Example – Accounting Information
Personal information student
Number of questions:
Number of pages:
0 till 3
11 pages (incl. cover sheet)
You are allowed to use a calculator (type FX-82SX Plus / FX-82MS / FX350MS / TI-30Xa / TI-30XS Multiview). You are allowed to use a programmable calculator.
You are allowed to use notes.
You are allowed to use the following books: Accounting Information Systems, Hall, 7th or custom edition and Accounting Information Systems and Internal Control, Vaassen et al, 2nd or custom edition
You are not allowed to use a dictionary.
You are not allowed to take the examination papers with you. Additional information
Place your name and student number at the top of each page to facilitate corrections.
Answer all questions in English only.
Due to lack of available books, you are allowed to bring copies of the books specified above
You are allowed to make notes inside the book and bring copies of the lecture slides.
No other documentation is allowed (nor is it needed)
This exam consists of four parts.
Name: EXAMPLE EXAM
PART 1: AIS/APM CONCEPTS AND TYPOLOGY (12 POINTS)
The Accounting Information System (12 points)
a) What are the purposes of an audit trail (2 points)
b) What is meant by a defective audit trail? (2 points)
c) How can a defective audit trail be prevented? (2 points)
d) Discuss the independence issue when audit firms also provide consulting input into the development and selection of new AIS (3 points)
e) Explain how a production quota used to evaluate a supervisor can adversely affect quality control, material usage efficiency, and labour relations (3 points)
Name: EXAMPLE EXAM
Typology (9 points)
The real estate company Avalon Estates owns and rents out a large number of houses. Rents of houses and offices are paid monthly, quarterly, bi-annually, and annually. Payment must be done in advance. House rents are normally raised by a fixed percentage once a year. Some lease contracts for houses contain clauses for service costs. These service costs include: security costs, costs of cleaning stairways and halls, and costs of garden maintenance. Settlement of these costs is done annually on the basis of a post-calculation. For that purpose a monthly advance payment is charged.
a) How can Avalon Estates be classified in the typology of organizations (1 point)
b) Vaassen lists a number of general risks for this type of organisation, but describe in some detail two risks that material and specific for Avalon Estates? (4 points)
c) Describe in some detail two necessary administrative and organizational conditions for Avalon Estates? (4 points)
Name: EXAMPLE EXAM
PART 2: IT CONTROLS (15 POINTS)
IT controls (6 points)
a) During its preliminary review of the financial statements of Hally, Inc. the accounting firm Harald found a lack of proper segregation of duties between the programming and operating functions. Hally owns its own computing facilities. Harald diligently intensified the internal control study and assessment of tasks relating to the computer facilities. Harald concluded in its final report that sufficient compensating control objectives were met.
Name four compensating controls that are most likely in place? (2 points)
b) Why is it risky to allow programmers to create user subschemas and assign access authority to users? (2 points)
c) What problems may occur as a result of combining applications programming and maintenance tasks into one position (2 points)
Name: EXAMPLE EXAM.
INSTRUCTIONS SHEET 1. Please read the exam instructions and question paper carefully and write your answers in the examination answer booklet. 2. Answer all the short answer questions in Part A. Part A is worth 30 marks. 3. Answer two (2) questions from part B, out of the choices provided. Part B is worth 30 marks. 4. Write clearly, use headings and subheadings where appropriate, draw neat graphs and provide clear explanations. Good luck with the examination. PART A 30 MARKS Answer ALL questions Each question is worth 5 marks (6 x 5 = 30 marks) Question 1 (5 marks) (a) Draw a diagram with appropriate labels to show the effect on the demand for mobile phones of a promotional discount that decrease the price of mobile phones car chargers. State your assumptions and explain your model. (b) Draw a diagram with appropriate labels to show the effect on the demand for second hand (15-20 years old) cars of an increase in income. State your assumptions and explain your model. Question 2 (5 marks) (a) Consider the following supply and demand schedule: Price | Supply | Demand | $180 | 300 | 3,000 | $360 | 900 | 2,700 | $540 | 1,500 | 2,400 | $720 | 2,100 | 2,100 | $900 | 2,700 | 1,800 | $1,080 | 3,300 | 1,500 | $1,260 | 3,900 | 1,200 | (i) Sketch the market supply and demand curve in a diagram using appropriate labels. (ii) Show equilibrium.
847 Words | 4 Pages
Question 1 Part 1 Asset based lending is commonly used to finance acquisition. Which of the following is not true about such financing? Answer The borrower generally pledges tangible assets as collateral. Lenders look at the target firm’s assets as their primary protection. Bank loans are secured frequently by receivables and inventory. Loans maturing in more than one year are often referred to as term loans. The target firm’s most liquid assets generally secure longer-term loans. 2 points Question 2 Security provisions and protective covenants are included in loan documents to increase the likelihood that the interest and principal of outstanding loans will be repaid in a timely fashion. Which of the following is not true about security provisions and protective covenants? Answer Security features include the assignment of payments due under a specific contract to the lender. Negative covenants include limits on the amount of dividends that might be paid Negative covenants include limits on the amount of working capital that the borrower can maintain. Periodically, financial statements must be sent to lenders. Automatic loan repayment acceleration if the borrower is in default on any loans outstanding 2 points Question 3 Which of the following is not true about junk bonds? Answer Junk bonds are either unrated or rated below investment grade by the credit rating agencies Typically yield about.
261 Words | 2 Pages
Ai . Different examples of accidents and sudden illnesses that might occur are a fall, heart attack, choking and bleeding. Aii: The procedures to follow if an accident or sudden illness should occur are first of all you must try to help the service user to recover or find help. After this the company should have accident report forms that must be completed in which you would need to also inform the manager or supervisor. The form will include date, time, place of accident, people involved, witnesses involved, equipment involved, details of what happened, anything that was said about the accident, the condition of the person involved in the accident, details of when help was asked and when arrived. Aiii: The principles to be followed for safe moving and handling are that there needs to be risk assessments and procedures done to minimise the risk of injury to the employee. This may include recommended amount of people required to move an object, specific equipment needed and training to safe about handling equipment safety.
172 Words | 1 Pages
modular approach can only be combined with the direct approach. C) The direct approach is the riskiest of the three approaches D) The parallel system significantly decreases employee's work load during the conversion period. Points Earned: 0.0/1.0 Correct Answer(s): C 20. Adjusted trial balance figures are usually sent from the business reporting department to the: A) the financial reporting officer B) the treasurer C) the budgeting department D) the managerial reporting officer Points Earned: 1.0/1.0 Correct Answer(s): A 21. A direct cost is one that is directly attributable to the system or the system change, such as reduced overhead costs. A) True B) False Points Earned: 0.0/1.0 Correct Answer(s): False 22. Which role in the AIS Development/Acquisition process requires the accountant to be equally adept at dealing with people, accounting, and technology? A) implementer B) User C) analyst D) purchaser Points Earned: 1.0/1.0 Correct Answer(s): A 23. The process of evaluating the vendor proposals includes all of the following except: A) consider other data and criteria B) validate vendor proposals C) determine to which vendors the RFPs will be sent D) suggest resources Points Earned: 1.0/1.0 Correct Answer(s): C 24. Balanced scorecard is methodology for assessing an organization's business performance via four components: (1) financial, (2) external business process, (3) vendors, and (4) innovation and improvement activities.
1909 Words | 16 Pages
track which is inclined 15.00above the horizontal. The idea is illustrated in figure. Consider we are using a frictionless pulley. If the coefficient, between the car and the track is 0.200: 150 150 a- Draw the free body diagram and write the Newton’s second law equation for each body, car and bucket. (5 points) b- What mass of water would be needed to start the car moving up? (10 points) c- With friction present, suppose water is added until the car is just about move (calculated in part b). Now an additional 4.00 kg of water is added to the bucket with the wheels of the car locked. When the wheels are unlocked, how long will it take the car to move 34.0 m up the track? (10 points) d- Explain with a specific example the first Newton’s laws and define what an inertial frame of reference is. (5points) Extra Credit: e- What is the weight of a 50 kg mass object measure in an elevator traveling upward at constant acceleration of 5.0 m/s2? How much the weight changes if it is measured in the same elevator moving with the same acceleration but downward? (3 points) Q2- (30 points) A 15.0 kg block is attached to a very light horizontal spring of force constant 500.0 N/m and is resting on a frictionless horizontal table. (See the figure). Suddenly it is struck by a 3.00 kg stone traveling horizontally at 8.00 m/s to the right, whereupon the stone rebounds at 2.00 m/s horizontally to the left. a- Calculate.
1044 Words | 4 Pages
MGMT102 Business Communication Autumn 2013 MGMT102 Business Communication Final exam sample questions: Briefly describe any one of the communication models discussed in the textbook and/or lecture. Describe three of the tests you can use to enable ethical decision‐making. 1 2 3 What is the role of ‘I’ statements in the communication process? Illustrate with an example . 4 Identify and explain the three techniques of persuasion as outlined in the textbook. Define the concept of emotional intelligence. Discuss the role emotional intelligence plays in building relationships and improving performance at work. Briefly explain the difference between macro‐culture and micro‐culture including examples for each. Describe the characteristics of Hall’s context model of culture. Define the terms ‘enculturation’ and ‘acculturation’ and explain how they differ. Provide examples for each of the terms. What is cultural diversity? Why is it important for people to study diversity as they prepare to enter their career? 5 6 7 8 9 Hofstede’s five‐dimensional model of culture has substantial potential for aiding our 10 understanding of individual cultures and for comparing cultures. What are the five dimensions in the model? Briefly explain any one of the dimensions.
588 Words | 3 Pages
purchase only the support that they specifically need. B Manufacturers are building more reliable products that are easier to repair. C Customer service choices are increasing rapidly in most industries. D Service contracts (extended warranties) are increasing in importance to most customers because producers are reducing standard warranties. SECTION B: ESSAY Answer THREE (3) questions only. QUESTION 1 a) Each of communication tools has their own objectives, functions, advantages and limitations. List and explain FIVE (5) major functions of communications that can be performed by advertising. (10 marks) b) What do us means by Point – of – Purchase (POP) advertising? Give THREE (3) examples of the brand names that frequently used semi permanent POP that you are familiar. (5 marks) c) List and explain FIVE (5) functions of POP materials (10 marks) QUESTION 2 a) Explains FIVE (5) ways how to approach and initiate contact with each prospect or buyer. (15 marks) b) A number of barriers can retard or distort effective communication. Discuss briefly any THREE (3) barriers to effective communication. (10 marks) QUESTION 3 a) Discuss FIVE (5) ways how to overcome sales objectives give by your customers (15 marks) b) Explain FOUR (4) methods of.
969 Words | 6 Pages
Topic 6: Mammalian Pheromones Abstract A pheromone is a chemical signal which is released by one animal and received by another, which induce a species specific reaction. Pheromones are detected via chemosensory systems known as the Vomeronasal Organ (VNO). Within a wide range of mammals the VNO is used to elicit a generalized sexual response, primarily affecting the reproductive tract. This is seen in most terrestrial mammals who have adapted to sensing volatile chemical signals; the Mouse displays the general VNO function. Additionally, some mammalian species have adapted the ability to respond to a variety of pheromonal signals which can alter their physiological behavior. Mice can also respond to chemo-signals from animals within and outside their species, such as predators. This specialized VNO function can mediate long term physiological responses, in contrast to the main olfactory system (MOS) which mediates short term physiological responses. Furthermore, certain mammalian species display a vestigial VNO in response to environmental adaptations, which is caused by the loss of the TRPC2 gene responsible for VNO function. Within marine mammals, the function of the VNO is related to their degree of aquatic specialization. Likewise, the loss of a functional VNO has also evolved in certain species of primates due to the reliance on visual and auditory cues for reproductive communication. This presentation explores the various roles of the VNO within different mammalian.
1246 Words | 1 Pages
I. Lectures—Fill in the blank with the correct answer for these definitions based on the major lectures and literary theory terms discussed in class: (2 points each)
1. Much of Modernism’s pessimism stems from the brutal treatment of people toward each other during the historical event of __________________.
2. The setting for dystopian literature is usually (time and place) ________________________.
3. ______________ is one of the founders of Postcolonialism and author of Orientalism.
4. Freud’s label for the subconscious including all of our instinctual desires or where the irrational in our psyches resides is called the ________________.
5. _____________________ is the geographic-based term for creating new thought or activity according to Deleuze’s theory of Minor Literature. An example would be a mouth meant originally for eating developing speech.
6. A ‘back to nature’-type utopia is called ________________.
7. The inability of consciousness to distinguish reality from fantasy, especially in technologically advanced postmodern cultures is called _________________.
8. ___________________________ is a narrative technique in which a character’s thoughts or perceptions are presented as occurring in a random form, without regard for logical sequences, syntactic structure, distinctions between various levels of reality and the like.
9. Kafka’s works reveal qualities of Minor Literature because he shows two levels of being a(n) ____________________.
10. ________________ is the term for culturally constructed roles of masculine and feminine.
11. Instead of the center, Postmodernism often makes the _______________ the topic of study or focus.
12. _________________ is the term used for the Western hemisphere and its people.
13. ‘Utopia’ is Greek for __________________ (two possibilities, but state only one—no E.C.).
14. In Modernism, there was a societal shift from agrarian/farming production to.
Post by: Jamy Wang. Ranch Hand
Mar 17, 2004 18:06:00
I'm preparing for the essay exam. Could you give me some examples of the essay exam questions?
Thank you very much.
Post by: Andrew Monkhouse. Marshal Commander
Mar 18, 2004 00:24:00
We cannot give you the real questions (see the JavaRanch policy on real questions for more details).
The questions will generally be asking about the choices you made when developing your assignment, or asking about how you handled some specific issue.
As an example of the first type of question, you had to choose between RMI or Serialized Objects over Sockets. So you might get a question asking you which one you chose.
As an example of the second type of question, you probably had to handle what will happen if you get an I/O error while reading data. So you might get a question asking you what you did with those IOExceptions.
Post by: George Marinkovich. Ranch Hand
Mar 18, 2004 04:43:00
Originally posted by james wang:
I'm preparing for the essay exam. Could you give me some examples of the essay exam questions?
Alain Trottier does a good job of covering the essay exam in Chapter 19 of his book: Java� 2 Developer Exam Cram� 2 (Exam CX-310-252A and CX-310-027)
I think you can get online access to this book for a limited time on a free-trial basis.
Whether you like them or not, tests are a way of checking your knowledge or comprehension. They are the main instrument used to evaluate your learning by most educational institutions. According to research studies, tests have another benefit: they make you learn and remember more than you might have otherwise. Although it may seem that all tests are the same, many different types of tests exist and each has a different purpose and style.Diagnostic Tests
These tests are used o diagnose how much you know and what you know. They can help a teacher know what needs to be reviewed or reinforced in class. They also enable the student to identify areas of weakness.Placement Tests
These tests are used to place students in the appropriate class or level. For example, in language schools, placement tests are used to check a student’s language level through grammar, vocabulary, reading comprehension, writing, and speaking questions. After establishing the studentâ€™s level, the student is placed in the appropriate class to suit his/her needs.Progress or Achievement Tests
Achievement or progress tests measure the studentsâ€™ improvement in relation to their syllabus. These tests only contain items which the students have been taught in class. There are two types of progress tests: short-term and long-term.
Short-term progress tests check how well students have understood or learned material covered in specific units or chapters. They enable the teacher to decide if remedial or consolidation work is required.
Long-term progress tests are also called Course Tests because they check the learnersâ€™ progress over the entire course. They enable the students to judge how well they have progressed. Administratively, they are often the sole basis of decisions to promote to a higher level.
Progress tests can also be structured as quizzes, rather than as tests. They can be answered by teams of students, rather than individuals. They can be formulated as presentations, posters, assignments, or research projects. Structuring progress tests in this way takes into account the multiple intelligences and differing learning styles of the students. Yet many students still expect a â€œregular testâ€ as a part of â€œnormal learningâ€.Proficiency Tests
These tests check learner levels in relation to general standards. They provide a broad picture of knowledge and ability. In English language learning, examples are the TOEFL and IELTS exams. which are mandatory for foreign-language speakers seeking admission to English-speaking universities. In addition, the TOEIC (Test of English for International Communication) checks studentsâ€™ knowledge of Business English, as a prerequisite for employment.Internal Tests
Internal tests are those given by the institution where the learner is taking the course. They are often given at the end of a course in the form of a final exam.External Tests
External tests are those given by an outside body. Examples are the TOEFL, TOEIC, IELTS, SAT, ACT. LSAT, GRE and GMAT. The exams themselves are the basis for admission to university, job recruitment, or promotion.Objective Tests
Objective tests are those that have clear right or wrong answers. Multiple-choice tests fall into this group. Students have to select a pre-determined correct answer from three or four possibilities.Subjective Tests
Subjective tests require the marker or examiner to make a subjective judgment regarding the marks deserved. Examples are essay questions and oral interviews. For such tests, it is especially important that both examiner and student are aware of the grading criteria in order to increase their validity.Combination Tests
Many tests are a combination of objective and subjective styles. For example, on the TOEFL iBT, the Test of English as a Foreign Language, the reading and listening sections are objective, and the writing and speaking sections are subjective.
Exams in the UK are usually taken in January and April/May. For some degree programmes you might not be required to sit formal exams in both or either of these exam periods – instead you might be asked to complete coursework during this period. If you are required to sit exams, you should be aware that the exam weeks usually come at the end of holiday breaks, which gives you ample time to prepare.Types of Exams
Essay exams: The most common type of examination in UK undergraduate degrees is the essay exam. Exams of this nature typically require students to complete 3-4 short essays on topics that test a student’s knowledge of the course material. Students are given 2-3 hours to complete these exams. Essay answers should contain as much relevant detail from your module as possible, to demonstrate the level of your understanding.
Multiple choice exams: These exams are comprised of a number of questions with a range of answers, or ‘choices’ provided. Students must select the answer that best fits the question. Many students consider these exams easier, because they only need to identify the correct answer among a group of 3-5 possibilities. However, most lecturers will include possible answers that seem correct, as a way of testing the accuracy of students’ knowledge.
Oral exams: Oral exams are most common to language programmes, but can also be found in many Humanities and even some Social Science subjects. Students are expected to answer questions posed to them by the examiner. This type of exam tests a student’s ability to apply the skills and knowledge from modules in an immediate, unplanned fashion. In addition, oral exams form a part of postgraduate assessments when students are asked to defend their dissertation through a presentation and question-and-answer session.
Open Book Exams . these exams are different from most traditional types of exams, because they allow students to bring a course book and/or their course notes with them to the exam.Case Study Exams or Problem-Based Exams
We will now look at one type of exam in more detail: the Case-Based exam, sometimes called a Problem-Based exam. These are different from most traditional types of exam; They present students with a practical problem that must be solved by applying knowledge from the course material.Advantages and Disadvantages of case study exams
The advantage of Case study exams is that they allow students to demonstrate their practical understanding of the course topic rather than requiring them to memorise information. They focus on testing a student’s skill development instead of purely theoretical knowledge. One disadvantage is that they can be particularly challenging for students who experience exam stress, because they require clear thinking and an ability to make well-though-out choices in a short period of time.When are Case Study Exams Used?
Case study exams and Problem-Based Exams in the UK are used mostly in practical skills-based subjects like science, technology, and medicine. They are particularly useful when testing a student’s ability to solve the sort of problems they would encounter if employed in their field. For example, they might test a medical student’s ability to choose an appropriate course of treatment, or a chemistry student’s ability to conduct suitable laboratory procedures.How Can Students Prepare for Case Study Exams?
The Problem-Based and Case Study Exams require students to review the course material very thoroughly and ensure that they understand how theoretical information can be applied in real-life situations. Students in these exams must demonstrate that they not only know the course material, but they also understand its possible applications. This requires a different study approach than simple memorisation of facts and figures. In addition to ordinary study techniques, it can be particularly useful to practise mock questions. Lecturers will often provide students with the exam questions from previous years, and you can use these to hone your ability to apply course material under pressure.What to Bring with You
In most case study exams you will not be allowed to bring anything with you other than a pen or pencil and perhaps a bottle of water. However, in some courses students are allowed to bring their course notes.Preparing Your Notes
If students are allowed to bring their course notes to a case study exams, they should make sure that the notes are written clearly and are well-organised. Part of your revision process should include re-writing your exam notes. and organising them in a way that will allow you to find relevant information quickly. This may involve adding sticky notes to pages to identify their thematic content, or creating your own ‘index’ list. Regardless, you should ensure that your notes are written very clearly and concisely, but without leaving out key information.General Assessment Criteria
The assessment criteria for Case-Based and Problem-Based Exams will vary according to the exam subject, so check your module handbook for more details. In general, examiners will be looking for evidence of clear understanding of the course material. In solving the case study or problem, students should try to demonstrate their detailed awareness of all relevant course material. One way to do this is to ensure that you write down all the steps in your problem-solving, referring to particular elements of the course material as you do so.Results and Grading
Case-Based exams are usually either Pass/Fail, or they are marked according to the standard UK grading scale, as follows:
70 and above = First class (A)
60-69 = Second class, first division (B)
49-59 = Second class, second division (C)
40-48 = Third class (D)
39 or below = Fail
In many degree programmes, students will be given a chance to re-sit exams if they fail or receive a very low mark. Check your programme handbooks for specific re-assessment criteria.
Understanding the format of exams is essential in helping you prepare properly. Once you know what will be expected, you will be able to spend your time studying in an appropriate way, and this will help you feel confident and relaxed when walking into the exam room!References
ExamTime, 2012. Different Exams – Different Approaches. Available: http://www.examtime.com/exam-types-and-tips/. Last Accessed 10 Apr 2013.
Manchester University, 2013. Different Types of Exam. Available: http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/assessment/exam_types.html. Last Accessed 10 Apr 2013.