and a category with a balance. The consequences do non back up the single-sex instruction theory. That theory clames, that single-sex school gives an chance for developing to both sexes. In that survey, writers besides prove, that there is a difference between male childs and misss in mathematics: The differences in mathematical accomplishment between male childs and misss are good documented in the educational and psychological literature. While the differences in general samples are diminishing ( Feingold 1988 ) disparate proportions prefering male childs are well-known in mathematically gifted samples, ( Benbow 1988 ; Benbow and Stanley 1983 ; Hyde, Fennema and Lamon 1990 ) .The differences besides vary harmonizing to mathematical subskills. Boys seem to execute better than misss on undertakings necessitating application of algebraic regulations or algorithms, every bit good as on undertakings in which the apprehension of mathematical constructs and figure relationship is required ( Mills, Ablard and Stumpf 1993 ) . The newest researches on that affair are turn outing something different- every one of us has different portion of the encephalon developed more than the other. Peoples, who have more developed write portion, are with better accomplishments in mathematics and other scientific disciplines like that ; people, who have more developed left portion of the encephalon are good in history, literature and other. That is a prove, that the difference is non coming from the gender. â€Å" From grade school to graduate school to the universe of work, males and females are separated by a common linguistic communication. This communications gender spread affects self-esteem, educational attainment, calling pick, and income. But its concealed lessons by and large go unnoticed. † â€Å" Sexism in the schoolroom: from grade school to graduate school † by Myra Sadker and David Sadker. Myra and David Sadker are researching schoolroom interactions in simple and secondary schools. Their article is concentrating on four of their decisions of the research. The first decision they made is: male pupils receive more attending from instructors and are given more clip to speak in schoolrooms. † The 2nd decision: â€Å" Educators are by and large incognizant of the presence or the impact of this bias. † . The 3rd decision: â€Å" Brief but focused preparation can cut down or extinguish sex prejudice from schoolroom interaction. † . The four deci sion: â€Å" Increasing equity in schoolroom interaction increases the effectivity of the instructor every bit good. Equity and effectivity are non viing concerns ; they are complementary † . Myra and David Sadker ‘s first survey is turn outing, that male pupils are involved in more interaction than females. Teachers are speaking more to them and let them to speak more in category. The instructors observed in this survey were both male and female ; they represented both white and minority groups ; they taught in the countries of linguistic communication humanistic disciplines, societal surveies, and mathematics. This proves, that the instructors were affect chiefly by the sexism stereotype in schoolrooms. The pedagogues are non cognizant of the impact of sexism in the schoolroom. They do n’t recognize, that their behaviour in non equal. They do n’t understand, that this manner they are halting females developing, and mooing their opportunities for having good instruction. This unknowingness of the pedagogues is a large job in schools. Sexism cant be removed, when cipher realizes that its there. All it takes, to taking sex prejudice from schoolrooms is to develop the pedagogues. They need to cognize, that sexism has to be removed from the schoolrooms, that this is cosign jobs to females non merely in school, but besides subsequently, when they are working. When there is sexism in the schoolroom, the instruction procedure can non be effectual. When instructors are non recognizing the job and ca n’t take it, they ca n’t be utile to the kids. If there is equity in the schoolroom, the procedure will be effectual, this will increase the opportunities of kids to hold a good instruction. In her paper: â€Å" Gender freedom and the nuances of sexist instruction † , Barbara Houston is discoursing the thought of gender-free instruction. â€Å" aˆÂ ¦ the undermentioned three distinguishable significances. In the first sense, the strong sense, a â€Å" gender-free † instruction would be one that made active efforts to ignore gender by killing gender distinctions which arose within the educational domain. aˆÂ ¦.Another illustration of this attack is the riddance of activities, such as wrestle, in which there are thought to be important gender differences in accomplishments due to natural and ineradicable biological differences between the sexes. † In her paper, Houston is concentrating on the instruction, that eliminates gender and its ignoring it. The thought is, that gender should be no longer used as a standard, that male childs and misss should non be separated and non be given instructions how to act, judged by their gander: â€Å" aË⠀ Ã‚ ¦ â€Å" gender-free † to intend freedom from gender prejudice. On this apprehension, a gender-free instruction would extinguish gender prejudice. † From this beginnings, discoursing the subject about sexism in school, can be made several decisions. Sexism, as sociological and civilization apprehension of the gender differences, exist in schools of all sorts. Sexism is the separation between male childs and misss, based on their biological differences and affects a batch their instruction. Male pupil are given precedence, females are underrated- they can non demo their existent potency. This is large job in schoolrooms, because sex functions are seting educational procedure in frames, they stop male childs and misss to develop, larn everything they want to, non what they supposed to. Teachers sometimes are non cognizant that there is sexism in their schoolroom and they do n’t cognize how to extinguish it. The good instruction is one, that is gender-free, which is non focused on the gender differences and is taking this as a standard for educating. How to cite The Effects of Sexism in schools, Essay examples

Constant Purchasing Power Accounting-Free-Samples for Students

Questions: 1.Identify and describe three (3) alternatives to Historical Cost Accounting (HCA). In your description, outline the underlying assumptions of each alternative and provide examples of how each method could be applied in practice. Critically evaluate whether any of these alternatives represent a viable alternative to historical cost accounting. 2.Identify the main users of accounting referred to within the AASB/IASB conceptual framework. Does the identification of particular users within the conceptual framework have implications for the future of accounting measurement? In your response you will need to consider the implications of the identification of particular users on the use of fair values and historical cost accounting. 3.Outline the advantages for accounting that could result from the development of conceptual frameworks. Refer to the following journal article: Hines, R (1989), "Financial accounting knowledge, conceptual framework projects and the social construction of the Accounting profession".Accounting, Auditing and Accountability Journal,2(2), pp. 72-92. Who does Hines believe has the most to gain from the development of conceptual frameworks? Compare and contrast the views of Hines with the advantages you identified in part a. Answers: 1.Historical cost accounting is a conventional process of accounting whereby the transactions are recorded in terms of money that in that amount which was purchased at the cost at which it was purchased, that is at historical cost (Grossi et al., 2016, pp. 441-450). This method, the principle of historical cost requires recognition of the revenue at the price at which it was realized in the financial statements (David, Wolfender Dias, 2015, pp. 299-315). However, the historical cost ignores the value of decline of the monetary value and thus alternatives has been found in order to replace the technique, according to a recent research by the international account the alternatives of this method of accounting are : Constant Purchasing Power Accounting: The Constant purchasing power accounting that is known as CPPA is a recent accounting model that has been approved by the international accounting standard board. This has been a great alternative to historical cost accounting (Borio et al., 2015). In this technique, the capital maintenance of finance is measured in units of constant power of purchasing in terms of daily index (Grossi et al., 2016, pp. 441-450). In case of Constant purchasing power accounting, the constant purchasing power of the capital for a period that is indefinite can be automatically maintained (David, Wolfender Dias, 2015, pp. 299-315). The assumption of the CPPA set by the IFRS (International Financial Reporting Standard) It follows the accrual basis of accounting: the transaction effect and the other events that are relevant are recognized at the time they occur. They are not dependent on the time when the cash is paid or gained (Krasner, 2014). Another assumption is that the PPA follows the going concern basis, that is the business will carry on till near future. The measurement unit of CPPA is in terms of real value (David, Wolfender Dias, 2015, pp. 299-315). Illustrative example of CCPA In order to compute, the monetary result of Company X Ltd. as at 31 December 2017, the following example has been shown. The data are given below: particulars 1st Jan 2017($) 31st Dec 2017($) Cash 5000 10000 Debtors 20000 25000 Creaditors 15000 20000 Loan 20000 20000 Retail price index numbers ($): Jan1, 2017 200 Dec 31, 2017 300 Average for the year 240 Calculation of purchasing power gain or loss particulars Unadjusted($) Conversion factor($) Adjusted ($) Net assets as at Jan 1, 2008 Add: increase in monetary receipts Less: increase in monetary liabilities Net assets/ liabilities: (10000) 10000 300/200 300/240 300/240 (15000) 12500 Nil (5000) (2500) (6250) (5000) (8750) Gain of purchasing power= $ 8750 $5000 = $3750 Note: The amount of net monetary liabilities as on December 31, 2008 should be Rs. 8750 during inflation. However, such liabilities are only Rs. 5000. Therefore, the company is making purchasing power gain of Rs. 3750. Critical Evaluation of CPPA Advantages of CPPA: It relies on the data that are already available under the historical cost accounting (David, Wolfender Dias, 2015, pp.299-315). There is no need for incurring the cost for collecting the data of the current values of assets (Thompson Daniel, 2016). The data of general price index are easily available. Disadvantages of the CPPA: The price movements of the commodities included in the price index may not represent the specific movements of price in different industries. The various information that is obtained may be confusing to the users. Current Cost Accounting The current cost accounting in another alternative identified to the historical cost accounting. The CCA is based on the actual values and not on the adjusted historical cost. It differentiates the profits from holding and trading gains (Brown Wang, 2016, p.191). The gains of holding can be either realized or unrealized (Thompson Daniel, 2016). The Income perspective adopted will determine whether holding gains or losses will be treated as income. The Assumptions: The holding gains or losses can be treated as income. The holding gains and losses can be treated as adjustments to capital. Illustrative Example An asset was purchased on 1st Jan 2012 at a cost of $10, 00,000 and its useful life was estimated to be 10 years. Its replacement cost was $18, 00,000 on 1st Jan 2017 and $ 20, 00,000 on 31st Dec 2017.calcuate the depreciation adjustment. Calculation of depreciation adjustment under CCA Current years depreciation (CCA method):1800000+2000000/(2*10)= $1,90,000 Historical Depreciation= 1000000/10=$100000 Depreciation adjustment=Current years depreciation on CCA-Historical Dep. =190000-100000=$90000. Critical Evaluation of CCA Advantages of CCA: Performance of various entities can be compared in a better manner (Brown Wang, 2016). The users of this method are able to assess the current state or performance of the business. Disadvantages of the CCA: The replacement cost of assets may not be same for all the assets Lack of familiarity and high complexity Fair Value Accounting Fair value accounting utilizes the recent market values for recognizing theassetsandliabilities. Fair value is the estimated price at which an asset can be sold or a liability settled in an orderly transaction to a third party under recent market conditions (Nobes Stadler 2015,pp.572-601). Illustrative example: Suppose X ltd purchased a two-acre land in 2008 for $1 million, then a historical-cost financial statement would still record the land at $1 million on the balance sheet. If Y ltd. purchased a similar two-acre land in 2017 for $2 million, then Y ltd would record $2 million on its balance sheet. Even though both the land are identical, X would report an asset with one-half the value of Ys land; historical cost is unable to identify that the two items are similar. However, X and Y used fair-value accounting, and then both would report an asset of $2 million. The fair-value balance sheet provides information for investors who are interested in the current value of assets and liabilities, not the historical cost (Brown Wang, 2016, p. 191). Critical Evaluation of CCA Advantages of Fair Value: Reflects the reality of the economy. Losses are recognized and the valuations are accurate. Disadvantages of the Fair value: It is of high risk. Fair value may affect the down market accounting. 2.The International Accounting Standard Board (IASB) is the independent standard for accounting responsible for developing the standards for the international reporting standards or IFRS (Jessen et al., 2014, pp. 844-852). The conceptual framework sets out the concepts of financial reporting that are fundamental and provides a guide for the IFRS (Tracey, 2015, pp. 539-542). It also helps in ensuring that the standards are consistent conceptually. Users of the IASB The framework of the IASB sets the concepts that help in the preparation of the accounting statements for the external users (Brown Wang, 2016, p.191). The users interpret the information contained in the financial statements with the help of IASB. The users include: Investors Lenders Suppliers Employees Creditors Consumer The Public Government Agencies. Implication of the users on the conceptual framework The various users of the financial statements, who use the conceptual framework that are pointed out, have different implications in the future measurement of accounting (Brown Wang, 2016). The suppliers and the trade creditors are interested in the information that helps them in the determination of the time of payments of their owing amounts. The lenders want information that helps them to decide whether the loan will be paid when it is due and whether or not to issue new loans to any entity (Jessen et al., 2014). Investors on the other hand are the ones who supplies the risk capital in the form of funding, are concerned with the risk that are inherent with it (Whittington, 2016, pp.1-6). They also take in hand the returns that are provided by them. Customers are interested to continue in the entity thus, they depend on the IASB. Employees, who work in the entity, can get to know about the profitability and stability of their employers (Daz et al., 2015, pp.1-16).They can obtain a lot of confidence about their work. They also can get a lot of information about their salary and employment conditions through the conceptual framework. Moreover the public are influenced the conceptual framework by getting information regarding the contribution to the local economy. Lastly, the implication of the government employs in the conceptual framework is various allocations of the resources and the general operations (Brown Wang, 2016, p.191). The main motive for selecting a measure for a specific item can be done by maximization of the various information that are obtained regarding the organizations prospects reporting for the future cash flows subject to the ability to loyally represent the same at a cost that is justified by the benefits (Chaudhry et al., 2015, pp.29-37). This is because neither the historical cost nor the fair value accurately or clearly describes the set of possible measurement processes that are to be considered. Thse items should not be taken in hand in the measurement process (Jessen et al.2014, pp. 844-852). The financial statements are complements, they provide various useful information that are beneficial for the financial reporting. This why the best way to satisfy the financial reporting objective of reporting if finance is to consider the impact of a particular specific measurement selection on all the financial statements., instead of emphasizing the statement of financial position over th e statement of comprehensive income or vice versa. 3.In the financial reporting, the conceptual framework is the theory of accounting that is prepared by a standard setting body against which practical problems of accounting can be tested (Stolowy Breton 2014). A conceptual framework (as discussed in Q2) deals with the fundamental issues of financial reporting and the various objectives of the same. In a simpler term, conceptual framework is a statement consisting of theoretical principles that provides guidance for financial accounting and reporting (Gebhardt, Mora Wagenhofer, 2014). The main reasons for developing an agreed conceptual framework are that it provides: A framework to set standard of accounting. A basis for resolving disputes of accounting; Fundamental principles, which then do not have to be repeated in accounting standards (Glaser, Strauss, 2017). The various advantages of conceptual framework are: The main advantages of conceptual framework are that it helps to clarify the various concepts underlying with the accounting standards and the makers of stands like the IASB to develop accounting standards consistently (Jessen et al.2014, pp. 844-852). The conceptual framework provides a sound understanding to the accountants, auditors and the other users of the financial statement. The approach to standard setting is made clear to them and the nature and function of the financial information is reported (Gebhardt, Mora Wagenhofer, 2014). The framework also provides proper guide for transactions that are unusual, which may be otherwise open to interpretation. Many believe that by having a conceptual framework, it improves the overall credibility of the profession of accounting as well (Glaser, Strauss, 2017). The conceptual framework helps to increase the comparatibility of the statements of finance by decreasing the various other alternative of finance. The requirement of reporting will be more consistent and more practical as it is and systematic and orderly concept. It provides a measurement of various specific accounting that can be tested in a objective sense. The key steps to develop the conceptual framework are ( Scholten et.al., 2017): Identification of the variables used in the subject area. literature review of the key idea analyzing the idea Determining the relationship between the variables of the idea In the second part by Hines proposed the conceptual framework as the body of knowledge that is existing in the practice of accounting. According to her, the conceptual framework as core knowledge of various accounting practice. It is a guide to all the transactions. The primary reason for the development of the conceptual framework is to develop the specific accounting standards (Glaser, Strauss, 2017). When the question has aroused as to how the accountants have attained a level of sound success, even after various technical failures, it has been found out that the main rationale for undertaking the conceptual framework is functional and not technical. It is considered as a strategic maneuver for providing the legitimacy to set standard. The accountants of U.K and Canada are benefited the highest with the help of this technique (Stolowy Breton 2014,pp. 5-92). Hines has pointed out various limitations of the conceptual framework. her prespective is different, her point of view is that the standard setting boards and the professional accounting bodies have some other interest in establishing the conceptual frame work (Kakwani Son, 2016,p.14(2)). The professional practioners of accounting. A representation of the threats are the problematic nature of auditing and financial accounting, expansion and the diversification of the work of accounting, the arbitraries of the accounting standard and practice and the lack of knowledge in the political process of accounting (Walton, 2018, p. 1-7). In the above a discussion about the advantage of the accounting (Stolowy Breton, 2014), there is a sharp contrast between the two. The advantages it has been discussed about the framework of guidance that the conceptual framework provides, however Hines has interpreted in a very different manner. The problematic nature of accounting and auditing has not bee n avoided and the conceptual framework is not being able to provide a sound clarity (Fiske Maddi, 2016). In terms of teleological normative ethics, Hines' position is most aligned to ethical elitism and/or ethical parochialism ( Smieliauskas, Craig Amernic, 2017). References: Borio, C., Erdem, M., Filardo, A., Hofmann, B. (2015). The costs of deflations: a historical perspective. Brown, S. S., Wang, H. (2016). After growing by an average of 10 percent annually over three decades, Chinas economy emerged as the worlds second largest in 2012. In December 2014, the International Monetary Fund (IMF) claimed that on a purchasing power parity basis, Chinas GDP had already surpassed that of the United States. Meanwhile, Chinas international financial clout seems to have increased as well. Its official foreign reserves reached almost US $4 trillion in 2014, the largest in the world by far. Its net foreign assets ....Enter the Dragon: China in the International Financial System, 191. Chaudhry, A., Coetsee, D., Bakker, E., Varughese, S., McIlwaine, S., Fuller, C., Rands, E., de Vos, N., Longmore, S. and Balasubramanian, T.V., 2015. Conceptual Framework.2015 Interpretation and Application of International Financial Reporting Standards, pp.29-37. David, B., Wolfender, J. L., Dias, D. A. (2015). 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