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wk1quiz

Course Number: AC 562 AC 562, Spring 2011

College/University: Keller Graduate School...

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Student Gradebook Exam Page 1 of 3 Grade Details 1. Question : Student Answer: (TCO A) Successful operational auditors possess all the following attributes except: Ability to spot trouble areas Chase elephants, not mice Subject matter expertise in systems Communication skills Instructor Explanation: Points Received: Reider, Introduction, page xv 3 of 3 Comments: 2. Question : Student Answer: (TCO A)...

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Gradebook Student Exam Page 1 of 3 Grade Details 1. Question : Student Answer: (TCO A) Successful operational auditors possess all the following attributes except: Ability to spot trouble areas Chase elephants, not mice Subject matter expertise in systems Communication skills Instructor Explanation: Points Received: Reider, Introduction, page xv 3 of 3 Comments: 2. Question : Student Answer: (TCO A) Businesses do not exist to: Serve customers Convert cash Manage debt None of the above Instructor Explanation: Points Received: Reider, Chpt 1, page 3 3 of 3 Comments: 3. Question : Student Answer: (TCO A) Operational review phases include: Planning Work Programs Field Work All of the above Instructor Explanation: Points Received: Reider, Chpt 1, page 17 3 of 3 Comments: 4. Question : Student Answer: (TCO A) The Three E's of operational auditing do NOT include: Economy Efficacy Efficiency https://takeexam.next.ecollege.com/(NEXT(600f4630ea))/Main/CourseMode/StudentGrad... 1/26/2012 Student Gradebook Exam Page 2 of 3 Effectiveness Instructor Explanation: Points Received: Reider Chpt 1, page 12 3 of 3 Comments: 5. Question : Student Answer: (TCO F) Which of the following best describes the objective of a fraud examination? Make recommendations to management about how to prevent fraud. Determine whether a crime has been committed, and if so, who is responsible. Express an opinion on the guilt or innocence of a suspect. Determine whether financial statements are free of misstatements due to fraud. Instructor Explanation: Points Received: Wells, Chpt 1, page 4 3 of 3 Comments: 6. Question : Student Answer: (TCO F) Albrecht's Fraud Scale differs from Cresseys Fraud Triangle by utilizing the factor of _____. Rationalization Perceived non-shareable financial need Perceived opportunity Personal integrity Instructor Received: Well, Explanation: Points Chpt 1, page 23 3 of 3 Comments: 7. Question : Student Answer: (TCO F) In a study by Steve Albrecht, Marshall Romney, and Keith Howe, participants were asked to rank personal characteristics as motivating factors that contributed to fraud. The highest ranked factor was: Undue family pressure Living beyond their means Lack of appreciation by management Lack of respect from working peers Instructor Explanation: Wells, Chpt 1, page 23 https://takeexam.next.ecollege.com/(NEXT(600f4630ea))/Main/CourseMode/StudentGrad... 1/26/2012 Student Gradebook Exam Points Received: Page 3 of 3 3 of 3 Comments: 8. Question : Student Answer: (TCO F) In the Fraud Tree, asset misappropriations are broken down into cash and non-cash schemes. Which of the following is NOT considered a misappropriation of cash? Extortion Skimming Larceny Fraudulent Disbursement Instructor Explanation: Points Received: Wells, Chpt 2, page 48 3 of 3 Comments: 9. Question : Student Answer: (TCO F) The concealment of receivables skimming can be difficult because the incoming payments are expected. inventory must be padded to conceal shrinkage. the audit trail must be destroyed. All of the above Instructor Explanation: Points Received: Wells, Chpt 2, page 60 3 of 3 Comments: 10. Question : Student Answer: (TCO F) In one of the case studies in the textbook (page 49), Brian Lee, a top-notch plastic surgeon, collected payments from his patients without giving a cut to the clinic where he practiced. What was his motivation for committing the fraud? He was greedy. Repay his students loans. Fund his charitable doctor work. None of the above Instructor Explanation: Points Received: Wells, Chpt 2, page 51 3 of 3 Comments: https://takeexam.next.ecollege.com/(NEXT(600f4630ea))/Main/CourseMode/StudentGrad... 1/26/2012

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Keller Graduate School of Management - AC 562 - AC 562
Student Gradebook ExamPage 1 of 4Grade Details1.Question :Student Answer:(TCO B) One of the primary purposes of the planning phase is to:interview senior management on risk.identify competitive pressures.identify unaddressed action plans from pre
Keller Graduate School of Management - AC 562 - AC 562
Student Gradebook ExamPage 1 of 4Grade Details1.Question :Student Answer:(TCO C) A successful work program is the byproduct of:good planningautomated work papersstrong audit leadershipAll of the aboveInstructor Explanation:Points Received:Rei
Keller Graduate School of Management - AC 562 - AC 562
Student Gradebook Exam1.Question :Student Answer:Page 1 of 4(TCO E) All of the following are attributes of a review finding, except:CriteriaCauseDollar QuantityStatement of ConditionInstructor Explanation:Points Received:Reider 53 of 3Commen
Keller Graduate School of Management - AC 562 - AC 562
WEEK 1Visit the websites for the Institute of Internal Auditor and the Association ofCertified Fraud Examiners.http:/www.theiia.org/guidance/standards-and-guidance/ippf/code-of-ethics/english/http:/www.acfe.com/code-of-ethics.aspx1. How do the codes c
Keller Graduate School of Management - AC 562 - AC 562
WEEK 3Read and Prepare a 2-3 page case study report: FOR THIS MAGAZINE, INTERNAL AUDITPROVED HARD TO DIGEST pages 106-108 in Chapter 4: Billing Schemes of the FraudExamination text by Wells. Discuss the coincidences involved in this case study. Use the
Keller Graduate School of Management - AC 562 - AC 562
Reporting and Relationships Case Study: Internal Auditing Reporting Relationships:Serving Two MastersWhat is the correct relationship of internal audit to senior management?The correct relationship to exist between internal auditors to senior managemen
Keller Graduate School of Management - AC 562 - AC 562
Chapter 1Introduction to Fraud ExaminationLearning ObjectivesDefine fraud examination and differentiate it from auditing.Understand the fraud theory approach.Define occupational fraud.Define fraud.Define abuse.Know the difference between fraud and
Keller Graduate School of Management - AC 562 - AC 562
Chapter 2Skimming1Chapter Objectives Define skimming. List and understand the two principal categories of skimmingschemes. Understand how sales skimming is committed and concealed. Understand schemes involving understated sales. Understand how ca
Keller Graduate School of Management - AC 562 - AC 562
Chapter 3Cash Larceny1Pop QuizWhat is the difference between larceny andskimming?2Learning Objectives Define cash larceny. Understand how cash receipts schemes differ fromfraudulent disbursements. Recognize the difference between cash larceny a
Keller Graduate School of Management - AC 562 - AC 562
Chapter 4Billing Schemes1Pop QuizWhat is a pass-through billing scheme?2Learning ObjectivesList the five major categories of fraudulent disbursements.Define the term billing schemes.List the three categories of billing schemes.Understand what a
Keller Graduate School of Management - AC 562 - AC 562
Chapter 5Check Tampering1Learning Objectives Define check tampering. Understand the five principal categories of check tampering. Detail the means by which employees fraudulently obtaincompany checks. Understand how forged signatures are created o
Keller Graduate School of Management - AC 562 - AC 562
Chapter 6Payroll Schemes1Learning Objectives List and understand the three main categories of payrollfraud. Understand the relative cost and frequency of payrollfrauds. Define a ghost employee. List and understand the four steps to making a ghost
Keller Graduate School of Management - AC 562 - AC 562
Chapter 7Expense Reimbursement Schemes1Learning Objectives Explain what constitutes expense reimbursement fraud. Discuss the data on expense reimbursement fraud from the2009 Global Fraud Survey. Understand how mischaracterized expense reimbursement
Keller Graduate School of Management - AC 562 - AC 562
Chapter 8Register Disbursement Schemes1Pop QuizAccording to the 2006 National Fraud Survey,register disbursement schemes have a highermedian loss than payroll schemes.True or false?2Learning Objectives Explain what constitutes a register disburs
Keller Graduate School of Management - AC 562 - AC 562
Chapter 9Non-Cash Assets1Learning Objectives List the five categories of tangible non-cash misappropriationsdiscussed in this chapter. Discuss the data on non-cash misappropriations from the 2009Global Fraud Survey. Explain how misuse of non-cash
Keller Graduate School of Management - AC 562 - AC 562
Chapter 10Corruption1Pop QuizWhat are the two principleschemes involving bribery?2Learning ObjectivesDefine corruption.Identify the four categories of corruption.Define bribery.Compare and contrast bribery, extortion, and illegalgratuities. I
Keller Graduate School of Management - AC 562 - AC 562
Chapter 11Accounting Principles and Fraud1Learning Objectives Define fraud as it relates to financial statements. Identify the main groups of people who commitfinancial statement fraud. List the primary reasons people commit financialstatement fra
Keller Graduate School of Management - AC 562 - AC 562
Chapter 12Fraudulent FinancialStatement Schemes1Pop QuizName at least three of thefive principal financialstatement fraud schemes.2Learning Objectives Define financial statement fraud and related schemes. Understand and identify the five classi
Keller Graduate School of Management - AC 562 - AC 562
Chapter 13Fraud Risk Assessment1Learning Objectives Describe the factors that influence an organizationsvulnerability to fraud. Explain the difference between preventive and detectivecontrols. Understand the objective of a fraud risk assessment.
Keller Graduate School of Management - AC 562 - AC 562
Chapter 14Conducting Investigations andReport Writing1Learning ObjectivesUnderstand the circumstances that may necessitatean internal investigation.Identify who should be part of a fraud examinationteam.Define evidence.Be familiar with several e
Keller Graduate School of Management - AC 562 - AC 562
Chapter 15Interviewing Witnesses1Learning Objectives List the five types of interview questions. Understand how to ask introductoryquestions. Explain how to construct informationalquestions. Understand the differences between open,closed, and le
Keller Graduate School of Management - AC 562 - AC 562
Chapter 16Occupational Fraud and Abuse:The Big Picture1Learning Objectives Understand and describe abusive conduct. Determine why attempting to achieve perfection inthe workplace is not desirable. Explain the obstacles to accurately measuring the
Keller Graduate School of Management - AC 562 - AC 562
AC562 FraudFraud EvidenceFraud Evidence and AuditingSufficient evidence for conviction offraud is usually lacking in fraud audits.Auditors tend to develop theconsequences of fraud, such as theamount of the theft, but fall short innaming the people
Keller Graduate School of Management - AC 562 - AC 562
AC562 Week 1Getting StartedPurposes and ObjectivesnnnnnnIncrease understanding of operational reviewconceptsIncrease understanding of the purposeHelp identify relationships and differencesIncrease the skills and abilities neededIncrease awar
Keller Graduate School of Management - AC 562 - AC 562
AC562Week2PlanningtheAuditChapter2ThisChapterWillnnnnnIncreaseunderstandingofthepurposeoftheplanningphaseIntroduceinformationthatmustbeobtainedIncreaseknowledgeofhowtouseplanningphaseinformationIncreaseunderstandingofplanningandbudgetconcep
Keller Graduate School of Management - AC 562 - AC 562
AC562 Week 3The Work Program PhaseChapter Three This Chapter WillDiscuss the Following:n Benefits of the operationalreview work programn Standards by whichoperational review workprograms are developedn Who develops the workprogramn Work program
Keller Graduate School of Management - AC 562 - AC 562
AC562 Week 4The Field WorkPhaseChapter 4 This Chapter Will:llllIncrease understanding of the purpose of thefield work phase in an operational review.Present various techniques that can be used inthe field work phaseIncrease knowledge of how to
Keller Graduate School of Management - AC 562 - AC 562
AC562Chapter5DevelopmentofReviewFindingsObjectivesThisChapterWill:nnnnIncreases understanding of the importance ofthe proper development of an operationalreview finding.Familiarize the reviewer with the fiveoperational review attributes - stat
Keller Graduate School of Management - AC 562 - AC 562
AC562 FraudFraud AuditingThree Types of Fraudu Group1:Fraudthathasbeenexposedandisinthepublicdomain.u Group2:Fraudthathasbeendiscoveredbyentities,butdetailhavenotbeenmadepublic.u Group3:Fraudthathasnotbeendetected.Group I Fraud Exposed and inth
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Basic Probability(Chapter 2, W.J.Decoursey, 2003)Basic ProbabilityProbability:A measure of the likelihood that a particular event will occur. e.g. If we are certain that an event will occur, its probability is 1 or 100%. If it certainly will not occur
Minnesota - MATH - 2320
Basic ProbabilityPermutations and Combinations:- Combinations:- The number of different packages of data taken r at time from a data set containing n items The order of items is items. inconsequential. The number of taken r at a time (r n) is written n
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Confidence level: An alternative representation of level of significance. - normal distribution applies applies. - level of significance (e.g. 5% in two tails) determines the rejection region, which means - in the rejection region sample means are far eno
Minnesota - MATH - 2320
Regression and Correlation of DataCorrelation: Correlation is a measure of the association between random variables, say X and Y. No assumption that one of these variables is known without error. Assume that X and Y are related linearly, so the usual cor
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Descriptive StatisticsObjectives: (Chapter 3, Decoursey)- To understand the definition of , median, variance, standard deviation, mean absolute deviation and coefficient variation and calculate these quantities. - To calculate some of these quantities u
Minnesota - MATH - 2320
To calculate the number of combinations for n distinguishable items: Three laboratories to be cleaned: Biosorption, Pilot Plant and Fermentation. How many different combinations of cleaning the three laboratories? n=3, r=21st B B P P F F 2nd P F B F B P
Minnesota - MATH - 2320
Introduction to Design of ExperimentsProfessional engineers are very frequently responsible for devising d i i experiments t answer practical problems. Th i t to ti l bl There are well-tried methods for planning experiments that will p provide the maximu
Minnesota - MATH - 2320
Normal DistributionObjectives: (Chapter 7, DeCoursey)- To define the Normal distribution, its shape, and its probability function p y - To define the variable Z, which represents the number of standard deviations between any y point x and the mean . - T
Minnesota - MATH - 2320
Regression and Correlation of Data Objective: Fit a polynomial with the Least Squares MethodRegression and Correlation of DataFitting the polynomial with the least squares approachPn ( x) = a 0 + a1 x + a 2 x 2 + . + a n x nLeast squares method can
Minnesota - MATH - 2320
Probability Distributions, Continuous VariablesObjectives: (Chapter 6, DeCoursey)- To establish the difference between probability distribution for discrete and continuous variables. - To learn how to calculate the probability that a random variable, X,
Minnesota - MATH - 2320
Probability Distributions, Discrete Random VariablesObjectives: (Chapter 5, DeCoursey)- To define a probability function, cumulative p probability, p y probability distribution function y and cumulative distribution functions. - To define expectation an
Minnesota - MATH - 2320
Regression and Correlation of Data- Apply the least squares method for fitting data with linear regression - Methods of regression are used to summarize sets of data in useful form. The values of the data have already been recorded, and as such, are fixe
Minnesota - MATH - 2320
One way One-way Analysis of Variance ANOVA Analysis of Variance is used with quantitative and qualitative data to find whether each input has significant effect on the system's response. Estimates of variance are often called "mean mean squares"s =2
Minnesota - MATH - 2320
Normal DistributionObjectives: (Chapter 7, DeCoursey)- To define the Normal distribution, its shape, and its probability function p y - To define the variable Z, which represents the number of standard deviations between any y point x and the mean . - T
Minnesota - MATH - 2320
Note 7Statistical Inference for the Mean: t-testWhen variance is estimated from a sample, t-distribution applies. T-Distribution: a distribution related to normal distribution but taking into account the number of degrees of freedom. freedom Symmetrical
Minnesota - MATH - 2320
Statistical Inference for the Mean: t-testComparison of sample means using unpaired samples: - We have samples for each of two conditions. We provide an answer for "Are the two sample means significantly different from Are each other, or could both plaus
Minnesota - MATH - 2320
Statistical Inference for the Mean: t-testComparison of paired samples: - Interfering factors in the comparison of two sample means using unpaired samples may inflate the pooled estimate of variance of test results. - It is possible to pair the measureme
Minnesota - MATH - 2320
Statistical Inferences for VarianceObjectives: Learn to compare variance of a sample with variance of a population Learn to compare variance of a sample with variance of another sample Introduce chi-squared distribution chi squared Introduce F-distribut
Minnesota - MATH - 2320
Minnesota - MATH - 2320
Regression and Correlation of DataOther forms with single input or regressor:1 = a + bx yln y = a + bxy = a + bx 3f1( y) = a + b f2 (x)Method: 1. Convert the equation to simple linear form by setting new variable(s). 2. Calculate the new variable(s)
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EEE498 Health Physics PrinciplesHomework Assignment No. 2 Solution SetSpring 2012EEE498 Health Physics PrinciplesSpring 2012EEE498 Health Physics PrinciplesSpring 20127.17 x 1016 J produced by the power plant burning coal. The same amount of electr
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