...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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........................................ 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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...NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Learner: Barry C. Archie THIS FORM MUST BE COMPLETELY FILLED IN Please Follow These Procedures: If requested by your mentor, use an assignment cover sheet as the first page of the word processor file. The assignment header should include the Learner’s last name, first initial, course code, dash, and assignment number (DoeJXXX0000-1) justified to the left and the page number justified to the right. Keep a Photocopy or Electronic Copy of Your Assignments: You may need to re-submit assignments if your mentor has indicated that you may or must do so. Academic Integrity: All work submitted in each course must be the Learner’s own. This includes all assignments, exams, term papers, and other projects required by the faculty mentor. The known submission of another person’s work represented as that of the Learner’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal. || CT7001|Christopher Stabile| || The Role of the Teacher Practitioner|ArchieBCT7001-4| || Faculty Use Only Personal Capacities Barry C. Archie Northcentral University Reflective Practice requires possession of specific skill-sets in order to increase pedagogical efficiency. York-Barr, Sommers, Ghere...
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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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...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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...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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...AFTER ACTION REVIEW SECTION I. ADMINISTRATIVE DATA Task(s) Task Number Task Title Taught or After Action Review Supported Task(s) Task Number Task Title Supported N/A NA Academic The academic hours to teach this class are as follows: Hours PEACETIME HOURS/METHODS 100 mins/CO/PE/ 20 minutes video Total Hours 2 hrs Test Lesson Type of Test: Brigade Certification Test Number Total Hours: 3 hours Prerequisite Lesson Number Lesson Title Lesson(s) None None Clearance There are no clearance or access requirements for this lesson. and Access References |NUMBER |TITLE |DATE |PARA/ | | | | |PAGE | | | | |NO. ALL | |TC 25-20 |A Leader’s Guide To After Action Reviews |Sept 93 |All | |TC 25-10 |A Leader’s Guide To Lane Training |Aug 96 |Chapter 5 | Student Provide Slides to students one day prior to the start of class. Students Study must be prepared to discuss the Slides during class. Scan TC 25-20. Assignments Instructor One instructor, familiar with TC 25-20, Requirements Additional...
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