deviance Essay -- essays research papers

The distinction between a freak demonstration and a degenerate vocation is diverse from various perspectives. For one to begin by discussing a freak profession. A freak profession has stages that the individuals engaged with it experience.      The clench hand of those stages is entering the freak profession the second is being degenerate and the third is leaving the freak vocation. Individuals engaged with a freak profession likewise experiences "career cycles-course, upward versatility, tops, maturing, wear out, and getting out". Additionally "Patterns for freak vocations are progressively adaptable and varied". Concerning degenerate acts there are various sorts of freak acts. These demonstrations comprise of individual degenerate acts, agreeable acts, and afterward there is a contention that may happen. The entering a degenerate vocation comprise of an individual getting increasingly familiar with a freak demonstration generally changes the organization that they keep. Changing the organization could be anything from making new companions or hanging out at better places. Individuals regularly either move into a degenerate vocation by them selves or with others. The sort of freak act is not quite the same as that of a vocation.      The first sort is called singular act. Singular acts are typically done by ones self with out the assistance of others. One individual for the most part does the demonstration itself. Singular acts can likewise act naturally initiated, thing like a person" ending their own life alcoholism" and an individual with an impulsive betting issue...

Cultural Dimensions In Advertising

Institute OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [emailâ protected] ca Burnaby Day Twitter: @btcking â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is emphatically suggested. Review: Advertising is wherever in contemporary society. From TV and the Internet, to papers and magazines, individuals are presented to a huge number of publicizing ‘impressions’ each day.Beyond singular advertisements, media assembly, and the mission for ‘synergies’, has progressively changed all types of culture into apparatuses of showcasing and advancement. What are the social, social, and political ramifications of these turns of events? How does publicizing and ‘promotional culture’ influence the general public where we live, our worth structures, conviction framewo rks, and our thoughts regarding what establishes ‘the great life’? Our essential goal is to fundamentally investigate contemporary publicizing, as it interfaces with bigger inquiries of society and culture.Our spotlight won't be on the ‘nuts and bolts’ of the promoting business, nor will the course show you how to make publicizing efforts, or how to configuration showcasing procedures. Rather, we will draw upon various basic hypotheses and exact research techniques, as a methods for reflecting upon the more extensive social and social elements of publicizing. We start with a conversation of the connection between publicizing, limited time culture, and a social, monetary, and social condition commanded by commodification.We then look at a portion of the predominant attributes of post-present day promoting and special culture, utilizing contextual analyses of the portrayal of free enterprise and the developing wonders of ‘green marketing’. In the last 50% of the course, we expand our concentration past publicizing writings to consider subjects, for example, the showcasing and advancement of pharmaceutical medications, the commercialization of children’s culture, globalization, political promoting, purchaser investigate and new media. _________________ This is a composing serious course. Understudies who started their degrees in Fall 2006 onwards should effectively finish in any event two (W) courses, in any event one of which must be upper division, ideally inside the student’s discipline. It is firmly suggested that understudies take one (W) course as ahead of schedule as could reasonably be expected, ideally in their initial 30 credits hours. Understudies are required to finish their first (W) course inside their initial 60 credit hours. †¦. over Course Format: The course is sorted out around a progression of week after week topics that will be investigated in talks, readings and instructional exercise discussion.While there will be some cover between the talks, readings and instructional exercises, there will likewise be significant material that is just canvassed in either. As it were, you are required to do the readings, go to the talks and the instructional exercises to cover all the material that you will be tried upon and which you should draw upon in your exploration ventures. Given that the course is composing escalated, significant instructional exercise time will be dedicated to activities and conversation intended to improve the composing aptitudes of students.Participation in these activities is an obligatory part of the course, subsequently understudies ought to be set up to go to every instructional exercise meeting. The course is sorted out around a progression of week after week subjects that will be investigated in talks, readings and instructional exercise conversations. Required Readings: All course messages will be accessible on the course wiki. Evaluating: Gra ding is dependent upon affirmation in class. This is a speculative diagram and subject to change. Imaginative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the evaluations granted in this course will bear some sensible connection to built up college wide practices regarding the two levels and conveyance of evaluations. Moreover, The School will follow Policy S10. 01 regarding Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as respects Student Discipline (note: as of May 1, 2009 the past T10 arrangement of approaches covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been supplanted with the new S10 arrangement of strategies). Social Dimensions In Advertising Institute OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [emailâ protected] ca Burnaby Day Twitter: @btcking â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is emphatically suggested. Review: Advertising is wherever in contemporary society. From TV and the Internet, to papers and magazines, individuals are presented to a great many publicizing ‘impressions’ each day.Beyond singular advertisements, media union, and the journey for ‘synergies’, has progressively changed all types of culture into devices of showcasing and advancement. What are the social, social, and political ramifications of these turns of events? How does promoting and ‘promotional culture’ influence the general public wherein we live, our worth structures, conviction frameworks, and ou r thoughts regarding what comprises ‘the great life’? Our essential target is to fundamentally investigate contemporary publicizing, as it associates with bigger inquiries of society and culture.Our spotlight won't be on the ‘nuts and bolts’ of the promoting business, nor will the course show you how to make promoting efforts, or how to configuration advertising systems. Rather, we will draw upon various basic hypotheses and exact research techniques, as a methods for reflecting upon the more extensive social and social elements of promoting. We start with a conversation of the connection between publicizing, special culture, and a social, financial, and social condition overwhelmed by commodification.We then analyze a portion of the predominant attributes of post-present day promoting and limited time culture, utilizing contextual investigations of the portrayal of private enterprise and the developing wonders of ‘green marketing’. In the last 50% of the course, we widen our concentration past publicizing writings to consider subjects, for example, the showcasing and advancement of pharmaceutical medications, the commercialization of children’s culture, globalization, political promoting, shopper look into and new media. _________________ This is a composing escalated course. Understudies who started their degrees in Fall 2006 onwards should effectively finish in any event two (W) courses, in any event one of which must be upper division, ideally inside the student’s discipline. It is emphatically suggested that understudies take one (W) course as right on time as could be expected under the circumstances, ideally in their initial 30 credits hours. Understudies are required to finish their first (W) course inside their initial 60 credit hours. †¦. over Course Format: The course is composed around a progression of week after week subjects that will be investigated in talks, readings and instructional ex ercise discussion.While there will be some cover between the talks, readings and instructional exercises, there will likewise be significant material that is just canvassed in either. As it were, you are required to do the readings, go to the talks and the instructional exercises to cover all the material that you will be tried upon and which you should draw upon in your exploration ventures. Given that the course is composing escalated, significant instructional exercise time will be committed to activities and conversation intended to improve the composing abilities of students.Participation in these activities is a compulsory part of the course, consequently understudies ought to be set up to go to every instructional exercise meeting. The course is sorted out around a progression of week by week subjects that will be investigated in talks, readings and instructional exercise conversations. Required Readings: All course messages will be accessible on the course wiki. Evaluating: Grading is dependent upon affirmation in class. This is a speculative layout and subject to change. Innovative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the evaluations granted in this course will bear some sensible connection to built up college wide practices as for the two levels and dissemination of evaluations. Moreover, The School will follow Policy S10. 01 regarding Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as respects Student Discipline (note: as of May 1, 2009 the past T10 arrangement of strategies covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been supplanted with the new S10 arrangement of strategies).

Lokpal bill free essay sample

The essential thought of the Lok Pal is acquired from the workplace of ombudsman, which has assumed a powerful job in checking defilement and wrong-doing in Scandinavian and different countries. In mid 1960s, mounung corrupuon In open organization set the breezes blowing for an Ombudsman in India as well. The Administrative Reforms Commission (ARC) set up In 1966 suggested the constitution of a two-level hardware of a Lokpal at the Center, and Lokayukta(s) in the states. Subtleties: The Lokpal Bill accommodates documenting grievances of defilement against the head administrator, different priests, and MPs with the ombudsman. The Administrative Reforms Commission (ARC) while suggesting the constitution of Lokpal was persuaded that such an establishment was Justified not just for expelling the feeling of shamefulness from the psyches of antagonistically influenced residents yet additionally important to Instill open trust In the effectiveness of the regulatory apparatus. Following this, the Lokpal Bill was for he first time introduced during the fourth Lok Sabha in 1968, and was passed there in 1969. We will compose a custom article test on Lokpal bill or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Nonetheless, while it was pending in the RaJya Sabha, the Lok Sabha was broken down, thus the bill was not relaxed. The bill was resuscitated In 1971. 1977, 1985, 1989, 1996, 1998, 2001, 2005, and most as of late n 2008. Each time, after the bill was Introduced to the house, It was alluded to some advisory group for enhancements ** a joint council of parliament, or a departmental standing board of trustees of the Home Ministry *tand before the legislature could take a last tand on the issue, the house was disintegrated. A few defects have been refered to in the ongoing draft of the Lokpal Bill. In the interim the activists of India Against Corruption (IAC) have arranged a draft for the bill called Jan Lokpal Bill. Obligations: 10 Judge tne cases ana make Jurlsalctlons agalnst corruptlon cases witn tne LoKpal. * To Judge whether a case is legitimate or whether a phony objection has been made. * To possibly force fines on a phony protest, or even a limited ability to focus Jail time, if the case isn't end up being legitimately obvious.

Critical Elements of Twelve Angry Men - Literature Essay Samples

The play ‘Twelve Angry Men’ by Reginald Rose contains many elements that examine the implementation of the American justice system in 1957 and help shape the deliberations of the case. Perhaps the most important element is the relationship between Juror 3 and Juror 8, as the constant conflict between these two drives the narrative of the drama, allowing other significant elements to develop and be explored. The conflict between Juror 3 and Juror 8 does not exist in isolation – what they discuss resonates with the other Jurors who naturally gravitate to one ‘side’ or another. The jurors’ interactions expose the play’s other important element – prejudice. This integral theme would appear to be the driving force for the initial ‘guilty’ role. However, the conflict between Juror 3 and 8 also stimulates discussion on the reliability of the evidence presented. This leads to the next important element – reasonable dou bt – being acknowledged as a possibility by the Jurors. Without the conflict between Jurors 3 and 8 none of the other elements would have developed, therefore resulting in the certain execution of a potentially innocent youth. From the beginning of the play the audience can see the jury room is split into warring blocks between those who vouch for a guilty verdict and those who vouch a non-guilty verdict. This is mainly due to the fact that the jury room is verdict driven; the discussion is shaped by the battles between the jurors defending their early verdict choices. Juror 8 is the most significant character as he is the only juror to vote ‘not guilty’ within the first moments of the play, thereby initiating the central conflict. Just as the 8th Juror is a figurehead for the boys’ innocence, the 3rd Juror is a figurehead for the boys’ guilt. The 3rd Juror’s lack of compassion stands in contrast to the compassion of the 8th. Although he clai ms to ‘have no personal feelings about this’ case, it is clear that he has a very personal motivation for wanting to convict the young defendant: ‘That goddamn rotten kid, I know him, what they’re like. What they do to you, how they kill you every day.’ It is obvious the relationship between these two characters is a turbulent and conflicted one. Through the 8th Juror Rose highlights the power of the lone voice amongst most overwhelming majority. When asked to justify his not-guilty vote, the 8th Juror does not come up with arguments for the boy’s innocence but rather highlights that ‘it is not easy for [him] to raise [his] hand and send a boy off to die without talking about it first’. The 3rd Juror is unwilling to take time with the discussions and is convinced that the case is ‘one of those open and shut things’. The 8th Juror thinks that maybe ‘we owe the boy a few words’ and this line opens the doo r to robust debate, in particularly between the 3rd and 8th Jurors. While the 8th Juror is concerned with ensuring the defendant has a fair trial and that the jury consider the details carefully, the 3rd Juror who is impatient and would rather they ‘stop wasting time’. Several key moments illustrate the nature of the relationship between the 3rd and 8th Jurors. In one, the tension comes to a close in a dramatic sequence in which the 3rd and 8th Jurors re-enact the stabbing and the 3rd Juror stabs down as the blade stops about an inch from the 8th Juror’s chest. This moment characterizes the personalities as well as their interactions, as the 3rd Juror is generally more aggressive both physically and mentally, while 8th stands firm in his beliefs and opinions, displaying tolerance and compassion towards others. Without these two characters there would be no exploration of the prejudices held by the Jurors, as their conflicted relationship allows personalities of t he other Jurors to be revealed and shows the audience potentially why they are voting the way they do. However, although the relationship between the two is an integral part in the part, prejudice is just as significant in driving the narrative of the drama within the play. Prejudice is observed on many levels throughout the play; the most obvious is racial. While the race of the accused is never revealed, the audience understands that the boy is a minority of some sort, as he is often referred to as ‘one of them’. When looking at prejudice in a larger sense it is quite clear that many of the jurors enter the jury room with preconceived notions and irrational ideas. From the first and second vote in the play the audience is exposed to Juror 3’s and Juror 10’s prejudice quite openly; ‘The kid’s a dangerous killer, you can see it it’s the kids, the way they are nowadays.’ The 7th Juror is another who pre-judges the boy based on his background and previous experiences: ‘Look at his record, he was in the children’s court’. The 10th Juror also openly states his prejudice towards the boy: ‘These people are born to lie, that’s the way they are and no intelligent man is gonna tell me otherwise’. The 4th Juror has similar beliefs: ‘This boy, let’s say he’s a product of a filthy neighborhood and a broken home children from slum backgrounds are potential menaces to society.’ Juror 10 believes ‘those’ people are ‘wild animals’ and this case represents an opportunity to get one before ‘his kind gets us’. ’I’ve lived among them all my life, you can’t believe a word they say †¦ they’re born liars.’ The prejudices and emotional baggage of Juror 3 become quite prominent as he accuses other jurors of having ‘hearts bleedin all over the floor about slum kids and injustice†™ and warns ‘hes got to burn. Youre letting him slip through our fingers’. He says he’d willingly ‘pull the switch’ on the young defendant.Other jurors are less prejudiced. Juror 5, who comes from a difficult background, takes offence as he feels that there is some prejudice aimed at him due to his upbringing. Juror 11 can also relate to being offended: ‘This sort of sentiment I can understand’, he says, suggesting that he too has suffered prejudice in the past. And although earlier in the play he ‘had no personal feelings about the case’, Juror 8 accuses Juror 3: ‘You want to see this boy die because you personally want it, not because of the facts. Youre a sadist.’ The different types of and reactions to prejudice demonstrate that prejudice is integral as a theme and would appear to be the driving force for the initial ‘guilty’ role; however, the conflict between the Jurors stimulates discussion on the reliability of the evidence presented, so reasonable doubt then comes into play as another theme. The audience never finds out for sure whether the accused is guilty or innocent. While much of the evidence is questioned and manipulated by the 8th Juror, by the end of the case there remains a tremendous amount of evidence built up against the accused. However it is still beyond a reasonable doubt that the jurors must find the accused guilty in order to convict him, and they all ultimately come to the conclusion that they have at least some doubt. From the first scene in the play the judge says, ‘if there is a reasonable doubt then you must bring me a verdict of ‘not guilty’, however if there is no reasonable doubt you must find the accused guilty.’ The 8th Juror is first character to establish there may be reasonable doubt present in this case: ‘I’m not asking anyone to accept it; I’m just saying it’s possible.’ The 8th Juror proceeds to demonstrate throughout the case how facts ‘may be colored by the personalities of the people who present them’ and things may not be as they first seem. The frequency in which the term ‘fact’ is used throughout the play causes questioning of what constitutes ‘fact’. Its’s statements like ‘let’s talk facts, these people are born to lie, now it’s the way they are they don’t need any big excuse to kill someone everybody knows it’ – that are made which are evidently not ‘facts’ but are opinions expressed without any supporting evidence. This goes to prove that the word ‘fact’ does not necessarily describe an objective truth. The 8th Juror recognizes that ‘reasonable doubt is a safeguard that has enormous value in our system. No jury can declare a man guilty unless it’s sure’, but not all Jurors agree with this opinion. ‘What re asonable doubt? That’s nothing but words.’ As the 8th Juror challenges the facts and witness testimonies throughout the play, regularly introducing new information to the audience, the other Jurors come to realize that there are very few details of which they can be certain of. ‘There are a lot of details that never came out I now have reasonable doubt in my mind.’ He reminds them that many things are uncertain and they should remain aware of this ‘I think there’s enough to make us wonder I’m just saying it’s possible’ by keeping a healthy attitude of reasonable doubt rather than jumping to conclusion and making sudden decisions which ultimately can impact on someone’s life. Therefore reasonable doubt is a vital element in the play as it explores the idea that we can rarely be absolutely certain of ‘facts’.It is true to say the relationship between the 3rd and 8th Jurors plays an integral part in the play ‘Twelve Angry Men’; however, it is not necessarily the most important element present. Prejudice and reasonable doubt are themes that are just as significant, by driving the narrative of the drama throughout the play. Prejudice and the conflict that comes along with it brings out the personalities of each of the characters and allows the audience to see the ideas, beliefs and opinions of the Jurors, making this theme is significant. Without reasonable doubt none of the other elements would have developed and discussion on the reliability of the case wouldn’t have been present, leading to no proper exploration of the case. This proves that although the relationship between Juror 3 and Juror 8 is a significant element in the play, prejudice and reasonable doubt are just as essential in the exploration of the play.

Analysis Of The Movie Pancho Villa - 1090 Words

Isaac Cigarroa History 1302 Mr. McGregor Oct. 2, 2014 Pancho Villa It’s been more than a century since the revolution in Mexico because of the president. Many people in Mexico in the nineteen hundreds, were suffering of poverty and were starving, because of the lack of jobs in the cities. Porfidio Diaz was the president at the time, and there were many rebels against him. But through the revolution, there were many battles that ended the lives of thousands of Mexicans just for the land. But, for a revolution to happen, there has to be leaders, the leader that led the Mexican revolutionists was Doroteo Arrange, also known as â€Å"Pancho Villa†. He was known for the Robin Hood for Mexico, would steal from the rich and give to the poor. He didn’t choose the life of a criminal; his destiny was to fight for justice in his country. Although Pancho Villa was a run away criminal, he was an important role in leading the revolution for the rebels. During the time that Porfidio Diaz was in power, he had many goals but accomp lished few. He was the president with the most years in power. His ruling of thirty-five years set the record for the Mexican president. His first years as president were going well, new jobs were acquired, and many factories were opened. But in the â€Å"first years of the twentieth century, the economy went into a recession and miners went on strike,† and people started to realize that the promises Diaz made were lies and started to regret having him in office.

Analytical Awakening Voltaires Candide - 1958 Words

Voltaire’s satirical novella Candide tells the story a young man who, having been raised in a secluded utopia and educated in philosophical optimism, is suddenly thrust into the world and forced to make sense of the evil and suffering around him that he has always been taught to reason away. As his journey progresses and he encounters numerous horrors, Candide increasingly struggles to accept his tutor’s theory that all is for the best, and it ultimately becomes apparent that he has lost faith in his tutor’s philosophy. I argue that Candide’s gradual loss of faith in his tutor, Pangloss, was the result of the contradictions he increasingly observed between Pangloss’ philosophy and his lived experiences. This loss of faith in Pangloss’†¦show more content†¦While Candide initially tried his hardest to make his experiences fit into the paradigm that all was for the best, it grew increasingly difficult for him to do so, until he ultimate ly reached the point where he could no longer reconcile his preconceived optimistic beliefs with his own lived experiences. While examples of this conflict between Pangloss’ philosophy and Candide’s experiences are numerous in Candide, it will be useful to consider a few of the most significant in order to observe Candide’s gradual loss of faith in his tutor. As mentioned, throughout his journey Candide attempted to reconcile his experiences with the theory that all is for the best, and in his early instances, he succeeded. When Jacques— the kind man who had taken in Candide and Pangloss— was thrown overboard during a storm, for example, Pangloss stopped Candide from rescuing him by explaining that it was for the best and â€Å"proving that the bay of Lisbon had been formed expressly for this Anabaptist to drown in.† Here, Candide accepted Pangloss’ explanation with virtually no resistance. Significantly, not long after this incident Candide was separated from Pangloss, and it was in the wake of this separation that Candide began to struggle with Pangloss’ explanations for the horrors he witnessed. To be sure, he still tried his hardest to make them fit— in nearly every situation Candide encountered, he made reference to Pangloss’ teachings and considered how Pangloss would

The Regulatory Environment For Financial Reporting

Question: Discuss about The Regulatory Environment For Financial Reporting. Answer: International The Present Problems Of The Accounting Standards And The Exposure In The Drafts, Framework, Explanations Or Other Declarations 119: On 12th June 2016, the Australian accounting standards board (AASB) reported a list of the changes mentioned in the newsletter. As per the AASB 119, the discount provided to the employees and the benefits from the long-term obligations made in the corporate bond rate. The AASB has further stated that if the corporate bond rate is unavailable then the government bond rate shall be put to use into the accounting standards. It has been further stated that during the reporting procedure then directors responsibilities will be reviewed. Along with the above-mentioned changes, the appropriate Australian securities exchange officials governing the principles have also been taken into consideration (Ethical professional standards, 2016). A more rationalized method of the equity in the accounting has been framed at the time f the transformation process. The implementation of these changes related to the joint venture and investments-equity methodology. In many cases the alterations are due to the hedging and derivatives for the hedging. The hedging is seen in the form of contingents which are placed and the options related to the calling of the debt instruments. During the year 2016 the AASB has further stated the importance and the benefits related to the pension schemes and reviewing of contribution made in pension scheme. Regulating and monitoring the financial reporting As per the statement given by the chartered accountants of New Zealand and Australia, an organization must comply with the standards of required for preparing the audit report and conduction of the auditing is mandatory. It further stated that the reports should clearly be able to explore the quality of the audit conducted. Moreover, the financial reporting council has agreed to accept the changes and the approach (Australian reporting essentials for the June 2015 reporting period, 2016). Reporting of the changes for the issues persisting in the accounting standard There have been number of instances reported with relevance to the accounting standard from 1st May to 31st July 2016. The various instances are related to the issues observed in the present accounting standard (Accounting standards, 2016). As per the proposal placed on July 8 in the year, 2016 related to the compensations and the different components of the compensation involves employee stock and the ownership schemes. The various types of the accounting standards also consider the improved nature of the share of payment given to the employees. It has to be also observed that during the month of June 2016 an update was proposed by the accounting standard with regards to the review of the revenue earned from the contracts of the customers. Other potential developments or influence of politics: The various types of the investment standards have been scrutinized as per the guidelines provided under AASB, where clear collaboration has been identified as per AASB 128, AASB12, AASB 10, AASB 11 guidelines (Accounting Standards UpdatesEffective Dates, 2016). Recognizing the summary of the progress and the alterations made in the financial reporting for the period of June to August 2016 For revising the accounting standards, the political aspect was significant to consider. Furthermore, a standard had been revealed in many jurisdictions where the changes has shown the AASB has played an active role in the international standard required for setting up of the project. The forum is further considered as a paramount importance concerned with the International Accounting Standard Board or IASB. The several types of the commencement laid down by the Chartered Accountants of New Zealand and Australia needs to be taken into consideration. This is due to the importance given to the business and finance and the positive influence from the pre-requisite. Reference List Accounting standards . (2016). Aasb.gov.au. Retrieved 23 August 2016, from https://www.aasb.gov.au/Pronouncements/Current-standards.aspx Accounting Standards UpdatesEffective Dates. (2016). Fasb.org. Retrieved 23 August 2016, from https://www.fasb.org/jsp/FASB/Page Australian reporting essentials for the June 2015 reporting period . (2016). Charteredaccountants.com.au. Retrieved 23 August 2016, from https://www.charteredaccountants.com.au/Industry-Topics/Reporting/Publications-and-tools/Essential-guidance/Guides/Australian-reporting-essentials-for-the-June-2015-reporting-period Australian reporting essentials for the June 2016 reporting period . (2016). Charteredaccountants.com.au. Retrieved 23 August 2016, from https://www.charteredaccountants.com.au/Industry-Topics/Reporting/Publications-and-tools/Essential-guidance/Guides/Australian-reporting-essentials-for-the-June-2016-reporting-period Ethical professional standards . (2016). Charteredaccountants.com.au. Retrieved 23 August 2016, from https://www.charteredaccountants.com.au/Industry-Topics/Ethical-and-professional-standards.aspx Latest changes . (2016). Charteredaccountants.com.au. Retrieved 23 August 2016, from https://www.charteredaccountants.com.au/Industry-Topics/Reporting/Australian-accounting-standards/Latest-changes Update 2015-10Technical Corrections and Improvements. (2016). Fasb.org. Retrieved 23 August 2016, from https://www.fasb.org/jsp/FASB/Document_C/DocumentPage?cid=1176166123481acceptedDisclaimer=