...Assessment could be defined as the “process of gathering, interpreting, recording and using information about students’ responses to an educational task. “(Harlen, Gipps, Broadfoot, Nuttal. 1992. P.214) It is a part of everyday life for all teachers; it is an integral part of teaching and learning and is a basis for planning lessons and schemes of work based on national curriculum. The main function of assessment is to support teachers and learners in achieving their objectives and aims; by providing information about the progress of learners and by helping institutions to improve and perform better. Assessment can sometimes be seen as something extra that teachers have to undertake, outside of their daily routines; such as invigilating exams or taking books home to mark after school; although assessment is not just marking and awarding grades. It involves identifying at what stage of learning each pupil or student is at, as well as highlighting any miscomprehensions within their learning. It is then possible for a teacher to fill these voids of knowledge and plan lessons appropriately by tailoring lessons to the academic needs of the learners. Using assessment is vital for any learning facilitator and it therefore underpinned by the governments teaching standards, which also make assessment very necessary. Teaching standard 6 requires that to “Make accurate and productive use of assessment”. (URL 5) Assessment itself is a very broad term and many variations exist with...
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...taken into account when selecting the subject content and the learning outcomes? While designing the scheme of work there were many factors taken in to account. Whilst the planning for assessment has been a central factor considerable considerations have been given to the syllabus and course outcomes, combined, these present an overview for what should be learned by the end of the course. I adopted a modular approach to the planning as this was important in processing the scheme of work and allowed for detailed planning. I deliberated over what the student cohort may already know and understand at this level but ideally I would have the opportunity to explore this somewhat further through interview or initial assessment. This would help establish any specific learner needs and additional resources that may need to be made available to students. I have considered the time available to conduct lessons based on the scheme of work and discovered that there are certain practicalities that need to be overcome in order to present the lesson. I have had to establish whether there is enough time to fulfil the criteria set out; whether there are enough lessons and how many hours in each lesson as well as considering holidays and key dates, such as deadlines and submission dates. Using templates from various awarding bodies I have discovered what content is important when designing the scheme and believe the key areas for contemplation for each column are; the topic, the differentiated learning...
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...Class counting to 20. Number lines or squares for checking. Objects to count. Containers to help structure the counting, number lines, grids or square. Paper, unnumbered number lines, 100 square, number lines (for reference). 1Nn3 Count objects up to 20, recognising conservation of number. Counting objects to 20, rearranging and checking. 1Nn2 Read and write numerals from 0 to 20. Give students a number less than 20. Ask them to continue the series orally or writing. 1Nn8 Use more or less to compare two numbers, and give a number that lies between them. Count using a number line, with pictures as representations as well as the numbers. Number lines. Use visual clues for more and less and in between. Scheme of work – Mathematics stage 1 Unit 1A: Number and problem solving 2 Framework codes 1Nn9 Learning objective Order numbers to at least 20 positioning on a number track: use ordinal numbers. Mental strategies Know all number pairs to 10 and record related addition/subtraction facts. Begin to know number pairs to 6, 7, 8, 9 and 10. Activities Class or group activity. Pick a number card, hide it and give clues. Resources Number cards, number lines and grids. Comments 1Nc1 Counters in the pot. Counters Small pots, number cards 0 – 10. Counters, small pots, number cards 0 – 10. Developing mental images for small numbers. Extending the previous activity, just changing one rule. 1Nc2 Counters in the pot. 1Nc5 ...
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...Introduction Creating an effective scheme of work, less than a term into a teaching career, was certainly daunting. Given the complexities of planning for a single lesson – taking into account a long and growing list of factors ‘from provision to pupils with SEN’ to the ‘literacy objective’ that considerably lengthen every written plan – the hurdles to overcome when planning for an 8-week scheme would surely but multiply. While the freedom at my fingertips was invigorating, there was the gnawing sense that failure to grasp the key issues involved would lead to the teacher’s greatest fear – wasted lessons; wasted lessons after which the class would struggle to maintain a respect for the teacher. Furthermore, it would be the waste of an outstanding opportunity. As commentators to the publication Teaching History have repeatedly stressed, the new History National Curriculum for Key Stage 3 offers teachers a ‘glorious flexibility’ to throw out the straight-jacket of centralised requirements beholden to political overlords (Dawson 2008, 18). Instead, led by a relit passion for their discipline, teachers are able to respond to the very specific needs of their school and construct personalised routes towards a variety of objectives. For some commentators, the National Curriculum Key Concepts and their accompanying levels represent the vestiges of an ancien regime of central control that prevent true pupil ownership developing (see Knight 2008). However, a determination to facilitate...
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...Rosa Mingo 10/ 15/15 Ms. White Alexander Grothendieck One of the foremost mathematicians of 20th century, Alexander Grothendieck is a pioneer of modern algebraic geometry. His contributions to algebraic geometry, homological algebra and functional analysis are so huge and vast, that it antagonized even his most ardent followers who envied him for his achievements. His genius was honored by ‘Fields medal’ and the Crawford prize though he refused both on ethical grounds. During his long career in the Institute of Advanced Scientific Studies in Paris, his biggest achievements were not only his theorems and concepts, but also a huge bunch of students and a strong school of thought that, helped him come up with groundbreaking theories in mathematics. The world owes a great deal to this great French mathematician for the increased generalization and formalization of mathematics in 20th century. Though leading a secluded life since his retirement in 1988, Grothendieck’s achievements are well remembered and acknowledged by the mathematical community even now. Alexander Grothendieck was born on March 28, 1928 in Berlin to Russian-born, Jewish father, Alexander Sasha Shapiro, and German protestant mother, Johanna Hanka Grothendieck. Alexander Grothendieck was born out of wedlock, though the couple stayed together all their lives. Grothendieck’s mother was briefly married to a German journalist, Johannes Raddatz and hence, his birth name was Alexander Raddatz. Grothendieck lived...
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...TITLE PAGE SHARES AS A FORM OF FINANCING COMPANY BUSINESS A TERM PAPER ON COMPANY LAW (ACCT 718) AHMED II ABDULWAHAB HASSAN PGDAF/ADM/2011/2012/693 POST GRADUATE DIPLOMA IN ACOUNTING AND FINANCE DEPARTMENT OF ACCOUNTING AND FINANCE AHMADU BELLO UNIVERSITY, ZARIA AUGUST, 2012 INTRODUCTION A unit of ownership interest in a corporation or financial asset. While owning shares in a business does not mean that the shareholder has direct control over the business’s day-to-day operations, being a shareholder does entitle the possessor to an equal distribution in any profits, if any are declared in the form of dividends. Shares in a company represent ownership. This means when an individual buys shares in a company, they become one of the owners of the business. This entitles them to a share of the distributable profits of the company - the dividends. DEFINITION OF SHARE A share is a single unit of ownership in a corporation, mutual fund, or any other organization. A joint stock company divides its capital into shares, which are offered for sale to raise capital, termed as issuing shares. Thus, a share is an indivisible unit of capital, expressing the proprietary relationship between the company and the shareholder. The denominated value of a share is its face value: the total capital of a company is divided into number of shares. Types of Shares There are four main types of shares 1. Equity Shares These shares...
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...University of Engineering and Technology Lahore Department of Computer Science and Engineering Programming Fundamentals II Problem Set 5 1 Examples ;gets the nth member of a list. Assume n >= 1 (define takeNth (lambda (n lst) (if (empty? lst) "List too short" (if (= n 1) (car lst) (takeNth (- n 1) (cdr lst)) )))) ;length of a list (define listLength (lambda (lst) (if (empty? lst) 0 (+ 1 (listLength (cdr lst))) ))) ;remove the nth member of a list. Assume n >= 1 (define remNthHelper (lambda (n lst index) (if (empty? lst) ’() (if (= n index) (remNthHelper n (cdr lst) (+ index 1)) (cons (car lst) (remNthHelper n (cdr lst) (+ index 1))) )))) (define removeNth (lambda (n lst) (if (> n (listLength lst)) "Given list too short" 1 (remNthHelper n lst 1) ))) ;remove members m through n of a list (define subHelper (lambda (m n lst index) (if (empty? lst) ’() (if (and (= index m)) (subHelper m n (cdr lst) (+ index 1)) (cons (car lst) (subHelper m n (cdr lst) (+ index 1))) )))) (define subList (lambda (m n lst) (if (> n (listLength lst)) "Given list too short" (subHelper m n lst 1) ))) ;we can write removeNth using subList (define remove (lambda (n lst) (subList n n lst) ) ) ; rotates the list left by 1; (rotateL ’(1 2 3)) -> (2 3 1) (define rotateLHelper (lambda (1st lst) (if (empty? lst) (list 1st) (cons (car lst) (rotateLHelper 1st (cdr lst))) ))) (define rotateL (lambda (lst) (if (empty? lst) lst (rotateLHelper (car lst) (cdr lst)) ))) 2 ; rotate the...
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...and what will be done to meet that need ◦Develop the Project Overview Statement (POS) which summarizes the problem/opportunity, what will be done and how, the business value, and risks, assumptions and obstacles to success ◦Prioritize functional requirements; this list may change but currently reflects the best information available ◦Develop mid-level Work Breakdown Structure showing goal, major functions, and sub-functions ◦Prioritize scope triangle (consisting of time, cost, resources, scope, and quality, customer satisfaction was left out) •Cycle Plan (iterative) ◦Extract from the WBS those activities that define the functionality to be built in this cycle ◦Decompose the extracted WBS down to the task level ◦Establish the dependencies among these tasks ◦Partition the tasks into meaningful groups and assign teams to each group ◦Each team develops a micro-level schedule with resource allocations for the completion of their tasks within the established cycle timeline and budget constraints •Cycle Build (iterative) ◦Conduct detailed planning for producing the functionality assigned to this cycle ◦Begin cycle work ◦Monitor and adjust cycle build ◦This cycle ends when its time has expired. Any functionality not...
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...ANNUAL SCHEME OF WORK MATHEMATICS FORM 2 2014 |SEM. |MONTH |WEEK |TOPIC /SUBTOPIC | |1ST |JANUARY | | | |SEMESTER | | |CHAPTER 1 – DIRECTED NUMBERS. | | | |1 | | | | | |1.1 Multiplication and Division of Integers. | | | | |1.2 Combined Operations on Integers. | | | | | | | | |2 |1.3 Positive and Negative Fractions. | | | | |1.4 Positive and Negative Decimals. | | | | | ...
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...Running head: INDIVIDUAL PROJECT: Forensic Accountants: Fraud Busters 1 Individual Project: Forensic Accountants: Fraud Busters Pamela Turner Professor Ann Nelson Contemporary Business 508 February 13, 2013 Strayer University INDIVIDUAL PROJECT: Forensic Accountants: Fraud Busters 2 Individual Project: Forensic Accountants: Fraud Busters Determine the most important five skills that a forensic accountant needs to possess and evaluate the need for each skill. Be sure to include discussion regarding the relationship between the skill and its application to business operations. The age of information technology there is a definite rise in computer crimes, financial frauds, employee thefts and securities scams, insurance and bank frauds. The forensic accountant searches out fraud and criminal transactions in banking, corporate entity or from any other financial records within an organization. Forensic accountants take a more proactive, skeptical approach in examining books of accounting. The base of a forensic accountant is accounting knowledge. The dispersement of the knowledge of auditing, internal controls, risk assessment and fraud detection. There must be a basic or general understanding of the legal environment. The legal environment is essential in order to support the litigation. A strong set of communication skills both oral and written (Houck, 2006). Forensic...
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...for running a massive Ponzi scheme, known as Bernie Madoff, was arrested and charged with criminal securities fraud, and sentenced for a hundred and fifty years in prison. Bernie Madoff continued his scheme for thirty years because his company was the largest market maker on NASDAQ. He had an impressive rate of returns that his firm earned annually, and the Securities and Exchange Commission did not oversee the stock market and protect investors. Madoff also had flawless credentials. His scheme was so clever that he knew he could only aim toward the investors that were unlikely to question his investment strategy. It affected his personal life, because he wanted to have a regular life like others and not have to live with his conscience telling him it was not right. Professionally, he had it made because everyone wanted to be a professional business man like him. Madoff’s investors kept the cycle going because they thought like every other person that gave their money to a man that they had never met. The society and business today has changed tremendously. Every business after Madoff Securities were given strict procedures they have to follow by the government. Madoff’s personal and professional characteristics made him become a better individual. It brought together buyers and sellers of investments. Since Madoff was a man of respect and trustworthiness, he was clever of a lot of things. He knew how to go about making his brilliant scheme work, and to make sure his old investment...
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...losing their jobs, and in some instances, getting black-balled in their line of work. There are those who profit from blowing the whistle, aside from that is the risk really worth it? The answer is yes. In spite of the negative employment aspect, whistle blowing shows that a person has enough integrity to risk themselves in order to correct a bad situation. Three whistle blowers come to mind when the topic of ethical integrity arises; Sherron Watkins (Enron), Harry Markopolos (Bernie Madoff), and myself in my current place of employment. Each of us took the ethical high road and risked it all to try and make right what was/is blatantly wrong with the companies or people in question. Watkins & Enron Sherron Watkins worked at Enron for eight years. She sent a seven page letter to her employer mentioning the unethical accounting that was happening in the employee retirement sector. Sherron called it a Ponzi Scheme and worried that those who were making money off other people’s retirement would end up cashing and burning when this scam came to light. Watkins called this unethical treatment of worker’s savings “funny accounting”. She feared that her time at Enron would be considered worthless on her resume. However, when the dealings of Enron finally hit the main stream media, Watkins was still working. Her letter reached the public five months after sending it to her boss, and she continued work at the company....
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...Bernie Madoff Fraud Case Bernie Madoff Fraud Case Introduction One of the largest fraud cases of all times is that of the “Bernard Madoff Case.” According to Armstrong (2008), “for a number of years Madoff managed to lure billions of dollars away from huge charities, as well as wealthy individuals in both the United States and Europe by getting them to invest in his hedge fund. This he did by offering extraordinary returns to investors, until his scheme eventually reached a staggering $50 billion under “management.” Within this paper, efforts will be made answer a number of questions, including how was this fraud executed; who were the perpetrators, accomplices and victims; how was the fraud discovered; what were some of the possible red flags; and what role did the SEC play in discovering the fraud. In addition to this, mention will be made of how the case was resolved and what are some of the measures that could have deterred or prevented the fraud from occurring in the first place. Given these harsh economic times which we live in, all efforts have to be made to enforce strict rules and regulations within financial institutions – so that investors and other stakeholders’ interests are protected. Had there been closer attention given by the Securities Exchange Commission and other regulators to the ‘red Flags’ associated with Madoff and his firm, then so many persons would not have lost billions. Bernard Madoff Investment Securities (BMIS) Founded in 1960...
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...Ponzi scheme the world has ever seen. The basis of the securities fraud that took place approximately between 1991 – 2008 was influenced by Bernie Madoff’s reliance upon an unqualified staff, outdated software, organizational seclusion, a personal halo effect, and weaknesses in the regulating body. Madoff had the confidence of the public, yet to pull off such an elaborate scheme, he relied on a startling number of family members, vital accomplices working on the illegal trading floor such as Frank D. Pascali, IT staff members, and a separate BMIS branch of international employees in the U.K. to seemingly legitimize the whole thing. Domestic and European institutional investors, friends and acquaintances of Madoff’s, and an additional couple of thousand people who had exposure to BMIS funds, trusted as much as their entire life or retirement savings. Investors were dumbfounded when the jenga-like pyramid came crashing down on them, despite many caveats from whistleblowers. Leading up to December 11, 2008, the date Bernie Madoff was taken into federal custody, he acted especially cross and frantic, specifically when the SEC was mentioned. Another sign of the impending collapse was Bernie’s reluctance to accept any more large sums of money, contrast to the usually receptive Bernie (Henriques). As a result of Madoff’s arrest, further investigation assessed the magnitude of the fraud to be over roughly fifty billion dollars. Madoff took full responsibility for the Ponzi scheme, adamantly...
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...largest Ponzi schemes in history. Discovering the exact details about who was involved, how heavily they were involved, and the extent of the losses incurred may yet take many years. The goal of this research is to attempt to explain how the fraud was executed by explaining various details involved in this Ponzi scheme. These details include how the fraud was executed, parties that were involved positively and negatively, motives of each party, controls that may have prevented or deterred the fraud, any SEC involvement, how the fraud was discovered, and the resolution of the case. It is best for cases like this to start at the top of the pyramid and work down through the pyramid. To begin, one must understand a Ponzi scheme and how it works in order to determine how Madoff conducted his particular scheme. A Ponzi scheme is designed to steal money from investors by promising consistent or large returns that are secured by previous investor’s funds. About.com lists five key elements of this type of scheme consisting of the benefit, the setup, initial credibility, initial returns, and communicated success (Mofatt, 2012). The benefit is the promise of a return at above normal averages or more consistently than usual. The next element, the setup is a believable explanation of how these returns are achieved; either through inside information or from access to nonpublic avenues of investing. The third element, credibility, relates to the person conducting the scheme being believable...
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