Analysis Of International Ethical Standards In Accounting

This study examined the international standards regarding ethics education for professional accountants in the International Federation of Accountants International Education Standard (IES 4) and International Education Practice Statement 1 and analyzed the curricula of a set of U.S. AACSB institutions to assess if they are meeting the ethics requirements. None of the schools selected for this study appears to have met the ethics requirements to an acceptable level; however, the private (religious-based) institutions examined came closer to the international model for ethical education for professional accountants. The study further suggests that the lost faith in the accounting profession and financial reporting system can only be regained by constructive efforts of U.S. regulators, educators and accounting professionals

Ritual and Subsistence: Paleobotany at the Smith Creek Site (22wk526)

The Smith Creek Archaeological Project focuses on a mound site in Wilkinson County, Mississippi. The site (22Wk526) has three earthen mounds surrounding an open plaza dating to the Coles Creek period (AD 700 – 1200) and a probable village are at the south end of the site dating to the Anna Phase of the Plaquemine period (AD 1200 – 1350). This thesis examines paleobotanical material from the flotation and water screening samples from this village area. The discussion centers around both subsistence, with a focus on the beginnings of corn agriculture, and ritual uses of plants, with a focus on sweet gum. Additionally, other plant remains found at the site will be discussed in terms of what they illuminate about the use of plants at the Coles Creek-Plaquemine transition

The art of coaching: Addressing mobile technology integration in a complex hospital school environment

This qualitative study examined the effects of a coaching program as part of a professional development effort to support integration of mobile technologies in a hospital school setting. The professional development consisted of two components: (a) the researchers introduced pedagogical models for incorporating mobile technology in education and (b) a technological expert (the iCoach) provided one-on-one and small-group personalized coaching. After studying the contextual challenges and teachers’ needs over a period of 12 months, an effective coaching model emerged. This was a personalized model geared to each teacher and tailored to the unique features of this hospital context. An integral part of the model was a reflection strategy, which encouraged teachers to question their teaching with the purposeful use of technology. Data collection involved teachers’ reflections, iCoach reflections, and semi-structured interviews. Many themes emerged from the data analysis; the two main ones were the uniqueness of the setting and the multiplicity of demands on the teachers and the iCoach. The study developed a set of guidelines to help teachers use technology in an integrated pedagogical way