Understanding The Periodic Table Research Paper

Understanding The Periodic Table - Research Paper Example All matter is made up of very small particles called atoms. They are small, indivisible particles that cannot be seen by the naked eye. With the advancement of technology, atoms can now be viewed through scanning microscopes (Genesis, n.d.). Protons, electrons and neutrons are the particles that can be found in an atom. Protons are positively charged particles, while the electron is negatively charged. Neutrons are uncharged particles (Genesis, n.d.). The mass of the atom is measured from the mass of the proton and neutron, and they are located at the center of the atom clumping together and called the nucleus. Protons weigh approximately 1.67 x 10-24 grams or 1 atomic mass unit (amu) and the neutron also weighs 1 atomic mass unit (Interactives, n.d.). As mentioned earlier, all elements are made up of atoms. The similarity of the elements and their differences are also characterized by the properties of the atoms. Periodicity Dmitri Mendeleev was the scientist who created the periodic table of elements. In 1868, he arranged the different known elements during his time in order of their mass. That time, there were only sixty elements, so it was not so difficult. He observed that there was a pattern of similarity in characteristics on the arranged elements. This pattern was referred to as periodicity. In 1913, a scientist named Henry Moseley rearranged Mendeleev’s table in order of the atomic number. ... The blocks in the periodic table have the atomic symbol at the center of each block, usually in capitalized, larger, bold-faced fonts. The atomic symbol stands for the first letter of the English name of the element, or sometimes, its Latin name. If there are two letters, meaning there is already an existing element with the symbol of only the first letter, the second letter is already written in small case. Figure 2 shows a typical block of a periodic table. Figure 2. A Typical Block in the Periodic Table of Elements (Source: science.howstuffworks.com) Periodic tables have different designs in terms of the location of the information and the type of information placed on each block. Usually, they have an example of the block to identify the parts of the block, and legends to identify the metals, non-metals and transition metals. Colorful periodic tables are much easier to understand since the colors also serve as legends making it easier to identify the elements. The atomic symbol o f gold, Au, is from its Latin name Aurium. The number at the upper center of the block is the atomic number, which is representative of the number of protons of an element (Genesis, n.d.). In this case, 79 is the atomic number of gold, which means that the element has 79 protons. The number at the lower center of the block is the atomic mass of gold. Some periodic tables also include other physical properties in the blocks such as the element’s specific gravity and melting point. Again, these can be identified using the sample diagram of the blocks in the periodic table. Groups and Periods Figure 3 is a simple representation of the modern periodic table of elements. As can be seen, the elements are

A Synopsis of Christopher Taggi’s Movie 95 Essay Example for Free

A Synopsis of Christopher Taggi’s Movie 95 Essay Renowned American film producer Cecil B. DeMille once said, â€Å"What I have crossed out I didnt like. What I havent crossed out Im dissatisfied with.† (â€Å"Cecil B. DeMille Quotes.† brainyquote.com. Brainy Quote, n.d. Web. 05 Oct.2012.) This persistent feeling of dissatisfaction is suggested in Christopher Taggi’s â€Å"95,† in which the protagonist is discontent with his current life condition and keeps driving on the highway to look for better opportunities. In fact, the author points out that in contemporary society people are dissatisfied because of their insatiable desire for wanting more. This sad reality is illustrated by the protagonist’s parents, who are constantly moving from one place to another to try find opportunies, the protagonist Hank himself, who desires more than what he already has, and the highway that symbolizes people’s everlasting demand. The unfortunate fact of people feeling dissatisfied because of their avaricious desires is demonstrated by the characterization of Hank’s parents. When Hank was young, he and his parents were continually moving from here to there. His parents were never satisfied with what they had and were always looking for opportunities that would give them better jobs and make them wealthier and happier. From Hank’s descriptions of his father† touching things absently† (4) and† his eyes clouded with the nowhere stare,† (4) the author suggests that his father doesn’t enjoy his life. Also, when they stopped for food during car trips, Hank noticed that his father would only have a glass of water. Even if his father explained that: â€Å"No sense in buying something you don’t feel like eating,† (4) Hank knew that his parents were poor. This justifies his parents’ motivation of constantly moving. His father also used to say: â€Å"Opportunity, it makes people rich, makes people famous. All you have to do is go out there and find it.† (4) Contrary to what his parents believed, even after all the years of searching, they never found the right opportunity and obtained what they wanted. This suggests that Hank’s parents, like many people in modern society, will not find happiness because they live with insatiable desires and therefore will not get the feeling of satisfaction in their lives. The characterization of Hank himself also shows how people in the contemporary society always want more. For example, when Hank woke up from his dream about his socks, he realized that† nothing good or special or wonderful has happened to him.† (7) This shows that Frank is idealistic and has superfluous expectations in life. Also, Hank has a nice girlfriend who cares about him and loves him, but he still thinks about how he would leave her even though there are no reasons for him to do so. When his girlfriend asks him if he was happy, he says, â€Å"Sometimes I am. Mostly, I guess I just feel like I can’t be really happy. Just missing something important.† (7) Another passage would be when his girlfriend asked him if he likes her, he answered:†sometimes I like you and maybe I think I even love you a little. And sometimes I hate you.† (7) We can see that Hank is uncertain about his feelings for his girlfriend and if she is the person that he wants to be with. Those are typical examples of a person who is not sure about what he wants and believes that there is always something better waiting for him. The thing that is missing for Hank is simply appreciating what he already possesses. From this reasoning, it is clear that great numbers of people from the twentieth century are just like Hank, they can’t find happiness simply because they are insatiable. The highway is an important symbol used by the author to signify the notion that contemporary people are dissatisfied and always want more. Hank and his parents used to drive on the highway because they wanted more than what they have and the highway offered opportunities. When Hank is driving with his girlfriend on the highway, he sees many billboards that attract him. Especially one billboard on which was written† LUCKY LEO’S FIREWORK EMPORIUM, it boomed in explosive neon colors. LARGEST SUPPLY OF FIREWORKS IN ALL DIXIE! FREE PARKING and DELICIOUS RESTAURANT. 20Ml.† (4) However, when Hank finally gets there, all he finds is the emptiness of an abandoned place. He could see that â€Å"the largest supply of fireworks in all of Dixie must have gone off simultaneously a long time ago. Only the charred, outer brick shell of the building remained.† (5) This suggests that people like Hank, who always wish for more will often get disappointed by the reality and then again return to their initial state of dissatisfaction. The symbolism of the highway proves how people in contemporary society feel dissatisfied because of their everlasting demand. Thus, Christopher Taggi’s â€Å"95† suggests that people in the contemporary society are suffering from dissatisfaction. This is demonstrated by the characterization of Hank’s parents, who always try to find a better life, Hank himself, who is never satisfied with what he already has and the highway that symbolizes how people believe that better things are waiting for them. Work Cited Taggi,Christopher. â€Å"95.† Voices of the Xiled: A Generation Speakers For Itself. Eds. Michael Wexler and John Hulme. New York: Doubleday, 1994. 210-218. Print. â€Å"Cecil B. DeMille Quotes.† brainyquote.com. Brainy Quote, n.d. Web. 05 Oct. 2012

Robert Frost poems Essay -- Literary Analysis, After-Apple Picking

Robert Lee Frost is one of the most popular American poets in the century. Frost frequently uses the theme of nature in all of his poem collections. Due to the time he spent and lived in New England, most of his work was influenced by some specific locations in New England. Frost uses nature as a medium to express thoughts about life. In the poem â€Å"After Apple-picking†, Robert Frost has many symbols and as well as allusions to embellish the meaning of the poem. In addition, â€Å"After-Apple Picking† is not literally about picking apples; it’s about the everyday life that human go on with. Like all of his other poems, this poem can be interpreted and read on more than one way. It tells of an old dying man who looks back on his life with regret on the factors/things he did not accomplish. All his life, he spent trying to achieve his goals, but he realizes how he has no reason to accomplish those goals of his. As the poem begins, the speaker is standing on a very long ladder which is apparently pointing towards heaven, also looking down on the apples he did not pick. The speaker’s state of mind looks as if to be in many of regrets, â€Å"and there’s a barrel that I didn’t fill beside it, and there may be two or three apples I didn’t pick upon some bough.† (6) Although, the character may seem confidence and sure of his decision, the audiences question him as the character looks upon at the barrel that he did not complete. The apples that the speaker is constantly referring to represent life experiences, the speaker missed. However, the speaker does not show any sign of regret, due to the reason that he is â€Å"done with apple picking now.† (6) It tells the audience that the life experiences that the speaker once had are finally coming to an... ...tans of water as well as land, the audiences can definitely imagine a terrified little boy trapped between the two. Frost makes the ocean look like it could destroy the whole world, an end of the world scenario. The ways portray this evil, that anything they touch, will be destroyed. Importantly, Frost makes it straightforward that the ocean isn’t really the ‘threat’ as it may appears to be evil. Frost describes the fear as a feeling that all the people should feel and as well as give a warning: â€Å"Someone had better be prepared for rage.† (12) At the end of the poem, Frost leaves a question to the audience regarding about the source of â€Å"ocean destructive rage†. (Grade saver) In all of these three poems, Robert Frost uses nature to interpret a deeper meaning to the poem, and leave the readers even more anxious to read on and think in a more deeper level.

Islam †Annotated Essay Essay

The article explains the way Islam views life after death. It clearly describes the various tenets that this religion follows when it comes to life on earth and life after death. Islam believes that life on earth has no purpose except to prepare oneself for life after death. The life after death typically consists of three phases: Death, the intermediate and the phase of resurrection. Death is considered to be the first gateway to reach the Garden or Fire. Importance of the custom of singing various verses at the time of death and till the body is buried and the custom of proper ablutions before burial is given due space. The second phase is the most controversial phase for which lot of explanations exist. This is the period when the soul is separated from the body but is not yet resurrected. What the soul does in this in-between phase has many theories, most common being, the souls embarks on a journey similar to the journey made by Prophet Muhammad where He was taken through the seven layers of heaven and made to look down at the tortures of hell. Another commonly accepted theory is the visit of angels Munkar and Nakil, who question the souls about the Quranic verses and their faith. The third phase, that is, the day of Resurrection is believed to be quite spectacular with the destruction of the whole world and the souls entering either the garden or the fire according to their virtues. It is also believed that after resurrection and the destruction of the whole mankind, a new age will begin and justice and righteousness will return to the earth again with a new leader. The idea of punishments or rewards after death, like the author mentioned, do seem having lot of physical attributes. All that has been mentioned seems a bit too dramatic like the tree in hell, Zaqqam which has demons as flowers! It seems, to capture a proper picture of the horror of hell, physical attributes like fire, demons, swords, etc. have been used. This would probably make humans understand better the tortures that they are to undergo if they do not live a life of righteousness. The editor’s note also briefs about the various contributions Islam as a religion has made to the world like ban on liquor, gambling and other vices. It also mentions the equality that Muslim women are credited with in the religion. However, in this present world, they seem to be the most bounded ones. The images of burqa-clad women with no freedom tell quite a different story. The religion, which has beautiful and just tenets to its credit like equal property rights to women, no race and color discrimination, seems to be misunderstood and misinterpreted by the religious heads and the followers for short term benefits. Because of such acts, Islam today is demonized and its contributions to the society are being passed unnoticed. Finally, the article was a comprehensive note of the beliefs in Islam regarding death and after and gave a very brief yet informative idea about the various customs and views on important aspects like fate of non-believers and reincarnation. It did make me a lot wiser about this religion!

Physical Development Essay

0 – 3 Years oldPhysical Development Birth to 3 Months: 1.1 From birth babies move there heads head’s and arm this moves down through to legs and feet. New Born babies turn their head side to side when their cheek is stroked, which aids in feeding. Babies can turn their head side to side when laying on their backs or belly and can bring both hands together at the chest or mouth at the age of 1 month old. 3 – 6 Months: 1.1 At 3 months of age, babies progresses to lifting their head and chest up when lying on their belly and may press up with its arms. At 3 to 4 months old the baby can kicks their legs and move arms when laying on their backs and also bats and try to grasp at toys, according to Healthy Children. A 5 to 6 months old baby begins rolling belly to back and back to belly closer to 6 months old. 6 – 7 Months:1.3 At 6 months Baby can raise their hands above their body Sits with proper support Begins finger feeding Babbles and laugh Changes tone of voice to express their self Starts to chuckle. Their brains develop enough to form sounds in an effort to communicate. Imitates integration: understands they can get attention y making noise and banging objects. 1.2 At 7 months a normal healthy baby can sit up by themselves, crawl around also hold on to chair or table and pull themselves up to start taking steps. If you place an object like a toy in front of the baby tempting him or her to reach forward to grab the item or toy up. Babies fine their motor skills and also start to improve movement. Babies also like to put toys in their mouths and rub their gums. When it is time for dinner they can also have solid food to eat especially when the babies are been weaned off the mushy baby food. 8 – 12 months According to writer, Stehanie Labandz, Babies also start to utter their first words – despite mum’s best efforts; this is often â€Å"dada†! Initially, babies use â€Å"mama† and â€Å"dada† indiscriminately, but as they get older, they learn who’s who. Reading simple books to your baby now will help their speech and build the vocabulary of words that they can understand. Your baby will be ready for small portions of purà ©ed meat and other proteins, such as lentils. If he seems to dislike a food, wait a few days and try it again. You can also introduce easy-to-grasp finger foods, such as soft bread, banana, cheese and steamed vegetables. Introduce one new food at a time and wait three days before introducing another one, in case of any allergic reaction. Your baby should also start eating lumpier purà ©es at about this age. Babies also learn to take their first steps by holding on to furnitu.re independently while supervised. By now baby has hand to eye coordination and watches you brush your hair then baby can imitate by holding a brush to brush their own hair. They watch you hold a phone to talk and copied your movements. Read more: http://www.livestrong.com/article/109222-physicaldevelopment-children-ages-years/#ixzz2FIE0iK9v Mar 15.| By Stephanie Labandz http://www.livestrong.com/article/109222-physical-development-children-ages-years 12 months old – 3 years old Weight is now approximately 3 times the child’s birth weight. Respiration rate varies with emotional state and activity. Rate of growth slows. Head size increases slowly; grows approximately 1.3 cm every six months; anterior fontanels is nearly closed at eighteen months as bones of the skull thicken. Anterior fontanel closing or fully closed, usually at the middle of this year. Chest circumference is larger than head circumference. Legs may still appear bowed. Toddler will begin to lose the â€Å"Baby Fat† once he/she begins walking. Body shape changes; takes on more adult-like appearance. 2 years old Physical Development Posture is more erect; abdomen still large and protruding, back swayed, because abdominal muscles are not yet fully developed. Respirations are slow and regular Body temperature continues to fluctuate with activity, emotional state, and environment. Brain reaches about 80 percent of its adult size. 16 baby teeth almost finished growing out 3 year old Physical Development Growth is steady though slower than in first two years. Adult height can be predicted from measurements of height at three years of age; males are approximately 53% of their adult height and females, 57%. Legs grow faster than arms, Circumference of head and chest is equal; head size is in better proportion to the body. â€Å"Baby fat† disappears as neck appears. Posture is more erect; abdomen no longer protrudes. Slightly knock-kneed. can jump from low step can stand up and walk around on tiptoes â€Å"Baby† teeth stage over. Needs to consume approximately 6,300 kJ (1,500 calories) daily 2 – 7 Years old Physical Development 3 year old Physical Development The 3 year old child has develop in many ways and is now balancing They tend to run faster than before and talk more fluently A 3 year old can dress him or her self and sometimes puts clothes on back to front without releasing. They hold a pencil or crayon by gripping with firmly with fingers The coordination eye and hand contact of building brick is now easy for the child Go upstairs and spend time on their own playing with toys Speech is more clearly spoken when having a conversation with family or friends Child can sleep all night dry bed and use the bathroom in the mornings Children at this age can throw a ball and some can catch the ball Riding a tricycle bike is a favourite play time for a 3 year old 4 year old Physical Development A four year child physical development can walk up and down stairs Balance on walking on the wall and walking long distance They can catch a ball and throw a ball also bounce the ball Getting dress in the morning and doing up buttons and zips A four year old can go to the toilet by themselves Some four year can ride a bike without support after learning to balance other ride tricycle bikes, scooters and roller skate A four year old likes to write their names, recognise spellings, they like to paint and draw pictures and tell you what is going on in the picture. They like to run and race each other. 5 year old Physical Development At this age of 5 years old the child goes to school and mixes with other children They can run and jump also run backwards, roll around and spin around They can balance on a low beam, climb up and down climbing frame Swing on a swing by pushing their legs in and out with the wind Play games together that they invent like mummy’s and daddy’s Some children at this age have an imaginary friend who eats’ and plays with them. They like music and can dance to the rhythm of the beat A child at this age will like to help out mum when she is working at home They also like to learn how to bake by mixing the butter and sugar together when mum is baking or even at school. They can write and learn reading and  colours, making building blocks with Lego At this age the child can hold scissors and cut out shapes, use glue and stick paper when making a hat or what ever art work they are creating. 6 to 7 Year old Physical Development When a child has reached the age of 6 years old the child can learn and play more in a shorter time of 30 minutes to 45 minutes. They now like to do work that is set for them such as painting, writing and maths They know who is a boy and who is a girl They know what is fantasy and what is reality Dress and undress themselves at P.E when at school and follow instructions movements They grow at a slower rate now The physical development growth maybe the same pattern as their family history At the age of 6 a child can make connection between feelings and thoughts and action Some children at this age wet him or herself when they get excited At 7 years old a child finds it difficult to make choices special when you take them out they want everything. They are very energetic and love moving around dancing, tapping hand or foot, wiggling they find it hard to sit still. At dinner time they tend to eat with fingers and chat with a mouth full of food Plays on their on and make up a game when playing with toys They have growth spurts at this age. 7 to 12 Years old Physical Development According to Heather Robson a writer, Children at the ages 7 to 12 years old do not grow at a fast rate as they used too in the first 6 years of their life. As they are growing into adolescence. Children between 7 and 12 years old are independent when it comes to physical abilities They have the ability to learn how to sew, help paint a wall if your painting, Children at this age 7 to 12 likes to learn a musical instruments like the Clarinet, Piano, Drumming lessons, read music notes. They also tend to sulk a lot at this age of 7, when they don’t get their own ways and withdraw themselves. When a chid is of 7 years old also get very frustrated when they can’t complete something and fail. At 8 years old they learn to play well at group  games. They also recognize the time of day. They talk about past times to do with themselves. By the age of 9 children can be critical to others. They now enjoy the company of friends outside their homes. They have a dress sense of their own when putting clothes together for themselves. They like their hair cuts or styles in a particular way. They want privacy from younger siblings when they have friend or cousin over at their house and no longer want the younger child/children to play in their games. Their bodies go through changes as they come towards the teenage years When the children get older and reach the age of 10 to 12 years old they begin to change body shapes and sizes. Girls they begin to develop breasts and hips by the age of 10 t0 11 years old Some girls start their periods at the age of 11 or 12 depending on their body development. At this stage in growing up they become anxious about their body and interested in sharing with their friends who age going through the same changes. They are becoming a young woman and are more mature than boys at this age. Girls are following in their mother’s ways of how they developed. Boys at the age of 10 to 12 years old also tend to change body shape and sizes They may notice small pubic hairs start to develop on their body just as girls do. They are at an age when they are more interested in sports and very competitive when playing sports. They love music and dancing show off their best moves of who is better. They want to have muscles in their arms and show their strengths Tend to play among themselves in the play ground at school. http://www.ehow.co.uk/about physical children 7 -12-years.html

The eNotes Blog Writers Spaces, Places, and Advice AboutWriting

Writers Spaces, Places, and Advice AboutWriting It starts with this: put your desk in the corner, and every time you sit down there to write, remind yourself why it isn’t in the middle of the room. Life isn’t a support system for art. It’s the other way around.   ~  Stephen King,  On Writing Pictured above is Stephen Kings own attic writing space at his home in Bangor, Maine.   In contrast to his statement above, his desk does appear to be in the middle of his room, but surely he means corner to be taken metaphorically; that is, any place that is quiet, that is yours; the place where  you  sit  to write  your  work.   While there are some writers who purportedly can write in the midst of chaos, most of us require a place of retreat. I believe it was J.K. Rowling who said that she cleared out a walk-in closet, put a desk and a lamp in there, and sealed herself off from the rest of the family while she was composing her first  Harry Potter  novel. Here are ten intriguing places where writers write, along with some advice for all who write: 1.   Neil Gaimans Gazebo/Cabin 8  Good Writing Practices Write. Put one word after another. Find the right word, put it down. Finish what youre writing. Whatever you have to do to finish it, finish it. Put it aside. Read it pretending youve never read it before. Show it to friends whose opinion you respect and who like the kind of thing that this is. Remember: when people tell you somethings wrong or doesnt work for them, they are almost always right. When they tell you exactly what they think is wrong and how to fix it, they are almost always wrong. Fix it. Remember that, sooner or later, before it ever reaches perfection, you will have to let it go and move on and start to write the next thing. Perfection is like chasing the horizon. Keep moving. Laugh at your own jokes. The main rule of writing is that if you do it with enough assurance and confidence, youre allowed to do whatever you like. (That may be a rule for life as well as for writing. But its definitely true for writing.) So write your story as it needs to be written. Write it honestly, and tell it as best you can. Im not sure that there are any other rules. Not ones that matter. 2.   Edith Whartons view from The Mount in Lennox, Massachusetts Habit is necessary; it is the habit of having habits, of turning a trail into a rut, that must be incessantly fought against if one is to remain alive. 3. Dylan Thomass Boathouse at Laugharne, Wales Go on thinking that you dont need to be read and youll find that it may become quite true: no one will feel the need to read it because it is written for yourself alone; and the public wont feel any impulse to gate crash such a private party. 4.   Ernest Hemingways Home in Key West, Florida â€Å"Writing is something that you can never do as well as it can be done. It is a perpetual challenge and it is more difficult than anything else that I have ever done.† â€Å"There’s no rule on how it is to write. Sometimes it comes easily and perfectly. Sometimes it is like drilling rock and then blasting it out with charges.† â€Å"Ordinarily I never read anything before I write in the morning to try and bite on the old nail with no help, no influence and no one giving you a wonderful example or sitting looking over your shoulder.† 5. Rudyard Kipling:  Dummerston, Vermont â€Å"I am, by calling, a dealer in words; and words are, of course, the most powerful drug used by mankind.† â€Å"I never made a mistake in my life; at least, never one that I couldnt explain away afterwards.† â€Å"If history were taught in the form of stories, it would never be forgotten.† 6. Ian Flemings home, GoldenEye, in Jamaica â€Å"All the greatest men are maniacs. They are possessed by a mania which drives them forward towards  their  goal. The great scientists, the philosophers, the religious leaders all maniacs. What else but a blind  singleness  of purpose could have given focus to  their  genius, would have kept them in the groove of purpose. Mania is as priceless as genius.† 7.   Norman Mailers Fourth Floor Apartment, Brooklyn Heights, New York Ive written at times about the spooky element in writing. You go in each morning, and theres a blank page. Maybe it takes five minutes, maybe it takes an hour. Sooner or later you start writing, and then the words begin to flow. Where does that come from? You cant pinpoint it. You always wonder, Will it all stop tomorrow? In that sense its spooky. In other words, youre relying on a phenomenon thats not necessarily dependable.   (Norman Mailer Interview, The Academy of Achievement, June 12, 2004) Over the years, I’ve found one rule. It is the only one I give on those occasions when I talk about writing. A simple rule. If you tell yourself you are going to be at your desk tomorrow, you are by that declaration asking your unconscious to prepare the material. You are, in effect, contracting to pick up such valuables at a given time. Count on me, you are saying to a few forces below: I will be there to write. 8.   Virginia  Woolfs Writing Desk at Monks House, Sussex, England Mental fight means thinking against the current, not with it. It is our business to puncture gas bags and discover the seeds of truth. To write weekly, to write daily, to write shortly, to write for busy people catching trains in the morning or for tired people coming home in the evening, is a heartbreaking task for men who know good writing from bad. They do it, but instinctively draw out of harms way anything precious that might be damaged by contact with the public, or anything sharp that might irritate its skin. Arrange whatever pieces come your way. 9. John Steinbecks Summer Home in Sag Harbor, Maine The writer must believe that what he is doing is the most important thing in the world. And he must hold to this illusion even when he knows it is not true.   Ideas are like rabbits. You get a couple and learn how to handle them, and pretty soon you have a dozen.   The discipline of the written word punishes both stupidity and dishonesty. In utter loneliness a writer tries to explain the inexplicable. 10.   Roald Dahls The Gipsy House,  Buckinghamshire, England Dahls Advice on Writing 1.   You should have a lively imagination 2. You should be able to write well.   By that I mean you should be able to make a scene come alive in the reader’s mind.   Not everybody has this ability.   It is a gift, and you either have it or you don’t. 3.   You must have stamina.   In other words, you must be able to stick to what you are doing and never give up, for hour after hour, day after day, week after week, and month after month. 4.   You must be a perfectionist.   That means you must never be satisfied with what you have written until you have rewritten it again and again, making it as good as you possibly can. 5.   You must have strong self-discipline.   You are working alone.   No one is employing you.   No one is around to fire you if you don’t turn up for work, or to tick you off is you start slacking. 6.   It helps a lot if you have a keen sense of humor.   This is not essential when writing for grown-ups, but for children, it’s vital. 7.   You must have a degree of humility.   The writer who thinks that his work is marvelous is heading for trouble.

The Return of Martin Guerre essays

The Return of Martin Guerre essays After reading The Return of Martin Guerre I have learned many things about peasant life. The book taught me about the importance of family life to the peasants, marriage, economic life, level of education, different religions that existed and their legal system. It seems that family life is extremely important to the peasants in many different ways. For example, the quote Perhaps Martins mother had urged the move, for the Basque women were said to be forward, making known their wants (page 7), suggest that Martins mother was concerned for the well being of her family since there was a war. This shows that the mother cares more about the family than the wealth that they had had in Basque. We also see that the men like Martins father probably listened to his wife because he loves her (but this is only if they had moved because the mother wanted to move, but still it was a possibility since Basque women were thought to be authoritative in the family household. This also implies that the peasant men had respect for their wives and probably often took whatever request their wives had into consideration. The testaments in the area around Artigat rarely benefit one child but instead provide dowries for the daughters and divide the inheritance equally among the sons, even if there are five of them,(page 11). This line suggests that the sons of the family were treated equally with his brothers, in the sense that they all attained the same amount of inheritance. Also, the daughters of a family were treated equally with her sisters. This idea of equality between the same sex children of peasants sort of shows that the parents loved all of their children equally. Here we also see that the sons of the family arent treated equally to the sisters, where the sons seem to gain more. The line ...most often...the heirs divide the land and live near one another... suggests that peasants...

20 Creative Study Methods to Beat the Studying Rut

20 Creative Study Methods to Beat the Studying Rut Sometimes you simply cant imagine studying another subject for another minute. Youve officially given up and refuse to care anymore. You have taken four final exams already and are looking down the barrel of the shotgun thats going to fire off three more finals any second. How do you progress when the thought of sitting down in front of a pile of books and notes makes you want to scream? How do you move beyond apathy to ensure you get the score you really want on that final or midterm exam? Heres how: you get creative. The following list includes 20 different creative study methods that are sure to help heal you of the study blahs. Read Your Chapter Aloud†¦ As a Shakespearean monologue. And if you really want to make it good, speak the Queens English. Everything sounds better in the Queens English. Try it: The quick brown fox jumped over the lazy dog. Sounds better, right? Right.As if you were giving a presidential address. Be sure to have the unmistakable half-fist ready. And Im sure your professor would be happy to give you extra credit if you record this address and put it on YouTube. I am almost positive I heard her saying that yesterday.   In a New Jersey accent. Because, when youre here, youre family. Or else. Play a Game†¦ Like Jeopardy. Convince a really good friend or really interested parent to give you the answers to questions on your study guide. You must provide the questions. Ill take Potent Potables for six, Alex.Like Around the World. Remember that? In a small study group, one person faces off against another and moves around the group until someone beats him or her. Then, that new person moves around the group answering questions. The person who answers the most questions correctly gets a Starbucks gift card! Woo hoo! Draw†¦ Little pictures that represent key ideas in your content. Its easier to remember Maslows Hierarchy of Needs if you draw a banana and a glass of orange juice next to physiological instead of just trying to remember the word alone. Trust me on that one.The same symbols over and over. Circle the main idea in each section. Draw stars next to supporting details in each section. Underline vocabulary words in each section. Draw arrows from causes to effects in each section. Youre honing your reading skills while learning something new. Win-win.A storyboard about the chapter. Reading about the rise of FDR (Franklin D. Roosevelt)? Draw a storyboard that reflects his early political career, the months before his inauguration, and FDRs three-pronged strategy to get elected. Your brain will easily remember the sequence of events much better that way because generally, pictures are worth a thousand word​s. Create†¦ A short story placing yourself in the setting youre studying. Lets say youre learning about Elizabethan England. Or the Civil War. Drop yourself right into a scene and write from first person perspective what you see, hear, feel and want more than anything in the world. Just make sure to make it out alive.A poem related to your topic. Learning Trig? No sweat. The last I heard sin and cosine rhyme. Plus, not all poems have to rhyme. Go free verse on that math. See how many of those terms you can squeeze into some iambic pentameter.A short story following a person that youre learning about. Based on what youve learned about her, what does Mother Teresa do when she discovers a mystery in Kolkata? Incorporate everything youre learning about her into the story. Bonus points if you give the teacher your story for Christmas. Sing a Song†¦ To remember a list. Its truly one of the best ways to remember the Periodic Table of the Elements, although theres no solid reason you should know them cold. Unless, of course, youre a scientist. In which case, youll be getting a quiz later.To get through a particularly tough reading passage. If you sing the passage, it may bring up different phrasing that can help you understand words you may not be getting. Still dont get it? Try one of the summary methods below. Write a Summary†¦ Of the 10 key things you must absolutely remember from the passage on sticky notes. Write them in your own words because theres nothing as silly as remembering someone elses ideas when you have no idea what they mean. Summarize in a way you can understand! Then, put the sticky notes up all around your room or kitchen or bathroom. No one else living in your house will mind. I promise.   Of each paragraph in one sentence, starting at the beginning of the chapter. That little summary of the paragraph is probably the  main idea. Once you have all of the main ideas of the paragraphs, string them together into one little mini-essay. You will be floored how much more you remember of the chapter when you read this way.By turning the chapter headings into questions and then reworking the block of text beneath the chapter headings into answers. Again, use your own words when you write the summaries. Make Flashcards†¦ On apps like Chegg, Evernote or StudyBlue. Many of them will let you add pics and sound, too. Kewl.On 3X5 cards, like your grandmother used. That wasnt an insult. She actually used them. And Grandma knew what she was doing, for your information. By mixing up the kinesthetic action of writing with the visual on the card, your brain learns the info in two different ways. Boom! Teach Someone Else†¦ Like your mom. You know how shes always asking you what youre doing in school? Nows the chance to explain what youve learned in Molecular Biology. Teach her so she really gets it. If you cant explain it in a way she can understand, better hit the books again.Like the people in an imaginary audience. Pretend youre standing in front of a group of thousands who have all shown up (and paid top dollar, by the way) to hear you speak about Romeo and Juliet. Explain the details of this tragedy so anyone listening will understand that Benvolio was Romeos best friend for a reason. Be sure to include the Nurses role, too.

Computer Project Essay Example | Topics and Well Written Essays - 1500 words

Computer Project - Essay Example The aim of this paper is to thoroughly examine the issue of web sites, by using three in particular: Moodle, ATutor, and EduTools. By discussing the relevant issues of these three sites, we can come to a clearer and more knowledgeable understanding of the subject matter at hand. This is what will be dissertated in the following. This website is a course management system, and considers itself to be "a free, open source software package designed using sound pedagogical principles, to help educators create effective online learning communities." (Moodle, 2006). The basic information that this site tried to cover was the presenting of facts, as well as the stating of certain opinions. All the information appeared to be kept up-to-date, and although the layout was rather simple and basic, it was direct and provided the information it needed to. This site presented a balanced view of many different perspectives, while remaining to be consistent in its manner. It was extremely easy to navigate through this site; whether you had visited this site before or not, it is laid out analytically in order to coincide with easy navigation. The information on this site was in regards to the services it offers, which is online tutoring. ATutor is "an open source web-based Learning Content Management System (LCMS) designed with accessibility and adaptability in mind." (ATutor, 2006). This site offered an incredible array of information, as well as a variety of forums, projects, and discussion topics. The site was simplistic and straight forward yet detailed and full of information. The site presents the audience with a completely balanced view, especially due to the vast array of topic selection. There was even a questionnaire which was asking visitors questions in an attempt to better the site to fit people's needs. The site was incredibly easy to navigate, and flowed together impeccably. The design, the layout, and the wording were all dynamic and interesting - both incredibly important elements in a web page, because this is what will get visitors to stay and check it out. My overall opinion of this site is a positive one. I found it visibly appealing, easy to navigate through and yet at the same time indefinitely informational. In regards to how the site could be improved, I actually do not believe there is any sort of adjustment that should be made. The site discusses thoroughly about its products and services, why you should get these products and services for yourself, and on the home page alone answers any and all basic and fundamental questions about its system. Easy navigation, an overall appealing web design layout, and proper update maintenance makes this site close to impeccable. EduTools This final site was definitely my least favorite of the three. The home page is incredibly basic and drab, and there is not enough information offered. The site presented a brief summary of the facts, stating that "EduTools provides independent reviews, side-by-side comparisons, and consulting services to assist decision-making in the e-learning community." (EduTools, 2006).

Historia Electronica Preface, Essay Example | Topics and Well Written Essays - 250 words

Historia Electronica Preface, - Essay Example However, all this is missed out in electronica why so much of it is characterized by naà ¯ve melodies that resemble chimes of a music-box. In electronica, the pigment is more essential that the lines and therefore complicated melodies would definitely hinder the materiality of the original sound. Due to the recent technology which includes the use of computers to serve the purpose of the guitar and digital signal processing, allow an outstanding display of timbral colors. In electronic music dance, every element functions as both rhythm and texture. On the other hand, melody is presented as simple, little vamps that function as rhythmic cogs which interlock, resulting to a groove. Drums patterns are mostly experienced in electronica music dance and the rhythmic subdivisions become more complex overtime. Electronic music dance portrays the aspect of being lost in music. People are carried away by the rhythmic sound as they are meditatively engaged in the sonic events that infuse more. Drug imagery comes out as a central aspect in electronic imagination, and this enumerates the loss of ego that makes one to be overwhelmed. In the hierarchy of senses, sight which is mostly privileged is overthrown as hearing is considered the most superior sense. This notion provides a good reason as to why light is not preferred in warehouse raves. The impression created out of this is that when visual is diminished, sound becomes more vivid. The audio-tactile which is a vibrational continuum acts as the amplifier and literally obscures retinal perception. The culture of the dance is about participation while the video is about spectatorship. If the club is more underground, it is likely to experience less visual distractions as there is less to be seen and the scene is more hardcore in electronic mu sic dance. Electronic dance music is closely connected to the drug culture. Even when the music is not meant to enhance drugs, it relays drug-like

Promoting Unity in the Family Unit in the twenty First century Essay

Promoting Unity in the Family Unit in the twenty First century - Essay Example   Accepting the changes in the family unit that have occurred during the twentieth century can be one of the best methods of achieving harmony in the family. An acceptance on the part of the parents of the changed social codes regarding the manner in which men and women are to conduct themselves in society, an help bridge distances between the two parents in case any clash happens. On many occasions, conflicts arise as a result of the inability on the part of either parent to accept that the gender roles that the other is supposed to adhere to have changed from previous generations. Parents who have grown up seeing earlier models of manhood and womanhood may not be able to adjust to modern lifestyles that demand different definitions of either category of genders. During the twentieth century, the notions of differences between sex and gender that came about primarily due to feminist movements have also caused changes in the structure of the family. The establishment of the differe nces in the sexual and gender roles, that a person is supposed to perform, was explained at length by the French feminist, Simone De Beauvoir in her book, The Second Sex (Beauvoir). A redistribution of jobs within the family may enable different members, whichever sex they are, to feel themselves more a part of the family. This would follow from the fact that they would be able to see themselves not just as members of a family as a result of their crudely reproductive functions but also because of the characteristics as individuals.      Contrary to popular perception gay and lesbian families can actually strengthen family structures since the reproductive aspect of relations that is present in heterosexual families is less a part of homosexual families. The structuring of such families can function as models for units that are distinct from conventional standards of the family. Such standards may enable people of any orientation to bring in more of their individuality into family units as a positive change. To be a part of a united group of individuals that form a unit within a society, one needs to feel accepted within that group. Unconventional models can be the next step in the evolution of the family unit in the twenty first century. Such a process of evolution may lead to models of the family that are stronger and more united than those which were a feature of the past. Strict patriarchal authority that was the driving force of earlier models of

Strategic Brand Communication Essay Example | Topics and Well Written Essays - 3000 words

Strategic Brand Communication - Essay Example Building brand equity requires communication effectiveness. If the brand equity is high, consumers may be willing to process these communications more favourably (Keller, 2009). However, today companies have evolved from these stages of brand management and as per Goodyear’s model many organizations have evolved and reached the stage where brand is viewed as a policy (McEnally and De Chernatony, 1999). Brand communication has evolved from helping consumers organize their knowledge about products and services based on the mental structures enabling them to clarify their decision making. Brand communication must also be directed at employees as they are an important part of ‘performing the brand’. The Body Shop is one such company where its employees live the brand. Branding is the means to distinguish goods of one producer from another. Referring to a brand means the product or service has created certain amount of awareness, prominence and reputation in the market place (Keller, Parameswaran and Jacob, 2008, p1). Developing employees to participate in the brand and live the brand is known as internal branding. Consumers can form brand associations in a variety of ways – other than marketing activities. ... In other words, employees communicate the brand through their activities. Communication directed at employees has several dimensions. First, employees must know what they are expected to project. This implies that employees must receive messages that are consistent, frequent and in alignment with the organizational mission, vision and core values. Employees’ understanding and knowledge of the desired brand is necessary to facilitate brand communication. Employees must have the capacity to internalize the desired brand image and then reflect it to others. This suggests that the organization or the leader must first demonstrate the values. Anita Roddick’s concern for the environment manifests itself in the plan of The Body Shop (Argenti and Druckenmiller, 2004). The leader’s own personality can help shape the personality of their company’s brand. This is evident from the way that the leader created the brand image without engaging in conventional advertising . The Body Shop created a brand image without going in for conventional advertising (Keller, Parameswaran and Jacob, 2008, p57). It strongly associated with personal care and environmental concerns as it used only natural ingredients and never tested on animals. They communicated this message through advertising which helped build the brand image of an ethical company. Their environmental concerns are also communicated through packaging which is simple, refillable and recyclable. Staff at The Body Shop is always encouraged to be enthusiastic and informative about environmental issues. Their sourcing policy also communicated their brand image – they use local small producers from around the world. They engage in social action program which

Project2 Essay Example | Topics and Well Written Essays - 750 words

Project2 - Essay Example After site visits to the corporate headquarters and one manufacturing plant, along with interviews of both key personnel and employees alike, careful consideration have been made of the many situations facing MPC. We have decided the following problems need to be fixed in the order they are referenced. The eighteen month time period that the company projects for modernization is realistic, provided they continue to use outsourcing for most of the projects. The first problem that needs to be addressed is the issue of the mainframe computer. ANDC agrees with Ms Hsu that the mainframe is a money pit and will only get worse as the machine gets older. Bradley University converted in the same fashion in the late 1990’s, an old report in the field of technology but relevant to this situation nonetheless (Bradley 1997). Their report is honest, listing both benefits (Same as MPC; cost and maintenance) and realized disadvantages. One was that they also experimented with environments oth er than Windows (including DOS and MAC) and eventually had to revert to a strictly PC based environment. Not only would that be standardized but since most users are familiar with Windows, new system training was mineralized. The first benefit realized would therefore be the costs. One thing Bradley stated they would do different was purchasing network ready servers and buying them as identical systems from one vendor. A check with Dell (2012), shows that a new computer to be used as a rack server would cost around $6,000 apiece. Since MPC would require three servers, database, web, and internal (intranet), the initial cost would be around $20,000, since Dell would also send the servers preloaded with Microsoft Server 2012 for a predetermined cost (based upon number of clients per machine). A vendor such as Dell would also be able to provide an answer to another of the customer’s questions. Long term maintenance agreements can be purchased for a nominal fee and the company ev en offers lease arrangements. In order to keep the mainframe functioning until shutoff time, with minimal service interruption, it is recommended that both environments function side-by-side. The Intranet can be transitioned first, in conjunction with the database server. One advantage of the Intranet system is the fact that the internationally remote manufacturing plants can also be connected securely, so that redundant systems would not be necessary; a simple internet connection is all that is required. Then the web server can be up and running well before the eighteen month deadline. During the changeover and for six months thereafter ANDC personnel will be at company headquarters to ensure a smooth transition, during which time ANDC will assume full responsibility for changeover. Another financial consideration MPC should consider is upgrading their cabling to T-1 throughout. The increased traffic would probably soon result in overloading their current system (Mitchell 2012). Th e second problem is the relatively antiquated call center system with a non-functioning web ordering system. One of the major customer complaints are long waiting times for customer service (Your call is important to us) and is the main reason more customers are turning to the internet for ordering and service. MPC is correct in that some customers will continue to want to call but that call volume will probably be less than ten per cent of what it is now (Bleuell 2009). Fujitsu (2012) presents the case of a Japanese optical

Strategic Brand Communication Essay Example | Topics and Well Written Essays - 3000 words

Strategic Brand Communication - Essay Example Building brand equity requires communication effectiveness. If the brand equity is high, consumers may be willing to process these communications more favourably (Keller, 2009). However, today companies have evolved from these stages of brand management and as per Goodyear’s model many organizations have evolved and reached the stage where brand is viewed as a policy (McEnally and De Chernatony, 1999). Brand communication has evolved from helping consumers organize their knowledge about products and services based on the mental structures enabling them to clarify their decision making. Brand communication must also be directed at employees as they are an important part of ‘performing the brand’. The Body Shop is one such company where its employees live the brand. Branding is the means to distinguish goods of one producer from another. Referring to a brand means the product or service has created certain amount of awareness, prominence and reputation in the market place (Keller, Parameswaran and Jacob, 2008, p1). Developing employees to participate in the brand and live the brand is known as internal branding. Consumers can form brand associations in a variety of ways – other than marketing activities. ... In other words, employees communicate the brand through their activities. Communication directed at employees has several dimensions. First, employees must know what they are expected to project. This implies that employees must receive messages that are consistent, frequent and in alignment with the organizational mission, vision and core values. Employees’ understanding and knowledge of the desired brand is necessary to facilitate brand communication. Employees must have the capacity to internalize the desired brand image and then reflect it to others. This suggests that the organization or the leader must first demonstrate the values. Anita Roddick’s concern for the environment manifests itself in the plan of The Body Shop (Argenti and Druckenmiller, 2004). The leader’s own personality can help shape the personality of their company’s brand. This is evident from the way that the leader created the brand image without engaging in conventional advertising . The Body Shop created a brand image without going in for conventional advertising (Keller, Parameswaran and Jacob, 2008, p57). It strongly associated with personal care and environmental concerns as it used only natural ingredients and never tested on animals. They communicated this message through advertising which helped build the brand image of an ethical company. Their environmental concerns are also communicated through packaging which is simple, refillable and recyclable. Staff at The Body Shop is always encouraged to be enthusiastic and informative about environmental issues. Their sourcing policy also communicated their brand image – they use local small producers from around the world. They engage in social action program which

Qualitative Research Paper Critique Example | Topics and Well Written Essays - 1250 words

Qualitative Critique - Research Paper Example onal Health (IHCAR), Karolinska Institutet, Stockholm; and Department of Women and Child Health, Division of Reproductive and Perinatal Health Care, Karolinska Institutet, Stockholm, Sweden† (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 263) The investigators identified the study approach through explicitly defining the aim and noting that the study would entail conducting interviews, observation and field notes under the portion of data collection (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, pp. 265-266). The authors used a straightforward and comprehensible language that assisted in presenting relevant concepts and expounding on the approach. Likewise, relevant terms were appropriate defined under a heading entitled ‘Definitions’ which came after the Data Collection portion (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 266). To achieve the aim of exploring â€Å"cultural childbirth practices and beliefs in Zambia as related by women accompanying labouring women to maternity units† (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 265), the data collection method (use of interviews, observation and field notes, as indicated) and the data analysis techniques (use of EPI-INFO software to interpret quantitative information and the use of content analysis for the qualitative interpretation) (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 266) were appropriate. These approaches effectively evaluated the results and the design incorporated screening factors that could adversely affect the outcome. The significant or importance of the study was not explicitly stated but the portion which was presented as ‘What this paper adds’ (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 272) as value added information. The study’s potential contribution to nursing included illuminating health care practitioners on the role of cultural practices and beliefs during the pregnancy period (from prenatal to antenatal) as influential to

Pestel Framework Essay Example for Free

Pestel Framework Essay The political environment (Refer Section 1 in Appendix 01) does not favour Fonterra’s operating environment with heavy control over milk powder pricing. Political figureheads at times lead the public to perceive that multinational dairies are working towards destroying the local dairy industry. With the ending of a 26-year old war within the country there is stability in the political environment which in normal cases encourages foreign investment. However the government’s policies and tight regulations towards foreign investment and trade, creates an unfavourable environment for operating multinationals like Fonterra. Noted. In the economic front (Refer section 2 in Appendix01), with base commodity prices being reliant on global trends and heavy fluctuations on exchange rates, budgeting for the purchase of full cream and skim milk from New Zealand proves difficult with currency fluctuations most often surpassing budgeted variances. Subsidies by the government to selected local dairy companies also give unfavourable advantage to them over Fonterra. Socially, similar to world trends, the aging population in the country has opened up new opportunity for Fonterra to move in with its Anlene product, coincidentally at a time when mature markets like full cream milk come under heavy smear campaigns with global issues such as the melamine scare in China. Such incidents create negative perception on all powdered milk products that not only impact short term sales figures but also tarnish the brand loyalty Fonterra has established throughout the years (refer section 3 of Appendix01). When we analyse technological trends and their implications on Fonterra (Refer section 4 in Appendix01), many technological improvements ranging from foraging, nutrition, and flavouring to packaging, has influenced Fonterra to create its own biotechnology subsidiary called ViaLactia Biosciences, working on identifying, discovering and commercialising genes that affect pasture grasses, milk production and milk composition. One such discovery was the response to bone decay known as Osteoporosis that most ging populations of the world are facing. By combining bone strengthening nutrients like Calcium, Zinc, Protein and Magnesium, Fonterra was able to create the brand Anlene. Environmental influences on Fonterra’s strategy are discussed in detail in section 5 of Appendix01. Government sponsored environmental schemes both globally and locally such as deployment of Emission Trading Schemes (ETS) and application of Afforestation Grants Scheme (AGS) increases Fonterra operational costs by having to monitor their greenhouse emissions. Fonterra has to include many green initiatives in to their strategy ranging from simple measures such as waste water treatment to more far-reaching methods like emission trading schemes to forestry provisioning. In addition the trend to move towards more renewable energy globally would drive the energy costs higher for Fonterra. On legislative front (Refer section 6 in Appendix01), Fonterra plans and operates under strict legislative framework governed by many authorities both globally and locally as content claims on dairy product are heavily scrutinised. Furthermore, products such as Anchor 1+ that cater to infant nutrition require additional measures due to their sensitive nature throughout their lifecycle from production to transportation. Any mishap on the part of a multinational such as Fonterra can lead to a product recall. Therefore additional operational costs have to be borne in maintaining hygiene in areas such as production, packaging, storage and transportation. Refer Appendix01 for a detailed analysis on current industry trends and implications to Fonterra. An extremely good analysis.

Computer Networks And Wireless Transmissions

Computer Networks And Wireless Transmissions In telecommunications, wireless communication may be used to transfer information over short distances or long distance. The term is often shortened to wireless. it encompasses various types of fixed , mobile, cellular telephones etc. now -a days people who need to be online all the time. For these mobile users, twisted pair, coax, and fiber optics are of no use. They need to get their hits of data for their laptop, notebooks, shirt pocket or wrist watch computers without being tethered to the terrestrial communication infrastructure. For these users, wireless communication is the answer. THE ELECTROMAGNETIC SPECTRUM Wireless transmission can provide special services and conveniences to people, such as connection to the internet or other networks without connecting to wire directly. It can also facilitate the creation of networks in special situations, such as terrain that is unfriendly to ground cables. Wireless communication began, in fact, in the Hawaiian island precisely the problem of terrain separated by large stretched of ocean. Political organizations determine which sections of the spectrum of light are all to which wireless transmission purpose. Because the existing organizations are always in agreement with current practice or with each other, some products manufactured for one country may not work in another. RADIO TRANSMISSION Radio waves are easy to generate and are omnidirectional, but have low transmission rates. Also, depending on their frequency, radio waves either cannot travel very far, or are absorbed by the earth. In some cases, though, high frequency waves are reflected back to earth by the ionosphere. Ionosphere is a layer of the atmosphere. MICROWAVE TRANSMISSION Microwave transmission is popular for its ability to travel in straight lines. A source can be directly focused on its destination without interfering with neighboring transmissions. Because they travel in straight lines, though, the curvature of the earth can interfere with the microwave transmitters. The solution to this is the addition of repeaters in between the source and destination to redirect the data path. Microwaves are used for long distance communication like cellular phones, garage door openers and so on.. INFRARED AND MILLIMETER WAVES Infrared light is used for close- range communication, such as remote controls, because if does not pass through objects well. This is also a plus because infrared communications in one room de not interfere with the infrared communications in another room. Infrared communication is more secure than other option, such as radio, but it cannot be used outside due to interference by the sun. LIGHTWAVE TRANSMISSION Lasers can be used for wireless communication. It is a relatively low cost way to connect two buildings LAN, but it has drawbacks. The laser is difficult to target on the destinations receiver because the beam is so small. Laser light also diffuses easily in poor atmospheric conditions like rain, fog and so on. TERMS OF WIRELESS TRANSMISSION The theoretical basis for data communication Transmission media Wireless transmission The telephone system Narrowband ISDN Broadband ISDN and ATM THE THEORETICAL BASIS FOR DATA COMMUNICATION Harmonics An infinite series, such as a Fourier series, is just the addition of an infinite number of terms. Each term is called a harmonic. Baud Signals are used to send data over a write. If we want to indicate a data change, there is a corresponding signal change on the wire. The maximum possible number of signal changes per second is called the baud. Fourier Series A periodic function is one that repeats itself over time. Sine and cosine are periodic functions. Fourier proved that any reasonably behaved periodic function could be written as a sum of sine and cosine functions. This is important because sine and cosine are easily represented and recreated. The Fourier series allows periodic signals to be sent over a wire. Voice-Grade Line A voice-grade line has certain restrictions that limits the maximum number of signal changes per second. Signal-To-Noise Ratio Decibels A way to measure to measure the thermal noise that is present on a wire. TRANSMISSION MEDIA Here more than ten terms are there so I am going to explain five terms: Magnetic Media Material on which to store data. It is used in diskettes and magnetic tape. Magnetic media is a common way to transport data quickly. Twisted Pair The oldest and still most common transmission medium. Two insulated copper wires. Twisting the wires reduces electrical interferences from nearby wires. It also counters the antenna effect caused by parallel wires. Head-End In a dual cable system, there are two cables which only transmit data in one direction each. At one end of the network, data is collection from one line for re-transmission on the line going the opposite direction. The end of the network responsible for the data collection and retransmission is called the head-end. Subsplit When two cables are not used, but there is need for simulation of dual cable system, bandwidth on a single cable can be split up, with one portion representing one cable, and the other portion representing the second cable. Splitting the frequencies so that the lower frequencies are used for one purpose and the higher for another is called a subsplit system. Mode Characteristic of a light wave associated with the reflection of the wave through the silica fiber. WIRELESS TRANSMISSION Frequency (F) Light and electricity travel in the form of waves. Waves are periodic in that they repeat themselves, so the frequency of a wave is just the number of times the wave repeats itself in one second. Hertz (Hz) The unit of measure of frequency. The name comes from the german physicist who first produced electromagnetic waves. Wavelength (Lambda) Wavelength is the measure of the length of a wave that is it is used ti find the distance between two consecutive maxima or minima. Speed Of Light (C) The speed that electromagnetic waves travel in a vacuum approximately 3*108 m/sec. electromagnetic waves do not travel as fast through a medium as they do through a vacuum. Spread Spectrum A pattern for EM transmission which is popular in the military for its ability to avoid jamming. The transmitter hops from frequency to frequency across a wide frequency band. THE TELEPHONE SYSTEM In this there are more than ten terms so here I am going to explain six terms Public Switched Telephone Network The currently existing network used for telephone communication. It was designed specifically for voice, and is not well suited for use by computers for transmitting data to one another. End Office The place to which your telephones lines connect to receive the telephone service. The distance from the telephone to the end office is usually small around 1 to 10km). Toll Offices Switching centers that connect several end offices. Tandem Offices Similar to the toll office, except it connects the end offices that are within the same local area. Toll Connecting Trunks The hardware which connects the end office to the toll of offices. NARROWBAND ISDN Integrated Services Digital Network Fully digital, circuit switched telephone system that is designed to accommodate both voice and data services. Digital Bit Pipe A bi-directional logical pipe which will pass bits on from source to destination without concern about whether they are voice. NT1 Device placed between the user and the nearest end office allows ISDN connection. Plain Old Telephone Exchange or NT2 Device placed between the end user which can provide a variety of ISDN services. Narrowband ISDN ISDN services on 64-kbps channels. BROADBAND ISDN AND ATM Broadband ISDN It is more recent design for a digital network on which data can travel rates of 155Mbps. It is based on ATM technology. Permanent Virtual Circuits Virtual circuits that remains in place for extended periods of time. Switched Virtual Circuits Virtual circuits that remains in place for short periods of time, typically related to the session time. Head-Of-Line Blocking If a questionable cell tries to come into ATM switch, it will be stalled, effectively stalling the cells behind it unfairly. This is called head-of -line blocking. Knockout Switch To solve the head-of-line blocking problem, queuing on the output side has been proposed. The knockout switch does just this, by stimulating a single output queue by having several output queues that are activated on a round- robin type basis. FORMULAE THE THEORETICAL BASIS FOR DATA COMMUNICATION Baud Rate The baud rate is NOT the same as the data rate. Baud tells how many signals are sent per second, but there are ways of encoding more than one bit per signal change. AVOID getting this confused. Baud= number of signal changes/second Maximum Data Rate Of A Channel (Nyquists Theorem) Max data rate=2 Hlog2 V H=bandwidth in HZ V=discrete levels This formula shows the maximum number of bits that can be sent per second on a data line with a bandwidth of H, is V bits are sent per signal. The max data rate should be in bits per second. Signal-To-Noise Ratio 10log10(S/N) S=signal power N=noise power This formula is used to quantify the quality of a line. It is not usually presented as a ratio, but instead it is given in the units decibels. Maximum Number of Bits Per Second (Shannons Result) Max number of bits per second=H log2 (1+(S/N)) This formula shows the maximum achievable data rate on a noisy line. The difference between shannons result and Nyquists theorem is that Shannons result takes the noise on a line into consideration. The noise can drastically reduce a lines capacity to send data. It is measured in bits per second. TRANSMISSION MEDIA Attenuation 10 log10 (transmitted power/ received power) Attenuation is a way to measure the amount of power lost in a signals strength from when it was sent to when it was received. Attenuation is measured in decibels. WIRELESS TRANSMISSION This formula is used to find the relationship between frequency, wavelength, and the speed of light. Lambda f=c Lambda=wavelength F=frequency C=speed of light THE TELEPHONE SYSTEM This formula is used to fine the bits per second. Bits per second= number of bits per signal change*baud. BIBILIOGRPHY Google.com Wikipedia.com

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Rockets were first introduced in 1232 AD. Therefore, they have a very long and extensive history. At first, rockets were just used as weapons, but as early as 1806 they began being used for space travel. The first rockets that were made, were made in China. This was during the time that black powder was discovered. Several years later the largest rocket in the world was built which took 18 months to finish. Many of us don’t think of all the work that has been put into creating rockets. From the tiny weapons that were used to fight off enemies, to the 300 foot tall contraption that sends people to space, rockets have forever changed history and the way that space travel has developed. A rocket is a missile, spacecraft, aircraft or other vehicle that obtains thrust from a rocket engine. Rocket engine exhaust is formed entirely from propellants carried within the rocket before use. Rockets are powered by engines, and engines work by action and reaction. Pushing the rocket forward and then throwing the exhaust backwards causes the rocket to go into the air extremely fast. While comparatively inefficient for low speed use, rockets are relatively lightweight and powerful, capable of generating large accelerations and of attaining extremely high speeds with reasonable efficiency. Rockets are not reliant on the atmosphere and work very well in space. Unlike ordinary engines, rockets carry their own supply of oxygen to burn its fuel. As rockets have gotten bigger and bigger so have the engines. The largest rocket in the world which took 18 months to build was NASA’s Saturn V model. Werner von Braun designed this rocket. He developed a rocket that got the first grou p of men to the moon in July of 1969. The technology of rockets was first k... ... influenced by the Mongol invasions of the previous few centuries. Chemical rockets are the most common type of rocket and they typically create their exhaust by the combustion of rocket propellant. Chemical rockets store a large amount of energy in an easily released form, and can be very dangerous. However, careful design, testing, construction and use minimize risks. In space, there are better ways of propulsion. Many of them get much more mileage, but they are slower and require an electric power source. Once we start to industrialize space, we will surely assemble large "space trucks" in low Earth orbit to haul payloads around space much more efficiently, using something else besides chemical rocketry. However, for people, who need to be transported quickly, we can assume we will be using chemical rocketry in the first stage of large scale space development.

Financial Statement Discussion and Analysis

IPSASB Exposure Draft (ED) 47 March 2012 Comments due: July 31, 2012 Proposed International Public Sector Accounting Standard Financial Statement Discussion and Analysis The International Public Sector Accounting Standards Board (IPSASB) sets International Public Sector Accounting Standards (IPSASs) for use by public sector entities, including national, regional, and local governments, and related governmental agencies. A key part of the IPSASB’s strategy is to converge the IPSASs, to the extent appropriate, with the IFRSs issued by the IASB.The objective of the IPSASB is to serve the public interest by setting high-quality public sector accounting standards and by facilitating the adoption and implementation of these, thereby enhancing the quality and consistency of practice throughout the world and strengthening transparency and accountability of public sector finances. ——————– The structures and processes that support the ope rations of the IPSASB are facilitated by the International Federation of Accountants (IFAC).The mission of the International Federation of Accountants (IFAC) is to serve the public interest by: contributing to the development, adoption and implementation of high-quality international standards and guidance; contributing to the development of strong professional accountancy organizations and accounting firms, and to high-quality practices by professional accountants; promoting the value of professional accountants worldwide; speaking out on public interest issues where the accountancy profession’s expertise is most relevant.International Public Sector Accounting Standards, Exposure Drafts, Consultation Papers, and other IPSASB publications are published by, and copyright of, IFAC. The IPSASB and IFAC do not accept responsibility for loss caused to any person who acts or refrains from acting in reliance on the material in this publication, whether such loss is caused by neglige nce or otherwise. The IPSASB logo, ‘International Public Sector Accounting Standards Board’, ‘IPSASB’, ‘International Public Sector Accounting Standards’ ‘IPSAS’, the IFAC logo, ‘International Federation of Accountants’, and ‘IFAC’ are trademarks and service marks of IFAC.Copyright  © March 2012 by the International Federation of Accountants (IFAC). All rights reserved. Permission is granted to make copies of this work to achieve maximum exposure and feedback provided that each copy bears the following credit line: â€Å"Copyright  © March 2012 by the International Federation of Accountants (IFAC). All rights reserved. Used with permission of IFAC. Permission is granted to make copies of this work to achieve maximum exposure and feedback. † Published by: REQUEST FOR COMMENTSThis Exposure Draft 47, Financial Statement Discussion and Analysis, was developed and approved by the International Public Sector Accounting Standards Board (IPSASB). The proposals in this Exposure Draft may be modified in light of comments received before being issued in final form. Comments are requested by July 31, 2012. Respondents are asked to submit their comments electronically through the IPSASB website, using the â€Å"Submit a Comment† link. Please submit comments in both a PDF and Word file.Also, please note that first-time users must register to use this feature. All comments will be considered a matter of public record and will ultimately be posted on the website. Although IPSASB prefers that comments are submitted via its website, comments can also be sent to Stephenie Fox, IPSASB Technical Director at [email  protected] org. This publication may be downloaded free of charge from the IPSASB website: www. ipsasb. org. The approved text is published in the English language.Objective of the Exposure Draft The objective of this Exposure Draft (ED) is to propose an authoritative Stand ard for the preparation of financial statement discussion and analysis by public sector entities. Guide for Respondents The IPSASB would welcome comments on all of the matters discussed in this Exposure Draft. Comments are most helpful if they indicate the specific paragraph or group of paragraphs to which they relate, contain a clear rationale and, where applicable, provide a suggestion for alternative wording.The Specific Matter for Comments requested for the Exposure Draft are provided below. Specific Matter for Comment 1: Do you agree that the material presented in this Exposure Draft should be developed as an IPSAS, with the same level of authority as the accrual based IPSASs, which applies to all entities that prepare financial statements in accordance with IPSASs? Specific Matter for Comment 2: Do you agree that IPSAS 1 should be amended to clearly indicate that financial statement discussion and analysis is not a component of the financial statements?Specific Matter for Comm ent 3: Is the scope of financial statement discussion and analysis clearly defined so as to distinguish it from other issues being addressed by the IPSASB (e. g. , financial statements, service performance reporting, reporting on the long-term sustainability of public finances)? Specific Matter for Comment 4: Is the required content for financial statement discussion and analysis appropriate? 3 Specific Matter for Comment 5: Do you agree with the transitional provisions?Specific Matter for Comment 6: Is the Implementation Guidance useful to understanding the requirements of the proposed IPSAS? Specific Matter for Comment 7: Is the Illustrative Example a useful way of illustrating the requirements of the proposed IPSAS? 4 IPSAS XX (ED 47)—FINANCIAL STATEMENT DISCUSSION AND ANALYSIS CONTENTS Paragraph Objective †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Scope †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Requirement for Financial Statement Discussion and Analysis †¦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‚¬ ¦. Definition †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Qualitative Characteristics †¦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‚¬ ¦. Structure and Content of Financial Statement Discussion and Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Identification and Responsibility †¦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‚¬ ¦.Compliance with this IPSAS †¦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‚¬ ¦. Minimum Required Content †¦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¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Overview of the entity†¦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‚¬ ¦.. Information about the entity’s objectives and strategies †¦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‚¬ ¦ Analysis of the entity’s financial statements †¦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‚¬ ¦.Risks and uncertainties †¦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‚¬ ¦.. Transition†¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Effective Date †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix A: Amendments to Other IPSASs Basis for Conclusions Alternative View Implementation Guidance Illustrative Example 1 2? 5 6–7 8 9 10? 32 11–12 13–14 15? 32 18 19–20 21–26 7–32 33–34 35–36 5 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS International Public Sector Accounting Standard XX (ED 47), Financial Statement Discussion and Analysis is set out in paragraphs 1–36. All the paragraphs have equal authority. IPSAS XX (ED 47) should be read in the context of its object ive, the Basis for Conclusions, and the Preface to International Public Sector Accounting Standards. IPSAS 3, Accounting Policies, Changes in Accounting Estimates and Errors provides a basis for selecting and applying accounting policies in the absence of explicit guidance. FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Objective 1. The objective of this Standard is to prescribe the manner in which financial statement discussion and analysis should be prepared and presented. To achieve this objective, this Standard sets out overall considerations for the guidance for its structure, minimum requirements for the content and presentation to allow entities to prepare financial statement discussion and analysis for their specific circumstances to assist users to understand the financial statements. Scope 2.An entity that prepares and presents general purpose financial statements (â€Å"financial statements†) in accordance with IPSAS 1, Presentation of Financial Statements, shall prep are and present financial statement discussion and analysis. Financial statement discussion and analysis shall be prepared for the same reporting entity that prepares and presents financial statements under the accrual basis of accounting. This Standard applies only to financial statement discussion and analysis. It does not apply to other information included in public documents issued in conjunction with the financial statements.This Standard applies to all public sector entities other than Government Business Enterprises. The Preface to International Public Sector Accounting Standards issued by the IPSASB explains that Government Business Enterprises (GBEs) apply IFRSs issued by the IASB. GBEs are defined in IPSAS 1. 3. 4. 5. Requirement for Financial Statement Discussion and Analysis 6. 7. An entity shall issue the financial statement discussion and analysis when it issues financial statements. IPSAS 1 requires financial statements to be prepared at least annually. Some entities may prepare condensed interim financial information.This Standard requires an entity to issue financial discussion and analysis in conjunction with the entity’s annual financial statements. Definition 8. The following term is used in this Standard with the meaning specified: Financial statement discussion and analysis is an explanation of the significant items, transactions, and events presented in an entity’s financial statements and the trends and factors that influenced them. Terms defined in other IPSASs are used in this Standard with the same meaning as in those Standards, and are reproduced in the Glossary of Defined Terms published separately.Qualitative Characteristics 9. Financial statement discussion and analysis shall include information that possesses the qualitative characteristics of general purpose financial reports identified in Appendix A of IPSAS 1. 7 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Structure and Content of Financial Statement Discussion and Analysis 10. Financial statement discussion and analysis shall be consistent with the financial statements, and based on currently-known facts and supportable assumptions.Identification of Financial Statement Discussion and Analysis 11. 12. Financial statement discussion and analysis shall be identified clearly, and distinguished from the financial statements. Separate identification of financial statement discussion and analysis enables users to distinguish: (a) (b) Financial statements prepared and presented under the accrual basis of accounting in accordance with IPSASs; and Other information presented in an annual report or other document that may be useful to users but is not the subject of requirements in IPSASs.Compliance with this IPSAS 13. An entity whose financial statement discussion and analysis complies with this IPSAS shall make an explicit and unreserved statement of such compliance. Financial statement discussion and analysis shall not be described as complying w ith this IPSAS unless it complies with all the requirements of this IPSAS. In some jurisdictions, preparation and presentation of financial statement discussion and analysis is required by legislative, regulatory, or other externally-imposed regulations.Entities are encouraged to disclose information about compliance with those requirements. 14. Minimum Required Content 15. To the extent it does not replicate information in the financial statements, financial statement discussion and analysis shall include, at a minimum: (a) (b) (c) (d) 16. An overview of the entity; Information about the entity’s objectives and strategies; An analysis of the entity’s financial statements, including variances and trends; and Information about the entity’s risks and uncertainties, including its risk management strategy.Financial statement discussion and analysis provides useful information to users for accountability and decision-making purposes. However, some matters may be requ ired to be included in the financial statements by relevant IPSASs that may also be required to be included in financial statement discussion and analysis in accordance with this Standard. In those cases, financial statement discussion and analysis should not merely repeat what is in the financial statements, but it should complement and supplement the financial statement explanations by providing insights and perspectives thereon.Although the specific information contained in an entity’s financial statement discussion and analysis will vary depending on the facts and circumstances specific to the entity, certain essential elements are important to all financial statement discussion and analysis, as discussed below. 17. 8 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Overview of the Entity 18. An overview of the entity helps users to understand the entity and how the environment in which it operates affect an entity’s financial statements. This information is the startin g point in assisting users’ understanding of an entity’s financial statements.Information provided about an entity’s operations in financial statement discussion and analysis may include current information, and changes from the prior year, about: (a) (b) (c) (d) The entity’s mission and vision; The entity’s governance (e. g. , legislative or regulatory structure, management structure); The entity’s relationships with other entities (e. g. , funding arrangements); External trends, events and developments in the legal, regulatory, social, political, and macro-economic environment specific to the entity, which have or may have a material impact on the entity’s financial position and financial performance (e. . , the impact of a regional or international financial crisis on employment, the tax base, or interest rates in the jurisdiction); and The entity’s main operations, including service delivery methods (e. g. , outsourcing, se rvice concession arrangements) and significant changes in them. (e) Information about the Entity’s Objectives and Strategies 19. Financial statement discussion and analysis should discuss the entity’s objectives and strategies in a way that enables users of the financial statements to understand the entity’s priorities and to identify the resources that must be managed to achieve its objectives.Financial statement discussion and analysis should also explain how the achievement of the entity’s financial objectives (e. g. , debt reduction strategy) will be measured. Financial statement discussion and analysis should discuss significant changes in an entity’s objectives and strategies from the previous period or periods. 20. Analysis of the Entity’s Financial Statements 21. Financial statement discussion and analysis should describe the significant events and activities that have affected the financial statements, without simply reiterating the information presented in those financial statements.A brief discussion of the purpose of, and information provided by, each component of the financial statements set out in IPSAS1, and their interrelationships should also be provided. In addition, there should be a discussion of significant commitments, contingencies, and events occurring after the reporting date. If financial performance measures that are not required or defined by IPSASs are included within financial statement discussion and analysis, those measures should be defined and explained, including an explanation of the relevance of the measure to users.When financial performance measures are derived or drawn from the financial statements, those measures should be reconciled to measures presented in the financial statements that have been prepared in accordance with IPSASs. In addition, narrative explanations of such illustrations should be provided if necessary to accurately and completely present the information. Comp arative information should be included in financial statement discussion and analysis when it is relevant to an understanding of the current period’s financial statements. 9 22. 23. FINANCIAL STATEMENT DISCUSSION AND ANALYSIS 4. Financial statements can have a predictive or prospective role. This Standard does not require the entity to disclose forward-looking information, such as forecasts or projections. However, financial statement discussion and analysis should explain significant changes and trends in an entity’s financial position and financial performance. An analysis of trends includes those financial statement items that are important and significant to gaining a better understanding of an entity’s financial position and performance and changes in financial position and performance over a period of time.Identification of the main events, trends, and factors influencing the current reporting period may provide information about the entity’s intend ed actions in relation to such events, trends, and factors because the party responsible for the preparation of the entity’s financial statement discussion and analysis possesses informed expectations regarding the entity’s future operations based on its detailed knowledge of the entity’s current operations.To the extent such information is not included in the financial statements, financial statement discussion and analysis should include information about significant positive and negative variances between: (a) (b) Actual results and the budget; and The prior year and current year financial statements, by explaining significant changes and highlighting trends. 25. 26. Risks and Uncertainties 27. Information about the entity’s risks and uncertainties helps users to evaluate the impact of risks in the current period (e. . , contingent liabilities disclosed in the financial statements) as well as expected outcomes. Information provided may include its main exposures to risk and changes in those risks, its opportunities, along with its policies and strategies for mitigating the risks and capitalizing on opportunities. It may also include the entity’s evaluation of the effectiveness of its risk management strategies.It is noted, however, that these need to be fact-based and take into account currently-known conditions. In addition, underlying assumptions need to be disclosed. Information about the entity’s risks and uncertainties may include a discussion of such matters as a summary of the entity’s investment policy and other means of managing its risks, insurance coverage, and other controls intended to safeguard the entity’s assets.It may also include the relevant legislation, regulation or body that sets the risk management policies for the entity (e. g. , when risks are managed at a government-wide level). A discussion of how the entity’s manages its risks helps users obtain a complete picture of the entity’s exposure to risks that directly affect financial statement items and disclosures, which allows them to evaluate the entity’s financial position and financial performance.Such disclosure may include the entity’s decision to â€Å"self-insure†, or to mitigate risk by transferring or sharing it, or through insurance. Additional information may be provided about uncertainties such as environmental issues, and significant events after the reporting date (see IPSAS 14, Events After the Reporting Date), which may affect the entity’s future operations (e. g. debt issuance, guarantees issued in relation to a financial crisis, or entering into a new service concession arrangement). Information may also be provided about the entity’s opportunities; however in reporting such information, care must be taken to ensure it is fact-based, and neutral. This means that the assumptions made are based on conditions that exist at the reporting date a nd events that occurred in the current period. 10 28. 29. 30. FINANCIAL STATEMENT DISCUSSION AND ANALYSIS 31.A discussion of the risks the entity faces also provides relevant information to users about exposure or vulnerability to concentrations of risks such as significant loans to particular regions or industries, or dependence on a particular source of revenue. Risks and uncertainties may have a pervasive effect on the financial statements, therefore information pertaining to risks and uncertainties may be reported separately, or in relevant sections throughout the financial statement discussion and analysis. 2. Transition 33. 34. All provisions of this Standard shall be applied from the date of first adoption of this Standard. An entity that has applied the transitional provision in IPSAS 1 to present only current period information in the financial statements to which accrual accounting is first adopted in accordance with IPSASs is permitted to omit the comparative information described in paragraph 23 from its financial statement discussion and analysis for that period.Effective Date 35. An entity shall apply this Standard to financial statement discussion and analysis that relates to annual financial statements covering periods beginning on or after MM DD, YYYY. Earlier application is encouraged. If an entity applies this Standard for a period beginning before MM DD, YYYY, it shall disclose that fact and apply IPSAS 1 and IPSAS 24, Presentation of Budget Information in Financial Statements at the same time. When an entity dopts the accrual basis of accounting as defined by IPSASs for financial reporting purposes subsequent to this effective date, this Standard applies to the entity’s financial statement discussion and analysis covering periods beginning on or after the date of adoption. 36. 11 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Appendix A Amendments to Other IPSASs IPSAS 1, Presentation of Financial Statements A new paragraph is inserted after paragraph 21 as follows: Components of Financial Statements 21.A complete set of financial statements comprises: (a) (b) (c) (d) (e) A statement of financial position; A statement of financial performance; A statement of changes in net assets/equity; A cash flow statement; When the entity makes publicly available its approved budget, a comparison of budget and actual amounts either as a separate additional financial statement or as a budget column in the financial statements; and Notes, comprising a summary of significant accounting policies and other explanatory notes. (f) 21A. Financial statement discussion and analysis is not a component of the financial statements.IPSAS XX (ED 47), Financial Statement Discussion and Analysis requires financial statement discussion and analysis to be presented in conjunction with its financial statements. A new paragraph is inserted after paragraph 24 as follows: 24. Public sector entities are typically subject to budgetary limits in the f orm of appropriations or budget authorizations (or equivalent), which may be given effect through authorizing legislation. General purpose financial reporting by public sector entities may provide information on whether resources were obtained and used in accordance with the legally adopted budget.Entities that make publicly available their approved budget(s) are required to comply with the requirements of IPSAS 24, Presentation of Budget Information in Financial Statements. For other entities, where the financial statements and the budget are on the same basis of accounting, this Standard encourages the inclusion in the financial statements of a comparison with the budgeted amounts for the reporting period. Reporting against budget(s) for these entities may be presented in various different ways, including: ?The use of a columnar format for the financial statements, with separate columns for budgeted amounts and actual amounts. A column showing any variances from the budget or appr opriation may also be presented for completeness; and Disclosure that the budgeted amounts have not been exceeded. If any budgeted amounts or appropriations have been exceeded, or expenses incurred without appropriation or other form of authority, then details may be disclosed by way of footnote to the relevant item in the financial statements. ? 12 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS 4A. When an entity elects, under IPSAS 24, to explain, in financial statement discussion and analysis rather than by way of note disclosure, material differences between the budgeted and actual amounts identified in paragraph 24, it applies the guidance in IPSAS XX (ED 47). Paragraphs 27 and 28 are amended as follows: Overall Considerations Fair Presentation and Compliance with IPSASs 27. Financial statements shall present fairly the financial position, financial performance, and cash flows of an entity. Fair presentation of the financial statements requires the aithful representation of the ef fects of transactions, other events, and conditions in accordance with the definitions and recognition criteria for assets, liabilities, revenue, and expenses set out in IPSASs applicable to the financial statements. The application of these IPSASs, with additional disclosures when necessary, is presumed to result in financial statements that achieve a fair presentation. An entity whose financial statements comply with IPSASs applicable to the financial statements shall make an explicit and unreserved statement of such compliance in the notes.Financial statements shall not be described as complying with IPSASs unless they comply with all the requirements of those IPSASs. 28. Paragraph 62 is amended as follows: Identification of the Financial Statements †¦ 62. IPSASs apply to financial statements and financial statement discussion and analysis, and not to other information presented in an annual report or other document. Therefore, it is important that users can distinguish info rmation that is prepared using IPSASs from other information that may be useful to users but is not the subject of those requirements.A new paragraph is inserted after paragraph 153D as follows: Effective Date 153E. Paragraphs 21A and 24A were inserted and paragraphs 27, 28 and 62 were amended by IPSAS XX (ED 47) issued in Month 201X. An entity shall apply those amendments for annual financial statements covering periods beginning on or after Month DD, 201X. Earlier application is encouraged. If an entity applies the amendments for a period beginning before Month DD, 201X, it shall disclose that fact and at the same time apply IPSAS XX (ED 47) and the amendments to paragraphs 14, 19 and 54A of IPSAS 24. 3 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS IPSAS 24 Presentation of Budget Information in Financial Statements Paragraph 14 is amended as follows: Presentation of a Comparison of Budget and Actual Amounts 14. Subject to the requirements of paragraph 21, an entity shall present a c omparison of the budget amounts for which it is held publicly accountable and actual amounts, either as a separate additional financial statement or as additional budget columns in the financial statements currently presented in accordance with IPSASs.The comparison of budget and actual amounts shall present separately for each level of legislative oversight: (a) (b) (c) The original and final budget amounts; The actual amounts on a comparable basis; and By way of note disclosure, an explanation of material differences between the budget for which the entity is held publicly accountable and actual amounts, unless such explanation is included in either the financial statement discussion and analysis or other public documents issued in conjunction with the financial statements, and a cross reference to those documents is made in the notes.Paragraph 19 is amended as follows: 19. Management IPSAS XX (ED 47), Financial Statement Discussion and Analysis requires presentation of a financia l statement discussion and analysis, operations review, or other public reports that provides commentary on the performance and achievements of the entity during the reporting period,. It can include including explanations of any material differences from budget amounts,. Alternatively, this explanation could be included in other public documents are often issued in conjunction with the financial statements.In accordance with paragraph 14(c) of this Standard, explanation of material differences between actual and budget amounts will be included in notes to the financial statements, unless (a) included in the financial statement discussion and analysis or other public reports or documents issued in conjunction with the financial statements, and (b) the notes to the financial statements identify the reports or documents in which the explanation can be found. When an entity presents the actual-to-budget comparison in financial statement discussion and analysis, it applies the guidance in IPSAS XX (ED 47).A new paragraph is inserted after paragraph 54 as follows: Effective Date 54A. Paragraphs 14 and 19 were amended by IPSAS XX (ED 47) issued in Month 201X. An entity shall apply those amendments for annual financial statements covering periods beginning on or after Month DD, 201X. Earlier application is encouraged. If an entity applies the amendments for a period beginning before Month DD, 201X, it shall disclose that fact and at the same time apply IPSAS XX (ED 47) and the amendments to paragraphs 21A, 24A, 27, 28, 62 and 153E of IPSAS 1. 14 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Basis for ConclusionsThis Basis for Conclusions accompanies, but is not part of, IPSAS XX (ED 47). Scope and Authority BC1. The IPSASB approved a project in March 2008 to address â€Å"narrative reporting†. In developing this Standard, the IPSASB clarified that the scope of the project is to address only those reports that provide discussion and analysis specifically pertaini ng to an entity’s general purpose financial statements (â€Å"financial statements†) as set out in IPSAS 1, and not broader types of reports that may be considered general purpose financial reports as envisaged in the IPSASB’s Conceptual Framework.BC2. In undertaking this project, the IPSASB considered, under its Criteria for Modifying IASB Documents, whether to develop guidance that was converged with Management Commentary, an IFRS Practice Statement. The IPSASB did not consider this approach to be appropriate because: (a) The users identified in the Practice Statement are investors. IPSAS 1, Presentation of Financial Statements, identifies different users, which results in different information needs related to the financial statements.Additionally, in the private sector there may be a strong influence from the securities exchanges and their regulators which help ensure and reinforce the information needs of the investors. In the public sector there may not be a comparable regulator, which participates in the process of standardizing financial statement discussion and analysis for a jurisdiction, and therefore reliance on the private sector guidance may result in loss of accountability in the public sector. (b) BC3.Financial statement discussion and analysis is intended to address similar matters to reports that may be termed â€Å"management discussion and analysis† and â€Å"management commentary† in various jurisdictions. However, the IPSASB did not consider those terms to accurately describe the nature of the report in relation to the financial statements. The IPSASB decided it was important to link financial statement discussion and analysis to the financial statements because the financial statement discussion and analysis is intended to explain the financial statements, and not to stand alone.The IPSASB considers the term â€Å"financial statement discussion and analysis† clearly defines the scope of applicabi lity of this Standard and its close linkage to the financial statements. BC4. The IPSASB considered whether public sector entities that prepare and present financial statements in accordance with International Public Sector Accounting Standards (IPSAS): (a) (b) Should be required to prepare financial statement discussion and analysis; and If so, whether financial statement discussion and analysis should be included as an integral part of the general purpose financial statements.BC5. The IPSASB considers that financial statement discussion and analysis provides additional information necessary to meet the objectives of financial statements. The IPSASB concluded that all entities that prepare and present their financial statements in accordance with IPSASs should be required to prepare financial statement discussion and analysis in accordance with this IPSAS, which has the same level of authority as accrual based IPSASs. 15 FINANCIAL STATEMENT DISCUSSION AND ANALYSISBC6. The IPSASB de cided it was important to develop a standard that provided principles for financial statement discussion and analysis, while allowing reporting on specific information most relevant to an entity. Accordingly, this Standard has been developed from a principlesbased perspective that can be applied to all public sector entities. In addition, entities are encouraged to prepare financial statement discussion and analysis that meets their specific circumstances.The IPSASB considered whether a requirement to issue financial statement discussion and analysis when an entity issues financial statements prepared in accordance with IPSASs would be an impediment to the adoption of IPSASs. The IPSASB considered that the users of financial statements in such jurisdictions may even have a greater need for the benefit of financial statement discussion and analysis to help explain the financial statements.The IPSASB considers that in all cases, the benefits of providing financial statement discussion and analysis would outweigh the costs of preparing it, as the information is used in the preparation of the financial statements, and tailored to the specific circumstances of the entity. The IPSASB therefore concluded that financial statement discussion and analysis should be prepared by all entities that prepare their financial statements in accordance with IPSASs. IPSAS 1 defines the scope of the financial statements.The IPSASB does not consider financial statement discussion and analysis to be part of the financial statements prepared in accordance with IPSASs despite its close link to the financial statements. The IPSASB did not, therefore, amend IPSAS 1 to include financial statement discussion and analysis as an integral part of the financial statements. Nevertheless, the IPSASB has clarified the close link between the financial statements and financial statement discussion and analysis. BC7. BC8. BC9. BC10.The IPSASB noted the concern that, if this Standard were an IPSAS, i t could still be considered part of the financial statements and there could be confusion as to whether it would be subject to the same audit requirements as the financial statements. This could cause difficulties in some jurisdictions if the inclusion of financial statement discussion and analysis resulted in a qualified audit report on the financial statements. While the audit of financial statement discussion and analysis is desirable, the IPSASB considers that imposing an audit requirement on such information exceeds its mandate.However, it is noted that an audit of financial statements would not automatically require audited financial statement discussion and analysis. The term â€Å"financial statements† ordinarily refers to a complete set of financial statements as determined by the requirements of the applicable financial reporting framework. The financial reporting framework for public sector entities is described in IPSAS 1, and does not include financial statement discussion and analysis. BC11.To date, IPSASs have addressed only matters that pertain to the content of the financial statements themselves. The IPSASB considered whether it would be appropriate to allow for a new type of pronouncement that had equivalent authoritative status to the IPSASs. The IPSASB is of the view that introducing a new type of pronouncement would be confusing to its constituents. Accordingly, the IPSASB has decided that an International Public Sector Accounting Standard (IPSAS) is the appropriate type of pronouncement to apply to the financial statement discussion and analysis. 6 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Qualitative Characteristics BC12. The IPSASB also concluded that the information in financial statement discussion and analysis should possess the qualitative characteristics and constraints in IPSAS 1. Accordingly, IPSAS XX (ED 47) contains requirements that financial statement discussion and analysis contain information that is consistent wi th those qualitative characteristics. Structure and Content of Financial Statement Discussion and Analysis BC13.Paragraph 21 of IPSAS 1 states that a complete set of financial statements comprises: (a) (b) (c) (d) (e) A statement of financial position; A statement of financial performance; A statement of changes in net assets/equity; A cash flow statement; When the entity makes publicly available its approved budget, a comparison of budget and actual amounts either as a separate additional financial statement or as a budget column in the financial statements; and Notes, comprising a summary of significant accounting policies and other explanatory notes.The IPSASB noted that in some of the minimum required content in paragraph 15 of IPSAS XX (ED 47) may also be required under other IPSASs for financial statements. IPSAS XX (ED 47) therefore requires financial statement discussion and analysis include significant items, transactions, and events that are presented in an entity’s financial statements to the extent it does not replicate information in the financial statements. BC14.The IPSASB noted that the content and format of presentation of financial statement discussion and analysis should be determined by the entity, in a way that best reflects its circumstances, noting that the specific information contained in an entity’s financial statement discussion and analysis will vary depending on the facts and circumstances specific to the entity. The IPSASB wishes to avoid a checklist approach that may result in an entity reporting less relevant information. Accordingly, some flexibility is provided in the content and format.However, the Standard contains certain essential required content that is important to all financial statement discussion and analysis. BC15. In determining the matters that should be required in financial statement discussion and analysis, the IPSASB reviewed and compared existing national standards, guidance, and regulatory requ irements for financial statement discussion and analysis (or its equivalent) in the public sector. The existing approaches, identified in conducting the research, were used to help form the basis for the required content of financial statement discussion and analysis.BC16. In some cases an IPSAS permits certain information to be included in separate reports (e. g. , financial statement discussion and analysis) rather than in the financial statements. The IPSASB did not consider it necessary to duplicate the financial statement disclosure in the financial statement discussion and analysis and has accordingly provided guidance to that effect. (f) 17 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Forward-Looking Information BC17. This Standard does not require the entity to disclose forward-looking information, such as forecasts or projections.However, the IPSASB noted that information in financial statements also has predictive ability about the entity’s operations, and that finan cial statement discussion and analysis could enhance that ability. For example, information about an entity’s risk management policies, and trend analyses of significant financial statement items, may assist users in assessing the extent to which resources will be available to support future service delivery objectives and the amounts and timing of future cash flows necessary to service and repay existing claims to the entity’s resources.The IPSASB has thus provided guidance on how such information could be included in financial statement discussion and analysis. Transitional Provisions BC18. The IPSASB determined that a transitional provision was required to address the case when an entity has used the exemption under IPSAS 1 to not include comparative information in respect of the financial statements to which accrual accounting is first adopted in accordance with IPSASs.This Standard states that comparative information should be included in financial statement discu ssion and analysis when it is relevant to an understanding of the current period’s financial statements. However, where an entity has applied the transitional provision in IPSAS 1 it is unlikely to have comparative information and thus it would not be possible to provide such comparative information. 18 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Alternative View of Mr. Thomas Muller-Marques Berger AV1. This member is of the view that ED 47 should require entities to disclose forward-looking information, such as forecasts or projections.As outlined in the IPSASB’s Conceptual Framework Exposure Draft 1, the objectives of financial reporting by public sector entities are to provide information about the entity that is useful to users of GPFRs for accountability purposes and for decision-making purposes. AV2. In the view of this member, the decision not to require entities to disclose forward-looking information does not completely fulfill user needs as the objective of d ecision-making is not sufficiently addressed. 19 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Implementation GuidanceThis guidance accompanies, but is not part of, IPSAS XX (ED 47). IG1. The purpose of this Implementation Guidance is to illustrate certain aspects of the requirements of IPSAS XX (ED 47). IG2. This Implementation Guidance is divided into three sections as follows: (a) (b) (c) Section A: Qualitative Characteristics of General Purpose Financial Reports— Applicability to Financial Statement Discussion and Analysis; Section B: Examples of Information about the Entity’s Financial Statements; and Section C: Examples of Information about Variances and Trends.Section A: Qualitative Characteristics of General Purpose Financial Reports— Applicability to Financial Statement Discussion and Analysis A. IG1. Financial statement discussion and analysis is intended to explain the significant items, transactions, and events presented in an entity’s financial statements and the trends and factors that influenced the financial statements to assist users to understand the financial statements. It should, therefore, possess the same qualitative characteristics as for financial statements described in IPSAS 1, namely: (a) (b) (c) (d) Understandability; Relevance; Reliability; and Comparability.A. IG2. Financial statement discussion and analysis should aim to achieve a balance between the qualitative characteristics to meet the objectives of providing the information. In some cases, depending on the circumstances of the entity, the relative importance of a particular qualitative characteristic may be greater than in others. A. IG3. Application of the qualitative characteristics to financial statement discussion and analysis is set out in paragraphs A. IG. 4? A. IG. 20. Understandability A. IG4.Information provided in financial statement discussion and analysis should be clear and concise to explain and interpret the complex transactions, eve nts, and conditions presented in the financial statements in a readable and simple manner. Financial statement discussion and analysis is understandable when it uses descriptions that are not overly technical, does not provide excessive detail, and clearly describes those transactions, events, and conditions. Relevance A. IG5. The matters that are relevant to an entity are also specific to that entity.Financial statement discussion and analysis reflects detailed knowledge of the items, transactions, and events, presented in the entity’s financial statements and of the policies that govern the entity’s 20 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS operations. This means that financial statement discussion and analysis may not include some matters that are material to the components of the financial statements set out in IPSAS 1, or it may include some matters that are not material to the financial statements. A. IG6.Financial statement discussion and analysis needs to be clear and concise to be useful, therefore the most important, or material, matters must be selected to be included, descriptions should be non-technical, and an appropriate but not excessive level of detail should be provided. Inclusion of information about immaterial items could make the more important information difficult to find. A. IG7. Generic or â€Å"boilerplate† information that does not relate to the specific operations, practices and circumstances of the entity is unlikely to be relevant and should not be included in financial statement discussion and analysis.When practicable, duplication of the disclosures made in the notes to its financial statements should be avoided. Financial statement discussion and analysis that recites financial statement information without analysis or explanations, or presents discussions that do not provide insight into the entity’s past performance is unlikely to provide information that is relevant to users of the financial statements, and may create an obstacle for users to identify and understand the most significant matters the entity faces.For example, commentary on the economy that relates specifically to the entity’s financial statements and expected impacts on the entity would be relevant information for users. A. IG8. When dealing with qualitative or forward-looking information (e. g. , expectations about financial results in the future), it is not generally possible to specify a uniform quantitative threshold above which a particular type of information becomes material. A. IG9. Financial statement discussion and analysis provides additional perspectives and insights about the financial statements, which increases the relevance of the information. Reliability A. IG10.Information presented in financial statement discussion and analysis should be: (a) (b) (c) (d) Based on, and consistent with, the underlying financial statements; Neutral in discussing both positive and negative facts and views; Based on currently-known facts, decisions, or conditions; and Based on verifiable and supportable assumptions. A. IG11. It is important that information presented in the financial statement discussion and analysis is supported by information in the financial statements, and does not go beyond or contradict the information presented in the financial statements. A. IG12. Information that excludes certain facts (e. . , negative) is incomplete and thus could be not neutral. In cases when financial statement discussion and analysis presents ratios, tables, or charts, they should not distort the information in the financial statements by, for example, using a scale that exaggerates a positive or negative trend. A. IG13. Financial statement discussion and analysis should contain information specific to the entity and related to that reporting period. While the information provided in financial statement discussion and analysis may reflect information outside of the financial stateme nts (e. g. , 21 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS conomic indicators such as changes in the tax base or the employment base), that information should be related to the reporting period and should be from a reliable source. A. IG14. The underlying assumptions and methodologies (including formulae) used to determine ratios and to prepare tables and charts included in financial statement discussion and analysis should be disclosed (e. g. , those used in analyses of trends and variances). In addition, the methodologies adopted in compiling the information, and the factors and circumstances that support the discussion and analyses, need to be transparent.Disclosure of this information permits users to assess the reliability of the information provided. A. IG15. Assumptions should be mutually compatible. Assumptions are mutually compatible when they reflect economic relationships in the jurisdiction (e. g. , interest rates, employment rates, GDP). For example, all assumptions th at depend on the tax base for a given future period would assume the same tax base level in that period. A. IG16. Financial statement discussion and analysis should clearly describe the basis for how the information is reported, including the unit of measurement.For example, in cases when financial statement discussion and analysis presents ratios, tables, or charts, they should not distort the information in the financial statements by, for example, using a scale that exaggerates a positive or negative trend. Thus, when financial statement discussion and analysis contains charts or graphs showing trends, disclosure of the unit of measurement is necessary to ensure such information can be properly interpreted. When such information is presented, the scale of such illustrations should be on a basis that faithfully represents the relationships of the items being analyzed.A. IG17. In some cases it may not be possible to verify the accuracy of all qualitative and quantitative explanatio ns of such information until a future period, if at all. For example, if the entity’s strategy and risk management are described in financial statement discussion and analysis, such information would be less verifiable than, for example, a ratio calculated from information provided in the financial statements. Comparability A. IG18. Information in financial statement discussion and analysis should be comparable. Comparability pplies to information related to different entities and to the entity over periods of time. A. IG19. Comparability is enhanced when financial statement discussion and analysis is presented on a basis consistent with that in prior years and when the same principles and practices are used for each period for such items as determining ratios and preparation of tables and charts included in financial statement discussion and analysis. In addition, disclosure of those principles and practices, including underlying assumptions and formulae, is useful in interp reting the analyses.Changes to the principles and practices used to prepare financial statement discussion and analysis from one period to the next should be disclosed. A. IG20. Enhancing the inter-period comparability of information assists users in making and evaluating decisions, especially by allowing the assessment of trends in financial information for predictive purposes. In some circumstances, it is impracticable to reclassify comparative information for a particular prior period to achieve comparability with the current period.For example, data may not have been collected in the prior period(s) in a way that allows reclassification, and it may not be practicable to recreate the information. 22 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS Section B: Examples of Information about the Entity’s Financial Statements This Implementation Guidance includes guidance on how an entity may prepare and present financial statement discussion and analysis that includes information a bout all significant items, transactions, and events presented in the financial statements that are most relevant to enhancing users’ understanding of the financial statements. Financial Position B.IG1. Information about the financial position will help users to identify the resources of the entity that can be used to provide particular services in future periods and claims to those resources at the reporting date. This will provide information useful as input to assessments of such matters as: ? ? ? The extent to which the entity has discharged its responsibilities for safekeeping and managing its resources; The extent to which resources are available to support future service delivery objectives; and The amounts and timing of future cash flows necessary to service and repay existing claims to the entity’s resources.Financial Assets B. IG2. Financial statement discussion and analysis may include the following information pertaining to an entity’s financial asse ts: (a) (b) (c) (d) (e) (f) (g) Changes in financial assets to illustrate volatility in the sources of funds; Provisions for loan losses; The rates of return on investment; Composition of investments; A government's investment in GBEs as a percentage of the total financial assets; Taxes receivable to total tax revenues; and Restricted and designated assets set aside for specific purposes. Property, Plant, and Equipment B.IG3. Financial statement discussion and analysis may include the following information pertaining to an entity’s property, plant, and equipment: (a) An analysis of required maintenance, including future expenditure requirements for maintenance and replacement, to allow users to make informed decisions regarding the ability of the capital assets to sustain and provide services in the future; An analysis of the change in the net book value of property, plant, and equipment by major class and an explanation of what the net book value and changes in it mean (e. g . a description of why the net book value has increased or decreased is useful in understanding asset replacement and usage); (b) 23 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS (c) (d) The average age and average useful life for each category of property, plant, and equipment; and An assessment of the assets’ physical condition carried out by a technical expert in such assessments. B. IG4. Asset management systems may contain information about an asset's physical condition, but the absence of an asset management system does not necessarily preclude reporting on the physical condition.B. IG5. Asset condition assessment methodologies and frequency of assessments can be different for major classes of property, plant, and equipment. For example, they could be different for bridges when compared to buildings. B. IG6. It may not be possible to complete a physical examination of all items of property, plant, and equipment. However, the physical condition could be estimated based on a combination of factors including, for example, age, construction materials and methods, breaks per kilometer, geological, and soil conditions.B. IG7. Financial statement discussion and analysis may provide the average age and either the average remaining useful life or estimated average useful life of property, plant, and equipment in each major class. Information about the average age and the useful life allows users to assess the timing of rehabilitation and replacement expenditures. B. IG8. Financial statement discussion and analysis may contain a description and the quantity of the major components of property, plant, and equipment in each major class of asset.Providing this information gives users an understanding of the nature and extent of the stock of property, plant, and equipment. B. IG9. The quantity could be based on a unit of measurement that represents the common characteristics of the class of property, plant, and equipment being assessed or components thereof (e. g . , lanes or kilometers for roads, kilometers of pipes for sewer for water systems, or the number of water treatment plants). This summary level unit of measure provides users with a reference that is useful in assessing the magnitude of the classes and components of items of property, plant, and equipment.B. IG10. The information required to promote a better understanding of an entity’s property, plant, and equipment explains information in the financial statements. Reporting on the physical condition of property, plant, and equipment assists users when assessing: (a) (b) (c) (d) The effects on service potential of past resource allocation and funding decisions; The trends in the physical condition; The adequacy of existing maintenance, replacement and renewal funding; and The extent of current and future revenues needed to maintain, renew, and replace property, plant, and equipment.Other Assets B. IG11. Financial statement discussion and analysis may include the following i nformation pertaining to an entity’s other assets, to the extent they are material (e. g. , inventories of supplies—see IPSAS 12, Inventories, and prepaid expenses): 24 FINANCIAL STATEMENT DISCUSSION AND ANALYSIS (a) (b) Liabilities The nature, extent and purpose of inventories of supplies (e. g. , maintenance materials, strategic stockpiles, and land/property held for resale); and The nature, extent, purpose, and timing of any prepaid items such as insurance. B. IG12.Financial statement discussion and analysis may include the following information pertaining to an entity’s liabilities: (a) (b) A breakdown of the entity's debt by domestic issues versus foreign issues. A description of the entity's debt management policies and strategies, and the general terms and conditions associated with the debt, including whether the entity has complied with any debt covenants. An analysis of the entity's total debt. Specific ratios or indicators may also be useful to highli ght the magnitude of the entity’s debt and the changes in it over time.For example, an analysis of the total debt outstanding at year end to the total liabilities of the entity may be provided. The impact of the debt servicing cost, expressed as public debt charges to revenues, may also be included. An assessment of any unfunded retirement and other employment or post employment benefit liabilities. This may include a discussion related to the timing of when the unfunded liability needs to be provided for. An analysis of revenues that are not earned at the end of the period including the terms and conditions (e. g. , commitments) associated with them.The entity is not entitled to these revenues until it performs specific actions as outlined in the terms and conditions of the related contract or agreement. For example, in the case of service concession arrangements in which the operator is compensated by the entity granting it the right to earn third-party revenues, there may be substantial liabilities of this type. The nature of financial liabilities under service concession arrangements. An analysis of any sinking funds available for the discharge of long-term liabilities. (c) (d) (e) (f) Net Assets/Equity B.IG13. An analysis of net assets/equity provides users with information relevant in assessing the entity's overall financial position, and whether it has improved or deteriorated. Providing significant explanations and a trend analysis related to the net assets/equity provides users with an indication as to whether the entity’s liabilities are growing and allows them to make assessments about whether current levels of taxes or other charges are sufficient to maintain the volume and quality of services currently provided or to undertake any planned enhancements.For example, explanations and a trend analysis related to the assets/equity may indicate to users that while debt is growing, the entity is accumulating resources, such as property, pla nt, and equipment. Financial Performance B. IG14. Information about the financial performance will inform assessments of matters such as whether the entity has acquired resources economically, and used them efficiently and effectively to achieve its service delivery objectives. Information about the costs of service 25FINANCIAL STATEMENT DISCUSSION AND ANALYSIS delivery and the amounts and sources of cost recovery during the reporting period will enable users to determine whether operating costs were recovered from, for example, taxes, user charges, contributions and transfers or were financed by increasing the level of indebtedness of the entity. B. IG15. Any currently-known conditions that have significantly affected revenues or expenses in the current period, as well as those that may impact future evenues or expenses, should be disclosed to assist users in determining trends. Revenues B. IG16. Financial statement discussion and analysis may include the following information pert aining to an entity’s revenues: (a) (b) An overview of total revenues by major source to indicate trends and dependencies on specific sources. Ratios may also be provided to highlight the level of dependence the entity has on particular sources of revenues, for example: (i) (ii) (c) Public-to-public transfers to revenues generated by the entity (e. g. taxes, user fees, licences); and Revenues generated by the entity as a percentage of total revenues. The impact of the of government business