Similarities Between Hamlet, Fortinbras, and Laertes in...

In Shakespeare’s famous tragedy, Hamlet there are similarities between Hamlet, Fortinbras, and Laertes. They do have some character differences but they face many of the same challenges and are put in similar situations. All three of the men have lost their fathers and are seeking to avenge their deaths in some way. Hamlet is contemplating killing Claudius, Fortinbras has gathered an army to reclaim lands that his father lost, and Laertes will do whatever it takes to get revenge for Polonius’ death. The main difference between the three men is that Fortinbras and Laertes are willing to do whatever it takes to reach their goal while Hamlet spends the majority of his time in thought trying to decide the right thing to do. When Hamlet is on his way to England he runs into Fortinbras and his army. He learns that Fortinbras is leading a huge army for a small piece of land that is not worth anything. He is greatly inspired by him though because he is willing to do it to prote ct his family and his father’s honor. After seeing them Hamlet says, â€Å"Witness this army of such mass and charge, Led by a delicate and tender prince, Whose spirit, with divine ambition puffed, Makes mouths at the invisible event, Exposing what is mortal and unsure To all that fortune, death, and danger dare, Even for an eggshell. Rightly to be great Is not to stir without great argument, But greatly to find quarrel in a straw When honor’s at the stake.† Hamlet (IV.iv.47-56) Hamlet realizes that he wants toShow MoreRelated The Foils of Laertes and Fortinbras in Hamlet Essay1031 Words   |  5 PagesThe Foils of Laertes and Fortinbras in Hamlet  Ã‚        Ã‚  Ã‚   William Shakespeare wrote the classic play, Hamlet in the sixteenth century.   Hamlet would be a very difficult play to understand without the masterful use of foils.   A foil is a minor character in a literary work that compliments the main character through similarities and differences in personality.   The audience can identify similarities and differences between any of the characters and Hamlet, however, there are two characters thatRead MoreThe Foils of Hamlet Essay646 Words   |  3 Pagescharacter through similarities and differences in personality and plot. In William Shakespeares play Hamlet, the main character, Hamlet, has three major foils. These foils are his close friend Horatio, Fortinbras, Prince of Norway, and the brother of his love, Laertes. These three characters contradict and enhance Hamlets major characteristics. Hamlets friend Horatio is a foil for him because he brings out the revenge and betrayal in Hamlet. He is a listener for Hamlet. Horatio seems toRead MoreFoils Of William Shakespeare s Hamlet Essay1130 Words   |  5 Pagesthe features of another character. In Shakespeare’s Hamlet , there are obvious foils for the main character, Hamlet. These foils include Horatio, Fortinbras, Claudius, and Laertes. William Shakespeare’s Hamlet, is a an excellent demonstration of character foils. A foil is also known as a literary device that reveals a character s true nature by comparing and contrasting him or her to other characters. A successful character foil consists of both similarities and differences with the foiled charactersRead MoreA Compare/Contrast of Hamlet through his foils - Laertes, Fortinbras and Horatio.1702 Words   |  7 Pagescharacters. Hamlet is by far Shakespeares most compelling character. In Shakespeares play Hamlet, various character traits, exhibited by Hamlet, can be seen through his foils. Similarities with Hamlet and Horatios education, as well as their levels, can be drawn. However, Hamlets character is in constant change and even philosophical. Fortinbras, without question encompasses many of Hamlets qualities. They are both born with nobility, along with a similar lineage. However, Fortinbras is more aggressiveRead More Fathers and Sons in Hamlet Essay 1189 Words   |  5 PagesFathers and Sons in Hamlet      Ã‚  Ã‚  Ã‚   Hamlets father, Old King Hamlet who he looked up to was recently killed, and his mother married his uncle within a month. He receives a visit from the ghost of his father which urges him to revenge [Claudius] foul and most unnatural murder (I, v, 32) of Old Hamlet. It is only logical that under these circumstances, Hamlet would be under great duress, and it would not be abnormal for him to express grief. Fortnibra and Laertes also have to deal withRead MoreFather And Son Relationships In Hamlet By William Shakespeare1249 Words   |  5 PagesThe Bond Between Father and Son William Shakespeare is a one of the most successful writers, due to his creativity and complex plots. He is well known for focusing several of his his plays around the theme of revenge, but each of the works accomplishes this in a different ways. His most popular vengeful play would be Hamlet, which focuses more of the anticipation and the moral aspect of revenge, rather than the act itself. Hamlet was written around 1601 and set in Denmark during the late middleRead MoreWilliam Shakespeare s Hamlet As A Revenge Tragedy1777 Words   |  8 PagesWilliam Shakespeare’s play Hamlet was written as a revenge tragedy. This play was written by Shakespeare between 1599 and 1602; no one is exactly certain about the date Hamlet was written (Hunt 2). The protagonist of this play is a prince named Hamlet; he is a prince of Denmark. Hamlet’s father was killed by his uncle Claudius, who became king afterwards. Not only did Claudius become king of Denmark, he took Hamlet’s mot her, Gertrude, as his wife. This play is the longest of all Shakespeare’s playsRead MoreThe Foil Of Shakespeare s The Tragedy Of Hamlet 901 Words   |  4 Pagesdifferences and similarities, help to emphasize and enhance the qualities and actions of the protagonist. Many characters, such as King Claudius, Fortinbras, and Laertes, in William Shakespeare’s â€Å"The Tragedy of Hamlet, Prince of Denmark† qualify as foils for Hamlet, the protagonist. However, Laertes is the most appropriate foil for Hamlet. Laertes’ similarities and differences with Hamlet along with his actions and traits allow him to be an effective foil for Hamlet. Readers often see Laertes and HamletRead MoreHamlet: Mel Gibson vs Kenneth Branagh Essay1127 Words   |  5 PagesHamlet, a tragedy by William Shakespeare shows a lot of adaptations to movies. Hamlet by Mel Gibson (1990) and Kenneth Branagh (1996) interpret and portray the play by Shakespeare in different ways. The two film versions of Act IV of Hamlet have many differences and similarities. Kenneth Branagh’s version of Hamlet is seen covering most of the original text of Shakespeare’s play of Hamlet unlike the Mel Gibson version which omits many scenes and dialogues. The film version of Hamlet featuring KennethRead MoreSurface, Depth, And A Reflected World Of Hamlet1830 Words   |  8 PagesStevenson Dr. Sigler EN 102 16 November 2015 Surface, Depth, and a Reflected World of Hamlet Although dynamic characters typically develop through solely personal obstacles, William Shakespeare uses the character of Hamlet as a contradiction by illustrating his growth through other characters. In Hamlet, Prince of Denmark, Shakespeare strategically uses Laertes and Fortinbras in order to foil the character of Hamlet. An extended metaphor of a pond is created and through tangled family ties, internal

Shannon Liegh Wynne Free Essays

Shannon Leigh Wynne Advanced Placement United States History Mr. Ed Forte 1 December 2010 To America: Personal Reflections of an Historian by Stephen Ambrose vs. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James W. We will write a custom essay sample on Shannon Liegh Wynne or any similar topic only for you Order Now Loewen History can be interpreted in many different ways, and has been, by many different people, who all have different views on politics and economics. Some authors try to change the audience’s opinions, some try to enhance them. Authors have different purposes for writing, different biases and ideas, different research and documentation as well. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James W. Loewen and To America: Personal Reflections by an Historian by Stephen Ambrose are perfect examples of two very different books about essentially the same subject. While Loewen is a democrat, and Ambrose is a republican, not only are their philosophies and ideas different, the authors present the ideas in totally different fashions and with different audiences in mind. James W. Loewen and Stephen E. Ambrose have two distinctively different writing styles, political preferences and purposes when writing. Loewen’s Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong is democratic, liberal, and written in textbook style writing. In contrast, Stephen Ambrose’s book, America: Personal Reflections by an Historian, is republican, conservative and written with personal anecdotes and a warm tone, as if a grandfather was telling you the stories. In Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, Loewen presented a lot of new, surprising, information on well known subjects. These new facts were supposed to sway the reader’s opinion on the subject being presented from what is popular to believe, to what is the â€Å"real† truth. Loewen presented surprising facts about Helen Keller and her political preferences, Christopher Columbus and who actually discovered America, and how some textbooks are have hidden racism and antiracism within the book. America: Personal Reflections by an Historian was written to comment on history and certain events, and the author’s experiences learning about them. Both books focus on certain events, or narrow subjects, but each chapter is a completely new subject. Ambrose interjects his personal experiences and opinions on subjects like Ulysses S. Grant and the Transcontinental Railroad, which the facts are supplied by the author himself, the author’s mentors, and other famous texts and records. Most evidence for Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong is found in documents such as newspaper articles, from both current times and archived materials, as well as books. The information is documented in the back of the book in Notes by the author along with explanations for the use of some phrases and words. Loewen uses many secondary sources, such as textbooks and analyses. Most evidence from America: Personal Reflections by an Historian is also a lot of secondary sources, but many primary sources as well. Ambrose tells many personal anecdotes about the subject and many opinions and stories his mentors and professors shared with him. James Loewen and Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong have a completely different purpose than America: Personal Reflections by an Historian, by Stephen Ambrose, but the two books have overlapping documentation and research. Both America: Personal Reflections by an Historian and Lies my Teacher Told Me: Everything Your American History Textbook Got Wrong are presented in a somewhat logical manner, but in different ways. James W. Loewen wrote his book by focusing on one subject for an entire chapter and then moving on to the next subject and another chapter. He had the subjects go in chronological order and includes many pictures, charts and graphs to help the reader, and are very well spaced and placed throughout the book. There was no gap in any information in Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, but there was a plethora of repetition. Loewen almost went in circles, explaining the same thing over, and over, in slightly different ways each time he covered a subject. In contrast, Stephen Ambrose designed America: Personal Reflections by an Historian to flow with the way his mind flowed from thought to thought. The chapters, which also focus on one subject per each chapter, but do not go in chronological order. For instance, one chapter is entitled â€Å"Writing about Men in Action, 1992-2001† and a couple chapters after comes â€Å"Women’s Rights and Immigration†. Also, each chapter is not strictly about a historical subject, some focus on his personal life and experiences that have to do with history. Yet another chapter is titled â€Å"Writing about Nixon† which describes his time while he was researching and writing his biography about President Nixon. Stephen Ambrose wrote as thoughts entered his head, not in a timeline or anything, like a textbook. Ambrose does not use any visual helpers in America: Personal Reflections by an Historian, but his words make up for the absence of pictures because he describes things so colorfully, energetically, and with great care and emotion. These two books are both well organized, but are very different in their organization and layout in general. The points of America: Personal Reflections by an Historian and Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong are almost as different as history reviews can get. Stephen Ambrose’s book was meant to explain historical figures and events and expand on the way Americans already feel on the subject. His object was not to diminish or change the reader’s view on the subject, like James Loewen did, only heighten it. James W. In the chapter in America: Personal Reflections by an Historian about President Ulysses S. Grant, he takes the good image of the war hero, and enhanced it, with unknown stories of his greatness. Loewen’s purpose when writing Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong was to change the reader’s opinion on the subject that he was talking about at the time. For example, most people see Helen Keller as a hero or as very brave, because she overcame her disabilities to help others with the same disability to function in society. Loewen told the readers only a little about her accomplishments about that but spent the rest of the chapter telling all about her political views and career as a socialist and how she publically supported Russia in its new administration as a communist nation. Anyone who reads this book cannot help but feel cheated both my James Loewen for ruining a respectable icon and role model, and at other historians and textbooks for not telling the whole truth. He also tells the readers that Christopher Columbus was a thief and a bad person and that he doesn’t deserve to be nationally celebrated. Both Helen Keller and Christopher Columbus are looked up to by many people, especially children, who are only at school to learn the alphabet and how to share, but Loewen is setting out to ruin all the little pilgrim and Christopher Columbus books for them, and he is okay with that. He wants the public to know the truth, and that is worth everything to him. America: Personal Reflections by an Historian is mainly supporting America’s loved ones, and Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong is shooting them down. Before his death in 2002, Stephen Ambrose was a famous biographer and historian. He was also a professor or taught at the University of New Orleans, Kansas State University, Johns Hopkins University, Rutgers University, U. C. Berkeley, and some European schools. He was mentored by some very famous older historians as well, though he always formed his own opinion on the subject he was being mentored on, even if he did not agree with his mentor. Ambrose was definitely a republican, and interjected his republican views during many parts of America: Personal Reflections by an Historian, and he has also published biographies of Presidents Nixon and Eisenhower, as well as Emory Upton and Henry Halleck. James W. Loewen is very liberal, and it shows in Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. James Loewen has a PHD in sociology from Harvard, co-authored a U. S. history textbook called Mississippi: Conflict and Change , which won the Lillian Smith Award, and has also taught at The Catholic University of America, The University of Vermont, and Tougaloo College. When writing Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, Loewen studies and stayed at the Smithsonian Institution, where he formed his opinion that no textbook makes history interesting or even documents it correctly. Loewen has written a total eight books, almost all of the same style writing; liberal and decisive. The intended audience for both America: Personal Reflections by an Historian and Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong was a person or student with a general knowledge of history in general and a mainstream idea of many components and events, who is willing to learn and accept new facts about these components and events. The language is that of an educated adult or young adult, so that students and working people alike could understand and relate to the book and author. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong is more of a student’s book, because it focuses on how textbooks get history wrong, but adults are still attracted to the title and style of writing. America: Personal Reflections by an Historian probably brings in more adult readers, because of the style of the writing, more of a story and personal reflections than plain facts. Overall, both books have tremendous value to any reader who is willing to learn, and is patient with the author. At some points in both America: Personal Reflections by an Historian and Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, the storyline got a little bit slow, which made it difficult to get through. These books could be recommended to high school students, adults and seniors; they cover multiple generations of interest. There was always something new to learn, or a new way to think of or appreciate something with James W. Loewen and Stephen Ambrose. Reading these two books change a lot of thoughts on the main subjects brought up, and the main people analyzed. America: Personal Reflections by an Historian and Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong makes a person wonder if It any leader or idol is a good leader, or role model, or icon, or if they are all really fake. It also makes a person wonder if there really is good and bad in the world, or if everything is grey, not just black and white. How to cite Shannon Liegh Wynne, Essay examples

Samsung Debt to Equity Ratio -Financial Position of Apple & Samsung

Questions: 1.Write a report analysing the Financial Performance and Financial Position of two similar Companies in the same Industry. 2.Discuss various valuation techniques according to the IASB Conceptual Framework for Financial Reporting and specific International reporting standards including fair value valuation technique. Answers: Financial Analysis and Performance Company overview: The current report is based on the analysis of the financial position of the electronic companies operating in the same industry namely Apple and Samsung. Apple is an American Multinational technology company having its headquarter in Cupertino, California that which designs, develops and sells consumer electronics devices. Apple is generally known for its smartphones and tablet computer that witnesses significant growth in revenue and momentum for the company. Samsung on the other hand, is a rival company to Apple based in South Korea having its headquarter in Suwon. It is worlds largest producer of mobile phones and smartphone with estimated revenue of 1.87 trillion in 2016. The present report would present the financial performance of the companies through ratios and an additional assessment would be performed on the statement of cash flow to provide an overview of the selected companies. Ratio Analysis: Liquidity Ratios: Liquidity ratio represents the ratio amid the total assets and the liabilities of a bank or other institutions (Deegan 2013). Under the liquidity ratios, current ratio is computed for Apple which stands 1.35 for the year ended 2016. Samsung on the other hand reported current ratio of 2.59 for the year ended 2016 which is relatively higher than Apple. A higher current ratio of Samsung can be attributed to the higher amount of cash and cash equivalent representing a situation where Samsung has the better liquidity position than Apple. The quick ratio reported by Apple stood 1.05 whereas Samsung reported a quick ratio of 2.06 for the year ended 2016. A higher quick ratio for Samsung can be attributed to the lower amount of current liabilities in respect of the cash and cash equivalent while Apple reported a relatively higher current liability that ultimate lead to a lower quick ratio reported by the company. A higher quick ratio for Samsung represents the companys is better able to meet its short term obligations in comparison to Apple. Under the profitability ratio Debt-to-Worth ratio has been computed for both Samsung and Apple for the financial year of 2016. The Debt-to-Worth ratio for Apple stood 1.51 for the financial year of 2016 while Samsung reported a relatively lower debt-to-worth ratio of 0.41 for the same period. As evident from the analysis a higher debt to worth ratio for Apple is primarily due to the higher amount of total liabilities reported by the company while Samsung reported a higher net worth in respect of its total liabilities. A higher debt to worth ratio for Apple represents that Apple might not be able to derive sufficient amount of cash to meet its debt obligations whereas a lower debt-to-worth ratio of Samsung indicates the company is not taking the advantage of the higher profit that financial leverage might bring upon (Williams 2014). Profitability Ratios: Profitability ratio are those class of ratios that represents the financial metrics that is used by the business to assess the ability of the company to generate earnings in comparison to the expenses (Weil, Schipper and Francis 2013). Under the profitability ratio the gross margin ratio is computed for both Samsung and Apple for the year 2016. The gross profit margin for Apple stood 39.08 for the year ended 2016 while Samsung reported a marginally higher gross profit margin of 40.42 for the year 2016. The industry wide downward pressure resulted Apple in reporting a lower gross margin ratio than its counterpart Samsung. While Samsung enjoyed a higher gross margin ratio is primarily due to the increase in the revenue reported by the company for the year 2016. The net margin ratio on the other hand for Apple stood 28.46 while Samsung reported a relatively lower net margin of 15.21. The return on equity for Apple reported in 2016 stood 35.62 while the return on equity for Samsung stood 12.19 for the year 2016. The higher return on equity for Apple is primarily attributed to the companys ability of generating profit from the shareholders equity. The return on Equity of Apple reported represents better use of investment funds than Samsung to generate growth since investors have usually expressed greater interest in the shares of Apple that resulted in higher return on equity. Efficiency Ratios: The efficiency is generally used to understand how better the company is making the use of the assets and liabilities internally (Edwards 2013). The sales to asset ratio, return on Assets and Return on Investment is computed for both Apple and Samsung. The sales to assets ratio for Apple stood 57.45% for the year ended 2016 while Samsung reported relatively higher sales to asset ratio of 77%. The return on asset on the other hand, for Apple stood 0.16 while Samsung reported a marginally lower return on asset of 0.11 for the financial year of 2016. The higher return on asset for Apple is primarily attributed to the return generated on all the assets of the firm irrespective of the financing structure (Henderson et al. 2015). The return on Investment for Apple stood 0.48 while Samsung reported a return on investment of 0.16 for the financial year of 2016. An assertion can be bought forward by stating that Apple generates higher return on investment that its cost for the company to raise the capital that is needed for the investment which results in the generation of excess returns than its counter parts. Capital Structure Ratio: Under the capital structure ratio, the debt ratio for apple stood 0.60 while Samsung reported a debt to 0.29. Samsung uses the debt ratio as the indicator of appropriate capital structure. The lower debt ratio for Samsung is primarily due to the higher total assets with lower proportion of total liabilities while Apple reported a higher debt ratio due to the fact that the company reported a relatively higher total liability than its assets (Pratt 2016). The debt to total asset ratio has been computed where Apple reported a higher debt to total asset of 0.24 while Samsung reported a relatively higher debt to total asset ratio of 0.47. Investment Ratios: Under the investment ratios debt to equity ratio has been computed for Apple, that stood 1.51 while Samsung reported a debt to equity ratio of 0.41. The EPS for Apple reported for the year 2016 stood 8.31 while Samsung reported a relatively higher Earnings per share of 13.16. The price to earnings ratio for Apple stood 20.54 while Samsung reported a relatively lower P/E ratio of 1.25 for the year 2016. A higher P/E of Apple is primarily due to the willingness of the investors to pay for the one dollar of earnings and greater demand by the investors for a company shares. Cash flow statement analysis: The statement of cash flow analysis provides information regarding the companys cash receipts and cash payments in an accounting period (Marshall 2016). Apple produced $65.824 million of cash from the operating activities and the company required to re-invest 12.734 million in the property plant and equipment during the period of 2016 as free cash flow stood 20,484 for the year 2016. Capital expenditure absorbed around 12% of the operating cash flow which represented that apple is a profitable venture with small reinvestment needs. Samsung generated cash from its operating of 47,385,644. The net cash used in the investing activity for Samsung stood 29,658,675 with major portion of the cash was used in the purchase of the property, plant and equipment. The cash and cash equivalent at the end of the reporting period stood 32,111,442 KRW for Samsung. Apple produces large sum of money from its operations however slowing down of sales in the main market could be a cause of concern for Apple. The bottom line that can be carried from the analysis is that Apple looks strong enough to produce cash massive cash flow distributions in the long run and this bodes well for those that have invested in the stock of apple in the coming years (Macve 2015). Historical cost versus Fair value: Introduction: International Accounting Standards Board implemented the project of fair value measurement to its agenda on September as the element of its combined effort with the Financial Accounting Standard Board to establish a common site of the high quality international accounting standards (Hoskin, Fizzell and Cherry 2014). As per the IFRS 13, the purpose of using the valuation techniques is to assess the value at which an orderly transaction to dispose the asset or to transfer the liability would arise amid the market participants on the date of measurement under the present market conditions. The standard denotes that there three types of valuation techniques namely the market approach, the cost approach and the income approach (Hoyle, Schaefer and Doupnik 2015). Such valuation techniques are in compliance with the going concern assumption and used in respect of the fair value measurement of the entities or the specialized assets and liabilities. Discussion: According to the IFRS 13 market approach as the technique of valuation represents the price and other necessary information that is generated by the transactions from the market comprising of the identical or the comparable assess of the business (Kaya 2014). Under the market approach of valuation techniques, the value is determined in respect of the comparable transactions. The valuation techniques under the market approach represents the use of multiple market generated from the set of comparable matrix pricing. A market multiple illustrates the value of the business or other assets in respect of the financial, operating and physical metric (Magnan, Wang and Shi 2016). The IASB lay down certain specific guidance for making the use of the valuation techniques inside the market approach. Valuation multiple can be computed either for the holders of equity or for the debt holders. IFRS 13 on other hand defines cost approach as another valuation technique which assist in reflecting the amount that would be needed presently to replace the service capacity of the asset (Zack 2013). In respect of the Cost Approach, the fair value represents the cost to acquire or construct a substitute asset of the comparability utility which is adjusted for obsolesce including the physical wear and economic obsolescence. The cost approach of valuation helps in estimating the fair value by making use of the fair value in terms of the economic principle which the purchaser would pay for an asset not greater than the cost to get the asset of equal utility. On implementing the cost approach an important considerations need to be undertaken such as availability of comprehensive cost data, functional and economic obsolescence from inflation and loss of profit during reproduction (Christensen and Nikolaev 2013). One of the example of valuation technique that is based on the cost approach is Depreciated Replacement Cost method. Under this method it represents that a potential purchaser would be prepared to pay for the subject asset if it were new on the date of valuation. In such a situation adjustment for depreciation should be made in respect of cost of alternative asset. IFRS 13 states the income approach in the form of valuation techniques which can convert the future amounts to the single amount. The fair value measurement is determined based on the value demonstrated by the present market expectations regarding those future amounts (Jack 2015). The valuation technique that is associated with the income approach is reliant on the projected future income and profit or cash flows. Under the income approach an income stream which is probably to remain constant is capitalized under the single multiplier. The IFRS 13 Fair Value Measurement necessitates that a commercial firm use the techniques of valuation which is consistent with the one or more of the above stated valuation techniques (Amel, Barth and Landsman 2014). It must be considered that not all the approach can be applied to all the types of assets and liabilities. However, on assessing the fair value of the asset or liability, IFRS 13 needs an organization to use the valuation techniques which is appropriate in the circumstances for which appropriate data is available. Conclusion: IFRS 13 Fair Value Measurement provides the framework for assessing the fair value of the companies that are reporting the financial statements based on the IFRS. Presently, the standard offers the reliable description of the fair value which lay down numerous types of valuation techniques to measure the fair value. This necessitates entities to disclose their inputs of valuation to increase the comparability in the measurement of fair value Reference List: Deegan, C., 2013.Financial accounting theory. McGraw-Hill Education Australia. Williams, J., 2014.Financial accounting. McGraw-Hill Higher Education. Weil, R.L., Schipper, K. and Francis, J., 2013.Financial accounting: an introduction to concepts, methods and uses. Cengage Learning. Edwards, J.R., 2013.A History of Financial Accounting (RLE Accounting)(Vol. 29). Routledge. Henderson, S., Peirson, G., Herbohn, K. and Howieson, B., 2015.Issues in financial accounting. Pearson Higher Education AU. Pratt, J., 2016.Financial accounting in an economic context. John Wiley Sons. Marshall, D., 2016.Accounting: What the numbers mean. McGraw-Hill Higher Education. Macve, R., 2015.A Conceptual Framework for Financial Accounting and Reporting: Vision, Tool, Or Threat?. Routledge. Hoskin, R.E., Fizzell, M.R. and Cherry, D.C., 2014.Financial Accounting: a user perspective. Wiley Global Education. Hoyle, J.B., Schaefer, T. and Doupnik, T., 2015.Advanced accounting. McGraw Hill. Kaya, C.T., 2014. Fair Value Accounting Under FAS 157 and IFRS 13: Evidence from Borsa, Istanbul.GSTF Business Review (GBR),3(2), p.7. Zack, G.M., 2013. Fair Value Accounting.Financial Statement Fraud: Strategies for Detection and Investigation, pp.117-128. Christensen, H.B. and Nikolaev, V.V., 2013. Does fair value accounting for non-financial assets pass the market test?.Review of Accounting Studies,18(3), pp.734-775. Jack, L., 2015. Book Review: Fair value accounting in historical perspective.Accounting Review,90(2), pp.825-828. Amel-Zadeh, A., Barth, M.E. and Landsman, W.R., 2014.Does fair value accounting contribute to procyclical leverage(No. 3073). Magnan, M., Wang, H. and Shi, Y., 2016.Fair value accounting and the cost of debt. Working paper (Concordia University, Montreal)