Download or read book Florida Public Documents written by and published by . This book was released on 1996 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Operational Compliance Audit of the District Board of Trustees Okaloosa Walton Community College College for the Period July 1 1994 Through June 30 1995 written by Florida. Office of the Auditor General and published by . This book was released on 1996 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Leadership Strategies for Community College Executives written by Gunder Myran and published by Amer. Assn. of Community Col. This book was released on 2003 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presidents, executive teams, governing boards, administrators, faculty leaders, and graduate students alike will benefit from this comprehensive primer. Designed to help professionals at all stages of their careers, this resource is particularly useful to the growing number of new CEOs. Thorough attention is paid to operational principles and organizational design as well as policy development in both general and specific contexts such as students, curriculum, staff, and resource development. Look for special chapters on crisis management as well as practical advice for new CEOs.

Download or read book Cost Principles for Educational Institutions written by United States. Office of Management and Budget and published by . This book was released on 1979 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Planning Guide for Maintaining School Facilities written by Tom Szuba and published by DIANE Publishing. This book was released on 2003 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Federal Penal and Correctional Institutions written by United States. Bureau of Prisons and published by . This book was released on 1928 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Rivers and harbors projects written by United States. Congress. House. Committee on Public Works. Subcommittee on Rivers and Harbors and published by . This book was released on 1954 with total page 966 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book To the President of the Senate and the Speaker of the House of Representatives written by and published by . This book was released on 1989 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: A letter to report the accuracy of the interest rate determination as reported by the governor of the Rural Telephone Bank and as required by the Rural Electrification Act of 1936.

Download or read book Curriculum Auditing written by Fenwick W. English and published by Scarecrow Press. This book was released on 1988 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explains curriculum audits and how to conduct them. Chapter I, "Why Audit?" presents criteria for determining if an audit is warranted and describes three basic types: functional, operational, and programmatic. Chapter II shows how the three primary activities of document review, interviews, and site visitations yield answers to the questions inherent in each audit standard. Chapter III discusses writing the audit and provides guidelines in creating the final document, including the use of photographs. Chapter IV is an expose of the hidden curriculum, as revealed through still photographs. Chapters V through VIII present a series of case studies (with names changed to protect the districts involved) of audits conducted between 1986 and 1987. The purpose of the case studies is to demonstrate how data are used and to illustrate some of the shortcomings of the audit. Chapter IX discusses pre- and post-audit activities as linkages that connect the audit to practice and to change, and Chapter X addresses the working assumptions of the audit in a nonrational school system. Appended are (1) an annotated bibliography entitled "The Essential Curriculum Audit Reader"; (2) a survey instrument on good curriculum management practices; and (3) a sample board policy to establish curricular control. An index and bibliography are included. (TE)

Download or read book Law Enforcement Intelligence written by David L. Carter and published by Createspace Independent Pub. This book was released on 2012-06-19 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This intelligence guide was prepared in response to requests from law enforcement executives for guidance in intelligence functions in a post-September 11 world. It will help law enforcement agencies develop or enhance their intelligence capacity and enable them to fight terrorism and other crimes while preserving community policing relationships. The world of law enforcement intelligence has changed dramatically since September 11, 2001. State, local, and tribal law enforcement agencies have been tasked with a variety of new responsibilities; intelligence is just one. In addition, the intelligence discipline has evolved significantly in recent years. As these various trends have merged, increasing numbers of American law enforcement agencies have begun to explore, and sometimes embrace, the intelligence function. This guide is intended to help them in this process. The guide is directed primarily toward state, local, and tribal law enforcement agencies of all sizes that need to develop or reinvigorate their intelligence function. Rather than being a manual to teach a person how to be an intelligence analyst, it is directed toward that manager, supervisor, or officer who is assigned to create an intelligence function. It is intended to provide ideas, definitions, concepts, policies, and resources. It is a primera place to start on a new managerial journey. Every law enforcement agency in the United States, regardless of agency size, must have the capacity to understand the implications of information collection, analysis, and intelligence sharing. Each agency must have an organized mechanism to receive and manage intelligence as well as a mechanism to report and share critical information with other law enforcement agencies. In addition, it is essential that law enforcement agencies develop lines of communication and information-sharing protocols with the private sector, particularly those related to the critical infrastructure, as well as with those private entities that are potential targets of terrorists and criminal enterprises. Not every agency has the staff or resources to create a formal intelligence unit, nor is it necessary in smaller agencies. This document will provide common language and processes to develop and employ an intelligence capacity in SLTLE agencies across the United States as well as articulate a uniform understanding of concepts, issues, and terminology for law enforcement intelligence (LEI). While terrorism issues are currently most pervasive in the current discussion of LEI, the principles of intelligence discussed in this document apply beyond terrorism and include organized crime and entrepreneurial crime of all forms. Drug trafficking and the associated crime of money laundering, for example, continue to be a significant challenge for law enforcement. Transnational computer crime, particularly Internet fraud, identity theft cartels, and global black marketeering of stolen and counterfeit goods, are entrepreneurial crime problems that are increasingly being relegated to SLTLE agencies to investigate simply because of the volume of criminal incidents. Similarly, local law enforcement is being increasingly drawn into human trafficking and illegal immigration enterprises and the often associated crimes related to counterfeiting of official documents, such as passports, visas, driver's licenses, Social Security cards, and credit cards. All require an intelligence capacity for SLTLE, as does the continuation of historical organized crime activities such as auto theft, cargo theft, and virtually any other scheme that can produce profit for an organized criminal entity. To be effective, the law enforcement community must interpret intelligence-related language in a consistent manner. In addition, common standards, policies, and practices will help expedite intelligence sharing while at the same time protecting the privacy of citizens and preserving hard-won community policing relationships.~

Download or read book Annual Update for Accountants and Auditors 2020 written by Kurt Oestriecher and published by John Wiley & Sons. This book was released on 2020-12-03 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keep abreast of the fast-paced changes in accounting and auditing with relevant pronouncements, exposure drafts, and other guidance recently issued in the accounting, auditing, compilation, preparation, and review arenas. This book will help accountants and financial managers sort through the most recent accounting and auditing complexities so they can identify and apply recently issued FASB, PCAOB, and AICPA standards and guidance. New topics covered include: Revenue recognition Leases Financial instruments Intangible assets Consolidation Business combinations Recently issued SAS No. 134–140 Auditing interpretations Recently proposed SSAE standards Overview of SSARS guidance

Download or read book Audits of Colleges and Universities written by American Institute of Certified Public Accountants. Committee on College and University Accounting and Auditing and published by . This book was released on 1973 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book National Child Protection Act of 1993 written by United States and published by . This book was released on 1993 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Government Auditing Standards written by Government Accounting Office and published by www.Militarybookshop.CompanyUK. This book was released on 2012 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Newly revised in 2011. Contains the auditing standards promulgated by the Comptroller General of the United States. Known as the Yellow Book. Includes the professional standards and guidance, commonly referred to as generally accepted government auditing standards (GAGAS), which provide a framework for conducting high quality government audits and attestation engagements with competence, integrity, objectivity, and independence. These standards are for use by auditors of government entities and entities that receive government awards and audit organizations performing GAGAS audits and attestation engagements.

Download or read book Best practices in juvenile accountability written by Marty Beyer and published by . This book was released on 2003 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Designing Successful Transitions written by National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina) and published by First-Year Experience Monograp. This book was released on 2010 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2010 edition of this monograph addresses many topics (e.g., administration of orientation programs, family involvement, student characteristics and needs, assessment, and orientation for specific student populations and institutional types) that were included in previous editions but approaches them with new information, updated data, and current theory. However, this edition also takes up new topics in response to the "opportunities and concerns" facing orientation, transition, and retention professionals such as collaborations among campus units in the development and delivery of orientation, the increase in nontraditional student populations, the need for effective crisis planning and management in orientation programs, new technologies, and even the challenge of making the case for orientation in an era of diminishing resources. The authors have carefully penned chapters incorporating contemporary information, ideas, and concepts while being reflective of traditional practices. Following a preface by Margaret J. Barr and a foreword by Jennifer R. Keup and Craig E. Mack, chapters in this edition include: (1) Brief Overview of the Orientation, Transition, and Retention Field (Craig E. Mack); (2) Theoretical Perspectives on Orientation (Denise L. Rode and Tony W. Cawthon); (3) Making the Case for Orientation: Is It Worth It? (Bonita C. Jacobs); (4) Administration of a Comprehensive Orientation Program (April Mann, Charlie Andrews, and Norma Rodenburg); (5) Community College Orientation and Transition Programs (Cathy J. Cuevas and Christine Timmerman); (6) Channeling Parental Involvement to Support Student Success (Jeanine A. Ward-Roof, Laura A. Page, and Ryan Lombardi); (7) Extensions of Traditional Orientation Programs (Tracy L. Skipper, Jennifer A. Latino, Blaire Moody Rideout, and Dorothy Weigel); (8) Technology in Orientation (J.J. Brown and Cynthia L. Hernandez); (9) Incorporating Crisis Planning and Management Into Orientation Programs (Dian Squire, Victor Wilson, Joe Ritchie, and Abbey Wolfman); (10) Orientation and First-Year Programs: A Profile of Participating Students (Maureen E. Wilson and Michael Dannells); (11) Creating a Developmental Framework for New Student Orientation to Address the Needs of Diverse Populations (Archie P. Cubarrubia and Jennifer C. Schoen); (12) Designing Orientation and Transition Programs for Transfer Students (Shandol C. Hoover); (13) Nontraditional Is the New Traditional: Understanding Today's College Student (Michael J. Knox and Brittany D. Henderson); (14) Building the Case for Collaboration in Orientation Programs: Campus Culture, Politics, and Power (Beth M. Lingren Clark and Matthew J. Weigand); (15) Assessment and Evaluation in Orientation (Robert Schwartz and Dennis Wiese); and (16) Reflections on the History of Orientation, Transition, and Retention Programs (Jeanine A. Ward-Roof and Kathy L. Guthrie). (Individual chapters contain references.) [For the 2nd Edition (2003), see ED478603.].

Download or read book Proving and Improving written by National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina) and published by . This book was released on 2004 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This second volume of "Proving and Improving" collects essays from the First-Year Assessment Listserv, which is hosted by the Policy Center on the First Year of College and the National Resource Center. Like the first volume, this one brings together the nation's leading experts and practitioners of assessment in the first college year. They offer overviews of commercially available instruments and provide case studies of qualitative assessment strategies. The monograph also includes a comprehensive introduction by Randy Swing, describing strategies for implementing an effective assessment effort, and a typology of assessment instruments that allows readers to identify and compare instruments geared to the issues and programs they want to assess. This volume commences with a Preface (Mary Stuart Hunter); Overview of Essays (Randy L. Swing); and Introduction to First-Year Assessment (Randy L. Swing). It then divides into six parts and 37 articles, as follows. Part 1, "Institutional Records," contains: (1) Introducing the Data Audit and Analysis Toolkit (Karen Paulson); (2) Your First Stop for Information: The Office of Institutional Research (Karen Webber Bauer); (3) Using EnrollmentSearch to Track First-Year Success (John P. Ward); (4) Using Archived Course Records for First-Year Program Assessment (Debora L. Scheffel and Marie Revak); and (5) Freshman Absence-Based Intervention at The University of Mississippi (Catherine Anderson). Part 2, "Student Voices," contains: (6) Basics of Focus Groups (Libby V. Morris); (7) Looking at the First-Year Experience Qualitatively and Longitudinally (Marcia J. Belcheir); (8) Using "Think Alouds" to Evaluate Deep Understanding (Lendol Calder and Sarah-Eva Carlson); (9) The Promise Audit: Who's Promising What to Students (Marian Allen Claffey and Ned Scott Laff); (10) A Case Study on Developing Faculty Buy-In for Assessment (Lissa Yogan); and (12) The First-Year Prompts Project: A Qualitative Research Study Revisited (Elizabeth Hodges and Jean M. Yerian). Part 3, "End of Program/Course Evaluations," contains: (13) Using Interactive Focus Groups for Course and Program Assessments (Barbara J. Millis); and (14) The College Classroom Environment Scale (Roberta Jessen and Judith Patton). Part 4, "Surveys," contains: (15) The CIRP Freshman Survey and YFCY: Blending Old and New Tools to Improve Assessment of First-Year Students (Linda J. Sax and Shannon K. Gilmartin); (16) Survey Data as Part of First-Year Assessment Efforts: Using the Cooperative Institutional Research Program (CIRP) Annual Freshman Survey (J. Daniel House); (17) What Students Expect May Not Be What They Get: The PEEK (Perceptions, Expectations, Emotions and Knowledge about College) (Claire Ellen Weinstein, Cynthia A. King, Peggy Pei-Hsuan Hsieh, Taylor W. Acee and David R. Palmer); (18) Assessing Student Expectations of College: The College Student Expectations Questionnaire (Robert M. Gonyea); (19) The College Student Experiences Questionnaire: Assessing Quality of Effort and Perceived Gains in Student Learning (Michael J. Siegel); (20) The Community College Student Experience Questionnaire (Patricia H. Murrell); (21) Knowing How to Learn is as Important as Knowing What to Learn: The Learning and Study Strategies Inventory (Clarie Ellen Weinstein, Angela L. Julie, Stephanie B. Corliss, YoonJung Cho, and David R. Palmer); (22) The Retention Management System: Assessing for Early Intervention (Lana Low and Beth Richter); (23) The Study Behavior Inventory (Leonard B. Bliss); (24) The College Success Factors Index (Edmond C. Hallberg and Garrick Davis); (25) The National Survey of Student Engagement: Benchmarks of Effective Educational Practice (John Hayek); (26) Benchmarking Effective Educational Practice in Community Colleges (Kay M. McClenney); (27) What Matters in First-Year Seminars (Randy L. Swing); (28) Looking at High-Risk Behaviors (John Pryor); and (29) A More Precise Approach to Assessing Student Satisfaction (Julie L. Bryant). Part 5, "Cognitive Tests," contains: (30) Critical Thinking Assessment: Challenges and Options (Marc Cutright); (31) Evaluating General Education Outcomes: College BASE-lining Your First-Year Students (Pamela A. Humphreys); (32) CAAP General Education Assessment Program (David A. Lutz); and (33) The Cognitive Level and Quality Writing Assessment Instrument (Teresa L. Flateby). Part 6, "Trait Inventories," contains: (34) Hope Scale: A Measurement of Willpower and Waypower (Jerry Pattengale); (35) What are Learning Styles? Can We Identify Them? What is Their Place in an Assessment Program? (Linda Suskie); (36) Assessing the First-Year of College: Some Concluding Thoughts (Tracy L. Skipper and Marla Mamrick); and (37) Typology of Instruments (Randy L. Swing). [Individual chapters have references.].