...Learning Team Questions Learning Team E ACC542 Learning Team Questions 1. Listed below are 12 internal control procedures or requirements for the expenditure cycle (purchasing, payroll, accounts payable, and cash disbursements) of a manufacturing enterprise. For each of the following, identify the error or misstatement that would be prevented or detected by its use. * Duties segregated between the cash payments and cash receipts functions. Preventative – segregation of duties ensure person receipting in money is not the one making payments. This prevents the business from unauthorized entry of invoices and payments, and prevent unauthorized purchases. * Signature plates kept under lock and key. Preventative - This type of control may prevent the fraud or error due to wrong authentication or forgery. Employees can misuse this to their benefit. * The accounting department matches invoices to receiving reports or special authorizations before payment. Detective – This is to ensure that the vendor is charging for the correct items at the agreed upon price as well ensuring that what was ordered is what is received prior to payment. * All checks mailed by someone other than the person preparing the payment voucher. Detective - Deters the unauthorized use of cash because of the element of fear of being caught. * The accounting department matches invoices to copies of purchase orders. Detective - to match the purchase order to the invoice and ensure...
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...Avoiding Abilene Bea Carson Page 1 5/22/2006 AVOIDING ABILENE: BREAKING OUT OF GROUPTHINK by Dr. Bea Carson Introduction Have you been trapped in the frustration of meetings that were not functioning well? Have you sat in a meeting where you did not speak your mind because you knew the risk, or the futility of it? Perhaps you suffered in more bad meetings than you participated in useful ones. Did meetings, when nothing of value was accomplished, seem a terrible waste of time, yours and everyone else’s? Reflecting on it later, did you wonder what it was that caused the teams to be so ineffective? The situations that led to these non-working meetings tend to fall into three categories: 1) We are so sure that everyone is in agreement that we don’t want to be the lone dissenting voice. 2) Our team has always been “right.” We have been on the cutting edge for as long as anyone can remember – therefore we must be “right” now. 3) The boss says we must – therefore we must. After biting our tongues through these exasperating meetings, the next thing we know something blows up (figuratively or literally) and we berate ourselves for not having said something. What causes this ineffective – actually, dysfunctional – behavior and how do we stop it? Let’s start by putting names to those three situations described above. © 2006 Carson Consultants 1187 Neptune Place Annapolis, MD 21401 410-349-1326 www.carson-consultants.com Avoiding Abilene Bea Carson ...
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...Distance Education & Learning Internal Assignment No. 1 Bachelor of Business Administration Paper Code: Paper Title: BBA – 201 Cost and Management Accounting Max. Marks: 15 Last date of submission: Note : Question No. 1 is of short answer type and is compulsory for all the students. It carries 5 Marks. (Word limits 50-100) Q. 1. Answer all the questions: 1. 2. 3. 4. 5. What do u understand by Economic order quantity (EOQ)? What do u mean by variance analysis? Give four differences between management accounting and financial accounting. What is trend percentage? How cash flow statement is different from Fund flow statement. NOTE: Answer any two questions. Each question carry 5 marks (word limit 500): Q. 2. What is the meaning of Cost Accounting? Explain the difference between cost accounting and financial accounting. Q. 3. Write short note on (any two): a) Comparative Balance sheet statement. b) Ratio analysis. c) Fund flow statement. Q4. Prepare a cost sheet from the following particulars: PARTICULARS Stock of finished goods 1.1.2009 Stock of raw material on 1.1.2009 Purchase of raw material Productive wages Sale of finished goods Stock of finished goods on 31.12.2009 Stock of raw material on 31.12.2009 Factory overheads Office and administrative overheads Selling overheads 72,800 33,280 7,59,200 5,16,880 15,39,200 78,000 35,360 1,29,220 70,161 20,000 RUPEES JAIPUR NATIONAL UNIVERSITY, JAIPUR School of Distance Education & Learning Internal Assignment...
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...Student generated questions in an Earth Science Classroom In my Earth Science class, I showed students a photo of the Hubble Deep Field, the farthest we have ever seen in space. I asked them “What kind of questions come to mind looking so deep into space?” A majority of the students were completely stumped. Their minds were blank and they even seemed uncomfortable with the process. Obviously, I was so disappointed. Science, at its heart, is relentless curiosity and questioning. Asking questions and defining problems is one of the eight scientific practices outlined as essential to K-12 science curriculum in A Framework for K-12 Science Education (NRC, 2011). “Asking questions is essential to developing scientific habits of mind.” (NRC, 2011, p. 3-6). Yet several researchers describe the decline of student questioning and curiosity as they progress in school (Dillon, 1988; Engelhard, Jr. & Monsaas, 1988), and in particular, there is a preciptious decline in questions from low achieving students (Good, Slavings, Harel, and Emerson, 1987). What we see instead is that the majority of questions are initiated by the teacher, answered by students, and then evaluated by the teacher (Lemke, 1990). Conversely, when the students generate and ask the questions, it creates a far more powerful metacognitive and more scientific practice. I seek to encourage my 8th grade Earth Science students to ask their own questions at every opportunity. This article describes a variety...
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...Fields says, “That’s right, Jeremy. There were three bears in the story. Let’s count them together.” Mr. Fields turns the pages of the book until he comes to an illustration that contains the three bears. The children and Mr. Fields count the bears together. Mr. Fields then asks, “How did the bears know that someone had been eating their porridge?” Albert responds, “Because Baby Bear’s bowl was empty.” Jeremy says, “Because someone told them.” Mr. Fields then uses the book to help the children discover the correct answer. In the above example, Rosie clearly needs more practice with listening skills. Jeremy was able to quickly answer a question concerning the facts of the story, but he had more difficulty with a question requiring problem solving. Albert, however, was able to answer the more challenging problem-solving question. © 2007 HighReach Learning® Inc. All Rights Reserved....
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...free to explore. The same can said of a board member working out of a “generative mindset.” A child like heart is inquisitive, pure and full of wonder. Give a child a kaleidoscope and they are immediately fascinated, filled with wonder and amazement. Creating a dynamic governing board can and should be filled with this same type of humility, wonder and excitement that is bound in the heart of a child. This paper seeks to define and explore the ways generative governance can instill a greater sense of purpose, a child like wonder, humility and learning into our organizations today. These principles of generative thinking will be applied to the Mission Center of HOPE, a newly formed 501(c)3 organization that is in its infancy, in hopes that a culture of inquiry and generative mindset can be instilled in the very foundation of the organization. The MCOH, being a new organization, has the amazing opportunity to foster a learning organization from the very beginning. This paper will also show how generative thinking can be built organization a mechanism by...
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...classroom. Many types of questions can be used but one aspect is for sure, they will enhance learning and contribute to a safe and successful year in Ms. Copley’s class. “Effective questions are those for which students actively compose responses and thereby become engaged in the learning process” (Using Effective Questions, 2014). Questions can come in verbal or written forms and without including these in the classroom; teachers will not fully identify what their students are thinking and better yet, understanding. Questioning in the classroom can be perceived by many outside influences such as “body language, voice inflection, word emphasis, word choice, and context in which they are asked” (Borich, 2011). Two different types of questions are usually used by a teacher within the classroom. Convergent questions are those that are direct and “recall the information they have already learned” (Borich, 2011). Secondly, there are divergent questions that really allow children to think critically, have no single right answer, and in my opinion are more fun for the students to draw on their own knowledge to come up with an answer. With 80% of questions being direct questions and 20% being open ended, a lot of students don’t have the time to think critically and I feel that in my classroom we will have a lot more time for those divergent questions. My plan is to have journal time and I will ask the students different types of critically thinking questions that will practice the skills...
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........................................ C. SCIENTIFIC REPORT...................................................................... D. SCIENTIFIC ASSIGNMENT............................................................ TABLE OF CONTENT CHAPTER 1: INTRODUCTION Part 1: Introduction Rationale Aims and objectives Scope of the study Research questions Methods of the study Part 2: Development Chaper 1: Theoretical Background 1.Wh- questions in English . 2.1 What is a Wh- question?. 2.2 The semantic and pragmatic approach to English Wh-questions . Chapter 2: A contrastive analysis of the English and Vietnamese Wh-questions 1. A contrastive analysis of Wh- questions in English and Vietnamese equivalents. 1.1 Introduction . 1.2 Structures. . Chapter 3: Common errors made by HOU students in using English Wh- questions and suggested solutions 1. Introduction . 2. Research background and Methodology 2.1 The subjects 2.2 Instrument . 2.3 Procedures . 2.4 Findings . 3. Some suggestions to correct common errors . Part 3. Conclusion 1. Summary of the findings . 2. Implication for teaching and learning . 3. Suggestion for further studies. Appendix 1: Questionnaire. II.SCIENTIFIC NOTE Faculty of English, Hanoi Open University 11st,April,2016 NOTICE Scientific...
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...students that focus on bachelors, masters, and doctorate programs in various business areas. The school decided to measure the level of satisfaction of their students to determine the areas that need improvement. In this research they used open-ended questions and five-point Likert scale to address the questions. In answering the questions the students focus on various areas, such as: the Learning Center, Computer Facilities, Undergraduate Advising Services, the Career Services Office, and the Library. The first question asks to determine other areas that would contribute to the level of satisfaction. The second question asks to determine the overall level of satisfaction of the students and if it is not possible to recommend changes needed in the questionnaire to obtain an overall satisfaction rating. The third question is about the school using the results for targeting the most important areas for improvement, while the fourth asks about the advantages and disadvantages of open ended questions for strengths and weaknesses identification. School of Business The areas identified for the project that may contribute to the level of satisfaction expressed by the students are: the Library, the Career Services Office, the Learning Center, Undergraduate Advising Services, and Computer Facilities. These identified areas are not enough to determine the satisfaction level of the students. Other areas that should be included would be: Sports Facilities, Cafeteria, the Professors, and...
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...Coaching is a process that enables learning and development to occur and thus performance to improve. Directive coaching - is where the coach offers solutions, tools and techniques for moving forward (as in the sports arena). Sometimes it may be useful to offer solutions, however the danger is that the solution may not be quite appropriate for the situation and consequently people may not feel fully committed to the solution provided. Non-Directive coaching - is coaching where the coach asks questions to allow people to find their own solutions. A non-directive coach will not offer advice and rarely even give suggestions, although through skilful questioning they will help someone to see their situation from a different perspective, gain clarity, uncover options, challenge inconsistencies and hold them accountable to their actions. Coaching can differ from other development methods such as e-learning and training courses because while e-learning and training programmes give the ‘employee’ the answers they need to succeed coaching helps them to find the answers themselves by the coach asking questions that will give results. They also differ in the end result. E-learning or a training course will have a structure and will end in a result that has already been planned out where as coaching goals can change throughout the process and are much more personnel to the coachee. The coach is the trained person who listens to the coachee and reflects on the coachee’s ideas and worries...
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...Regardless if I agreed with the professor, or not it caused me to feel uncomfortable. 2) As with the professor, I respect the student’s opinion. She has every right to respond the way she did. The student’s decision to respond is beneficial to learning. If questions aren’t posed, we then begin to believe incorrect information. The student was not angry, or militant. She was just standing up for her opinion. 3) The professor accused the student of being an angry feminist because of her question. The professor stereotyped her because she was in line with the talking points of the “angry feminist movement”. If the professor has taught this was for some time, he probably has run across the same resistance to his opinions. I wouldn’t be surprised if some of the resistance was caused by purported feminists, which now causes him to think all women who challenge his teaching as a feminist. 4) Yes, the student should have asked the question. In a center of learning, we can only learn by having provocative and open discussion. As I stated before, if we refuse to ask questions our learning will be stunted. In addition, she has the right to ask the question as she is paying the professor to teach her the course. As long as she asks any question...
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...Week 2 Discussion Question 1: Imagine you have been hired by the University of Phoenix IT department. Your first task is to determine the business requirements for enhancing the Online Learning System which is used by students, facilitators and administrators. To do this, you decide to hold a brainstorming session. Answer the following questions about your brainstorming session: • Which stakeholders will you invite to your brainstorming session? Be specific on your stakeholders. Why? • What questions you will ask them? Why are these questions important? Answer: Before discussing the objectives of Online Learning System, I find it important to define the definition of stakeholders. Stakeholders basically refers to a person, group or an organization that has direct or indirect effect on an organization as it can affect or be affected by the company’s actions and policies. Usually key stakeholders in a business organization include creditors, directors, consumers, employees, owners and community from which the business draws its resources. The Online Learning System is usually used by the students, facilitators and administrators but it somehow affects the technical staff and to some extent the president also. Being focused, facilitators, students and administrators are the key stakeholders in this case because they are the ones who use the Online Learning System on daily bases and by implementing a user friendly system they will be benefitted to a greater extent. However...
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...An important part of preparing for summer placements is being able to answer personal questions about yourself and your beliefs. In fact, this could be said to be the most critical part of your preparations, as all interviews, be it in Finance, Consulting, Marketing or any other field, always begin with a round of ‘fit’ questions. Such ‘fit’ questions can be used by you, if well prepared, to draw the interview into areas of your strengths, shaping your answers such as to showcase your best achievements. A well thought out ‘story’ gives you the confidence to answer these questions, and set a great platform for you to then show off your capabilities for the internship on offer. Some important Do’s and Don’ts that should be followed are: * Always have a ‘story’ in mind. Especially when answering general questions like “introduce yourself” or “walk me through your resume”. By ‘story’ here we mean that your points should be interlinked in some way, either progressively leading to something or highlighting different scenarios where you showcased a particular set of traits. * It helps to know what the required traits are in the roles that you are being offered, and then show off instances in the past where those traits have emerged. * When talking about goals and future plans, always make sure you sound plausible. Also, your destination (say where you see yourself in five years) should be backed up by a) skills/traits that you already have b) Skills that you will acquire...
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...QCF Specimen Question Papers Please note that ABE will not be able to accept any queries about the individual questions in the papers. The specimen question papers are provided for information purposes only; they are intended to give candidates an indication of the types of paper that will be used to assess the QCF units and to provide a flavour of the sort of questions that might be asked. There may be minor differences between the style of the specimen question paper and that of the actual examination paper. It is essential that you look at the specimen question paper for each unit that you are taking. This is because there are various types of question paper under QCF. Key points for all QCF question papers: All the Learning Outcomes will be assessed—under NQF only a selection of Learning Outcomes was assessed. Make sure that you read and understand the instructions—the paper may be divided into sections; in some sections all questions will be compulsory; in others you will be offered a choice between questions. Allocate your time carefully—you may be required to answer more questions than you would have answered under NQF. Make sure that you take account of the number of marks available for each question when deciding how to allocate your time. Level 5 Diploma Human Resource Management QCF Specimen Question Paper 1. 2. Time allowed: 3 hours. The number of questions you have to answer is marked clearly at the top of each section. Read the instructions at the top...
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...OH 1 Essay Questions: Forms They represent a continuum in how much freedom of response is allowed, ranging from restricted-response essays on one end to extended-response essays on the other. Restricted-response essay limits content and response to be given can limit via how narrowly question is phrased (e.g., as specific as a short-answer question) can limit via scope of the problem posed (e.g., with introduction like that of an interpretive exercise) therefore, can approach the objectivity of short-answer and interpretive exercises Extended-response essay great freedom so that allows problem formulation, organization, originality therefore, shares similar scoring difficulties with performance-based tasks OH 2 Essay Questions: Uses Represent a continuum in complexity and breadth of learning outcomes assessed, with interpretive exercises on the left end, restricted-response essays in the middle, and extended-response essays at the right end. Restricted-response essays For learning outcomes not readily assessed objectively Compared to extended-response questions, they target narrower learning outcomes, such as more specific mental processes (e.g., draws valid conclusions) Extended-response essays For learning outcomes not readily assessed objectively or with restricted response essays Compared to restricted-response questions, they assess broader learning outcomes, such as integrating a set of mental processes...
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