Internal Control Considerations in End-User Computing Environments [CLOs: 1, 3, 4] Read problem H.54 Internal Control Considerations in End-User Computing Environments on pages 875 and 876 of the textbook. Required: Assume that you are participating in the audit of Chicago Appliance Company and that the background information was obtained during the planning phase of the engagement. You have been asked to (a) consider the potential internal control weaknesses that exist in this end-user application and (b) assess how those internal control weaknesses could alter the audit plan for the current year. Be sure to write your information so that Chicago Appliance Management can fully understand.     GRADING RUBIC:   Considers the Potential Internal Control Weaknesses That Exist in This End-User Application.       Total: 3.75   Assesses How Those Internal Control Weaknesses Could Alter the Audit Plan for the Current Year.        Total: 3.75   Critical Thinking: Explanation of Issues.        Total: 0.50   Integrative Learning: Connections to Experience.       Total: 0.50   Written Communication: Control of Syntax and Mechanics.      Total: 0.50            

Test of Controls over Cash Receipts [CLOs: 1, 3] Complete problem 6.50 Test of Controls over Cash Receipts on page 258 of the textbook.  Considering Gutzler’s internal control over cash receipts and the standard audit procedures already performed, list all other audit procedures that should be performed to obtain sufficient and appropriate audit evidence regarding controls over cash and give the reasons for each procedure.  Do not discuss the procedures for cash disbursements and cash balances.  Also, do not discuss the extent to which any of the procedures are to be performed.  Assume that adequate controls exist to ensure that all sales transactions are recorded.  Organize your answer sheet as follows:          Other Audit Procedures              |               Reason for Other Procedures         GRADING RUBIC:   Lists and Explains All Other Audit Procedures that Should Be Performed to Obtain Sufficient and Appropriate Audit Evidence Regarding Controls Over Cash.   Total: 7.50   Critical Thinking: Explanation of Issues.        Total: 0.50   Integrative Learning: Connections to Experience.       Total: 0.50   Written Communication: Control of Syntax and Mechanics.    Total: 0.50        

Complete problem 4.55 Horizontal and Vertical Analysis on pages 159 and 160 of the textbook. Study the data in Exhibits 4.55.1 and 4.55.2. Write a memorandum identifying and explaining potential problem areas where misstatements in the current-year financial statements could exist. Be sure to read the additional information given in the problem.   GRADING RUBIC: Identifies and Analyzes Potential Problem Areas Where Misstatements in the Current-Year Financial Statements Could Exist.        Total: 7.50     Integrative Learning: Connections to Experience.         Total: 0.50   Critical Thinking: Explanation of Issues.             Total: 0.50   Written Communication: Control of Syntax and Mechanics.      Total: 0.50      

In 1-2 pages, describe a potential system for tracking the credentialing and re-credentialing status of an organization that consists of one physician, one RN, and a front desk clerk. Your discussion should include federal, state, and local requirements as well as insurance companies. You may choose to use a computer program or a manual method to complete this task.  

ey Red Group, I am assigned 4 and 7 of the slide part…I already did the section 1 portion …jut two quick pages please Please choose once task for each section to complete- Respond to this thread as to what task you will be completing- Please make sure to read your peers responses so we do not have team members completing the same tasks.   I DID SECTION 1   Section 1: Choose one of the following characteristics to complete for the chart-     Section 2: Please choose one slide to complete.   1.Name at least three physical and academic difficulties associated with the chosen impairment or disease 2.Treatments and medical therapies safe to perform within the school setting 3.Issues with receptive and expressive language 4.Visual-motor integration 5.Collaboration among school staff to meet the needs of the student 6.Precautions that must be taken in the classroom to ensure students’ needs are met 7.Media link, include at least two websites for more information on the major health impairment or infectious disease selected. Three relevant resources for teaching students with the selected major health impairment or infectious disease, including citations

Major Paper #1–The Point of View Essay Purpose:  This paper assignment has several purposes.  As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc.  However, this unit does not function as a mere review.  The Point of View Essay will also introduce you to the concept of “thinking and seeing rhetorically, and analyzing writing rhetorically”–using the Writer’s Toolbox described in this unit to improve your writing and critical reading skills.  Finally, the Point of View Essay  allows you to reflect on this process.   The Assignment:  

1. Pleasant/Unpleasant Description of the Place:Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.)  Then, you will use this information to help your write descriptions of the place: one positive, one negative.  Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative.  In addition to including the information and sensory details you’ve collected as the basis for these descriptions, you will also use the Writer’s Toolbox to create your two contrasting impressions for this assignment.  (The Writer’s Toolbox is explained in the Lecture Notes section of this unit.)  As you revise and refine your descriptions, please be sure you are “showing” your readers your place (really putting the readers “there” in the moment and in this scene), rather than simply “telling” them about it.  You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show “action” whenever possible.

2. Rhetorical Analysis:  Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts.  How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts?  Discuss how you incorporated each of the tools from the Writer’s Toolbox, and cite examples of this from each of your descriptions.  (This analysis should be at least 400-500 words in length.)

3. Reflection:  In one to two paragraphs, consider at least one of the following questions:  What have you learned about writing through this assignment?  How might you apply this knowledge?  Has this process of using the Writer’s Toolbox affected your vision of various information media–for instance, television and print news sources, magazines, etc.?  If so, how so?

    The first portion of this assignment is a three step process:   1.) Find your place.  This should be one single setting at one particular time.  Do not use multiple places.  For instance, if you want to write about your house, do not describe your entire house.  Choose one particular room, or one particular view.  Also, do not use different times.  If it’s morning in your positive paragraph, it can’t be evening in your negative paragraph.  If it’s completely sunny in your positive paragraph, it can’t be raining in your negative paragraph. 2.)  Make a sensory chart of your place, recording all of the sights, smells, sounds, sensations, and even tastes (if applicable).  Use your five senses to collect data, and be as specific as possible. 3.)  Use the data you have recorded to craft your two descriptions, incorporating the Writer’s Toolbox to shape each of your paragraphs and thus the impression of the place. Remember that in the first paragraph your place should seem positive, while in the second paragraph, your place should seem negative.   The following is a student example of the first portion of this assignment: “Nature’s Call at Pillsbury Crossing” Nature’s beauty surrounds me.  On a calm, mostly sunny day, the bristles the leaves as if they were applauding the breath of the land.  Green, yellow, and brown hues sparkle in the warm sunlight, offering a mosaic reflection on the water.  A short waterfall branches like a limb from the pond, whisking the water down into a misty creek.  The clear water rushes through the mossy rocks and falls, creating a soothing melody. Different bugs whistle and chant around me, voicing their opinions and contributing to the symphony of nature.  The tall sunflowers rise by the water, trying best to place their roots so they are not washed away when nature’s cool drink falls again.  Two young people sit in inflatable chairs, drifting above the crystal clear water.  Their shoes are off, and they dip their toes in the pond’s relieving temperature.  They bathe in the sun like flowers in the springtime, soaking all of the sun’s warm, crisp rays.  Short blasts of relieving wind soothe the skin and the backs of their necks.  They sit and enjoy the day as the sun passes through the clouds, absorbing all the comforting rays before the sun is whisked away. “Grim Times at Pillsbury Crossing” Death has had her way here.  On a partly cloudy day at the end of the tropical summer, the withering leaves fall from a dried tree that has been suffocated by days of countless painful sun rays.  The gust swishes again and brings more brown leaves to their final resting place on the cracked ground.  A waterfall sits not far from the leaf cemetery, filled with rotting garbage decaying to the roots of the hungry plants.  As bugs swarm, a bright flash of lightning sparks the distant sky, serving as a warning for nature to take cover.  Thunder bangs through the clouds like a cannon, echoing off the hills of the horizon.  The old, moldy stench stealthily slithers in before the rain droplets hit the floodplain.  All of nature will get their drink, but most will drown in the water to cover the fractured land.     The second portion of this assignment is the rhetorical analysis.  In the rhetorical analysis, you will explain how you used the five features to make the same exact place seem so very positive in one paragraph and yet so negative in the second paragraph. The second portion of this assignment is a two step process. 1.)  Review your two paragraphs noting each of the places you used any of the tools in the Writer’s Toolbox.  Try to find at least two examples of each of the tools from the Writer’s Toolbox employed in each descriptions (except for tell sentences and direct statements of meaning, which you should have limited to only one per paragraph).  If you can’t find two examples of the other features in each of your descriptions, you’ll probably want to revise your initial description, adding more of those features. 2.)  Write your rhetorical analysis, devoting at least one paragraph to each of the tools in the Writer’s Toolbox.  You will probably want to begin each paragraph of the rhetorical analysis with a general claim.   “I used a great deal of word choice in each of my two descriptions.”  Then you’ll want to follow that claim with examples.  “For instance, in my positive paragraph, I described the sun as “gleaming,” which implies that the light was pleasantly bright.  However, in my negative paragraph, I described the sun as “glaring,” implying that the light was too bright, and in fact painful to look at.”   Here’s a student example of the second portion of this assignment.  (This is the same student who focused on Pillsbury Crossing in his positive and negative descriptions.) Rhetorical Analysis I chose Pillsbury Crossing for my descriptions in this paper.  I enjoyed writing about Pillsbury Crossing because it seemed to offer many positive and negatives, and I had never been there before.  This allowed me to record my own first impressions, both pleasant and unpleasant.  The floodplain is very peaceful, yet it is scarred by humankind’s misuse of the nature park. I wrote my first sentence as an overt statement which explained the mood of the rest of the paragraph.  For my pleasant impression, I stated “Nature’s beauty surrounds me,” emphasizing the beauty on can find in a place such as this.  In contrast, for my negative impression, I wrote “Death has had her way here.”  The notion of death immediately makes the tone grim and unpleasant, even though death is also a fundamental aspect of the natural world. With my tone clearly established, I next had to consider my word choice very carefully.  In order to show the reader what I experienced, I had to choose words that fit the mood of the description as set by my overt statements of meaning.  In my pleasant description, I discuss the sun’s rays and how they are “crisp” and “relieving.”  These words make the sun’s rays seem pleasant and positive; however, in the negative description, the sun’s rays were “hazardous.”  This description emphasizes the fact that the sun’s rays can be harmful and dangerous.  I also describe the leaves in both paragraphs.  While the leaves were colorful, reflecting “green, yellow, and brown hues” in my positive description, they were “withering” and falling to the ground to create a leaf “cemetery” in my negative description.  This helps maintain the mood of each of my respective paragraphs. I also left out details from certain paragraphs to keep the mood and tone consistent.  In my pleasant description, I omitted the observation of garbage “decaying to the roots of hungry plants.”  I did not include the garbage in my pleasant paragraph because it did not fit into my description of the gorgeous scenery.  If I had included the garbage and trash in the positive paragraph, the reader would picture a nice place filled with a bunch of filthy waste.  This is not what I wanted.  In the unpleasant impression, I left out how the bugs whistled and chanted.  By simple describing them as “swarming” and omitting the beauty of their sounds, the bugs seem to be only an annoyance in the negative paragraph. Similes and metaphors were helpful as well, allowing me to create an impression that nature was either alive and comforting or dead and disturbing.  In the pleasant description, I wanted the impression to be welcoming and lively, so I wrote “the wind bristles the leaves as if they were applauding the breath of the land.”  I wanted to make Mother Nature have a personality.  By using similes like “symphony of nature,” it gives Mother Nature a graceful, caring attitude, which makes the description seem more pleasant.  In the negative paragraph, I compare thunder to a cannon, “echoing off the hills of the horizon.”  This portrays thunder as a menacing force, roaring through the landscape, making Mother Nature seem mean, stingy, and threatening. Throughout my descriptions, I also paid attention to sentence structure.  I start each paragraph with a short, tell sentence, to make sure the reader knows exactly what impression   What is the Writer’s Toolbox? The Writer’s Toolbox simply refers to five rhetorical tools that writers can use to convey their meaning: direct statement of meaning, selection/omission of details, figurative language, show vs tell, and word choice. 1.) A direct statement of meaning is a very direct statement that conveys your overall attitude about the place to the reader.  For instance:  “This is paradise.” “What a pit.”  “I wish I could stay here forever.”  “Why did I come to this dump to begin with?”  You will want to limit these to one sentence per paragraph, and you will probably want to use your overt statement of meaning either at the beginning or end of your paragraph, to emphasize your positive or negative impression. 2.)  Selection/omission of details is one of the tools used in the Royals example included in the introduction to this unit.  What we choose to leave out or put into a description of a place can have a profound impact on a reader’s impression of that place.  For instance, we might choose to leave a mildewed, overflowing dumpster out of our positive description, but include it in our negative description.  On the other hand, we might choose to put a playful, baby bunny into our positive description, but leave it out of our negative paragraph. 3.)  Show vs tell is the difference between describing in detail and summarizing.  When we show readers something, we allow them to really see, hear, feel, smell, even taste the things that we are describing.  We give them enough details to paint a sensory picture of the place.  When we tell readers something, we state it directly, summarizing the situation and leaving out details.  The following is a show sentence:  “Clouds pile upon clouds, the sky an ever-darker gray, vague rumbles of thunder building in the distance.”  If we wanted to tell readers the same thing, we might simply say “A storm is coming.”  In most of your written communication, and in this assignment in particular, you will want to do a great deal of showing and very little telling.  In your two descriptions, for instance, you will probably want to limit yourself to one tell sentence per paragraph.  (And, in fact, your one tell sentence may be the same as your overt statement of meaning sentence.)  Rather than simply telling us about your place, you will need to show us. 4.)  Word choice can be used to describe the exact same thing in two very different ways.  For instance, if you live in a small house, you might describe it as “cozy” implying that the place is comfortable and pleasant.  In contrast, you might describe it as “cramped” implying that the place is too small, and therefore uncomfortable and unpleasant.  Here’s another example:  On a sunny summer day, you might describe the sun as “gleaming” or you might describe it as “glaring.”  Both describe the same thing—the light emitting from the sun.  But “gleaming” seems much more positive than “glaring,” doesn’t it?  This tool will especially come in handy when you are describing details that seem neutral—not inherently positive or inherently negative. 5.)  Figurative language includes similes, metaphors, repetition of sounds, and personification.  Similes and metaphors can be used to make a comparison between two unlike things to emphasize some quality of one of those things. “Betty was as big as a house” is a simile, using like or as to make a comparison between Betty and a house and thus the enormity of Betty.  “Betty was a house” conveys the same idea, but this is a metaphor, as the sentence does not use like or as.  We all understand that Betty is not literally a house, but we also get an impression of how big she seems to the speaker.  Repetition of sounds can be used (in moderation) to emphasize a tone of either peace or discord.  Softer sounds like “s” and “b” tend to imply peacefulness.  Think of  “the soft song of a swallow” or a “babbling brook.”  Harder sounds like “c” and “r” tend to imply discord.  Think of “cars cluttering” a parking lot, or “raucous rebels raging” against society, spraying graffiti on those same cars.  Personification can be used to give human qualities to something that is not human.  Think of a “proud, sturdy oak, stretching his arms to the sky.”  Trees aren’t proud, they don’t stretch, and they don’t have arms.  But personification can be used to emphasize their majesty.

Fundamental Principles [CLOs: 2, 3] Complete problem 2.65 Fundamental Principles on page 72 of the textbook. In each of the situations, identify the elements of the fundamental principles that are most applicable.  In addition, discuss what action(s) (if any) you believe auditors should take with respect to these issues.  Be sure your response is comprehensive in identifying the principle and action. Here is the answer for (a) to serve as an example: Situation:

• An entity has contacted you about performing its audit engagement. You have not previously served a client in the entity’s industry, which has many industry-specific accounting issues that are both technical and complex.

Example Answer: This situation is related to the competence and capabilities element of the responsibilities principle. In this case, auditors can accept this engagement assuming that they take appropriate measures to obtain the knowledge necessary to perform the audit and understand important issues affecting this client. It is important to note that the existence of industry-specific accounting issues will require auditors to obtain the knowledge necessary to complete the engagement. Situations:

• An entity has entered into a number of lease agreements. Based on the requirements of GAAP, you believe that these obligations meet the criteria for being classified as capital leases; however, the entity has elected to treat these leases as operating leases providing full and complete disclosure of this treatment in the footnotes to the financial statements.
• Because of a disagreement with its current auditors, an entity has contacted you about conducting its current-year audit.  However, because the previous auditors have just recently resigned from the engagement, you have some questions as to whether an audit can be completed in to meet the entity’s deadlines for providing audited financial statements to a lender.
• Based on the effectiveness of the entity’s internal control, you have assessed control risk at low levels and decided that a smaller number of customer accounts need to be confirmed.
• An entity has contracted you about performing their audit engagement.  This entity became aware of your firm because the husband of one of your partners is currently serving as the entity’s chief financial officer.
• One or your clients is currently a potential defendant in several cases because o f the damage caused by one its products.  Because this entity does not believe that it is likely to receive an unfavorable outcome from this litigation, it did not disclose the potential litigation in the footnotes accompanying their financial statements.
• You are performing tests of the client’s controls over the processing of revenue transactions to determine whether these controls are operating effectively and can be relied upon to prevent or detect misstatements.
• One of your supervisors has requested a number of clarifications based on her review of you work on an audit engagement. A subsequent meeting with her has resolved these clarifications, and you both have concluded that your work supports the opinion on the client’s financial statements.

    GRADING RUBIC; Identifies Which Elements of the Fundamental Principles are Most Applicable to Situations b – h Total: 2.50   Discusses What Action(s) (if any) the Auditors Should Take With Respect to These Issues Total: 5.00   Critical Thinking: Explanation of Issues Total: 0.50   Integrative Learning: Connections to Experience Total: 0.25   Applied Ethics: Ethical Issue Recognition Total: 0.25   Written Communication: Control of Syntax and Mechanics Total: 0.50  

Read and answer A and B #72 The following is a description of purchasing and accounts payable procedures in effect at the Northwest Manufacturing Company:   Using department submit purchase requisitions on prenumbered requisition forms. Each requisition is approved by the using department head, who also indicates the accounting distribution on the requisition form. Two copies are forwarded to the purchasing department, and one copy is filed numerically. Purchasing accounts for the numerical sequence of requisition forms on receipt, prenumbered purchase orders are prepared, approved, and distributed: one copy each to the requesting, receiving, and accounts payable departments. Two copies of the purchase order are sent to the vendor, and one copy is filed numerically with the requisition form attached to it. A copy of the requisition is also forwarded to accounts payable. In the receiving department, counters inspect shipments and record their counts on tally sheets. The counters do not have access to purchase orders. The tally sheets are forwarded to the head of the receiving department. She compares the tally sheets with the purchase orders and prepares a prenumbered receiving report. This report indicates the actual quantity received. Items that are returned to the vendor are indicated on the receiving report, and separate prenumbered debit memos are prepared. The department head accounts for the numerical sequence of receiving reports and debit memos. Goods are transferred to the stores department. Copies of receiving reports and debit memos are sent to the requesting, accounts payable, purchasing, and stores departments. Each of these departments files its copy numerically. Invoices are routed from the mailroom to the accounts payable department. Clerks compare invoice details with those shown on the purchase order, requisition form, and receiving report and check for mathematical errors. The clerks also account for the numerical sequence of purchase orders and receiving reports. The clerks withhold invoices until all the preceding documents are received and the matching process is complete. On completion, the clerk assemble the invoice, purchase order, receiving report, and any related debit memos into a voucher package, initial the package, and forward the package to the accounts payable supervisor. The supervisor reviews the package, initials it to indicate approval for payment, indicates the date payment should be made, and forwards the package to the cash disbursement clerk, who then forwards it to data processing. After processing for input, the voucher packages are returned to the accounts payable department. Checks prepared by the data processing are returned to accounts payable, attached to the corresponding voucher package, and submitted to the accounts payable supervisor for final review before submission to the controller for signature. The controller reviews each voucher package and manually signs the checks. The checks and voucher packages are then sent to the treasurer, who also manually signs the checks. Two signatures are required on all checks. The treasurer’s secretary cancels all supporting documents and returns the canceled documents and checks to the accounts payable supervisor.  The voucher package are filed by a clerk, who prepares a data processing input sheet showing payee, check number, amount , and so on. The input sheets are processed to produce cash disbursements records. The accounts payable supervisor forwards the signed checks into the mailroom. Freight invoices, which are substantial in total amount, are routed from the mailroom to a clerk, who checks their mathematical accuracy. The freight invoices are then forwarded to the accounts payable supervisor for approval. The supervisor indicated the date payment should be made and then forwards the invoices for check preparation by data processing. At month’s end, the cash disbursements book is totaled, and a journal entry is prepared by the accounts payable supervisor and given to the general ledger clerk for posting. The general ledger clerk is independent of all accounts payable and disbursement functions. Monthly bank statements are sent directly to the accounts payable supervisor, who performs the reconciliations. REQIRED

1. DESIGN A FLOWCHART OF THE PRESENT SYSTEM

 

1. IDENTIFY POTENTIAL INTERNAL CONTROL WEAKNESSES IN THE PRESENT PROCEDURES. EXCLUDE THE DATA PROCESSING DEPARTMENTS OPERATION IN YOUR REVIEW. SUGGEST MODIFICATIONS TO PRESENT PROCEDURES TO SUPPORT YOUR RECOMMANDATIONS CONCERNONG POTENTIAL WEAKNESSES.

Read the Wright Company Case (item #17) in the Bodnar and Hopwood text (pages 439-440). Using the information in this case:

• Analyze each of the observed reactions and indicate whether they are functional or dysfunctional behavioral responses. Use your scholarly research to support your analysis of each of the observed reactions.
• Assuming that one or more of the preceding observed reactions were dysfunctional, recommend procedures that should be taken to eliminate dysfunctional behavior and prevent its recurrence.

The paper must:

• be three to five double-spaced pages in length (not including the title and reference pages);
• demonstrate graduate level work including appropriate research and critical thinking skills;
• be presented as a written analysis (not a question/answer format);
• be written in a coherent manner with proper use of grammar, spelling and punctuation;
• be formatted according to APA style as outlined in the Ashford Writing Center;
• include citations and references for the text and at least three scholarly sources from the Ashford University Library.

ITEM # 17 The information system at Wright Company has been developed in stages over the past 5 years and has been fully operational for the last 12 months. When the system was being designed, all department heads were asked to specify the types of information and reports they would need for planning and controlling operations. The system department attempted to meet the specifications of each department head. Company management specified that certain other reports should be prepared for department heads. During the 5 years of systems department and operation, there have been several changes in the department head positions due to attrition and promotions. The new department heads often made requests for additional reports according to their specifications. The systems department complied with all these requests. Reports were discontinued only on request by a department head and then only if it was not standard report required by top management. As a result, few reports were, in fact, discontinued. Consequently, the system is generating a large number of reports each reporting period. Company management became concerned about the quantity of information that was being produced by the system. The internal audit department was asked to evaluate the effectiveness of the reports generated by the system. The audit staff determined early in the study that more information was being generated than could be used effectively. They noted the following reactions to this information overload.

1. Many department heads would not act on certain reports during periods of peak activity. The department head would let these reports accumulate with the hope of catching up during a subsequent lull.
2. Some department heads had so many reports that they did not act on all information, or they made incorrect decisions because of misuse of the information.
3. Frequently, action required by the nature of the report data was not taken until the department head was reminded by someone who needed the decision. These department heads did not appear to have developed a priority system for acting on the information produced by the data processing system.
4. Department heads often would develop the information they needed form alternative, independent sources rather than using the reports generated by the system. This often was easier than trying to search among the reports for the needed data.

REQUIRED:

1. For each of the observed reactions, indicate whether they are functional or dysfunctional behavior responses. Explain your answer in each case

 

1. Assuming, that one or more of the preceding were dysfunctional, recommend procedures the company could employ to eliminate the dysfunctional behavior and to prevent its recurrence.

 

The management at Sampson, Inc. understands that an effective internal control system provides many positives. Among these positives are reliable financial information that enables management to make educated decisions with an opportunity to prevent or detect errors. The internal audit staff at Sampson conducts a periodic review of the organization’s accounting records in order to determine if the system for internal controls is effective. In the latest audit, the staff found the following situations:

• Bank deposits and cash receipts do not always reconcile.
• Decisions and the actual write-offs of bad debt are performed by the same person.
• Occasional discrepancies exist between physical inventory and the perpetual inventory records.
• Adjustments to physical inventory counts and the perpetual inventory records have been observed.
• Customer refunds and credits are not unusual.
• Original source documents are missing. However, substitute copies of the original source documents are available.
• Many source documents lack appropriate management approval.

In a three- to five-page paper (not including the title and reference pages), analyze the seven situations of this case study and discuss the possible cause of the situation. Utilizing scholarly research, write appropriate recommendations to management concerning operational changes or internal control revisions that should be implemented to correct problem situations. The paper must:

• demonstrate graduate level work including appropriate research and critical thinking skills;
• be presented as a written analysis (not a question/answer format);
• be written in a coherent manner with proper use of grammar, spelling and punctuation;
• be formatted according to APA style as outlined in the Ashford Writing Center;
• include citations and references for the text and at least two scholarly sources from the Ashford University Library.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.