LEADER 03192nam 2200565Ia 450 001 9910841523703321 005 20230725044840.0 010 $a0-470-59114-5 010 $a1-119-19980-8 010 $a1-282-68271-7 010 $a9786612682711 010 $a0-470-59112-9 035 $a(CKB)2550000000006448 035 $a(EBL)479905 035 $a(OCoLC)593259571 035 $a(SSID)ssj0000334663 035 $a(PQKBManifestationID)12099608 035 $a(PQKBTitleCode)TC0000334663 035 $a(PQKBWorkID)10271525 035 $a(PQKB)10266231 035 $a(MiAaPQ)EBC479905 035 $a(EXLCZ)992550000000006448 100 $a20090831d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAnatomy of a fraud investigation$b[electronic resource] $efrom detection to prosecution /$fStephen Pedneault 210 $aHoboken, NJ $cJohn Wiley & Sons$d2010 215 $a1 online resource (211 p.) 300 $aDescription based upon print version of record. 311 $a0-470-56047-9 320 $aIncludes bibliographical references and index. 327 $aANATOMY OF A FRAUD INVESTIGATION: From Detection to Prosecution; CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; CHAPTER 1: FIRST INDICATIONS (THEY'RE DOING WHAT?); CHAPTER 2: THE IMPORTANCE OF PLANNING (MAXIMIZING DESIRED OUTCOMES); CHAPTER 3: COLLECTING THE EVIDENCE (A.K.A. ""THE RAID""); CHAPTER 4: REVIEWING THE EVIDENCE (THE DAY AFTER); CHAPTER 5: ELECTRONIC EVIDENCE CONSIDERATIONS (COMPUTERS, FILES, AND COMMUNICATIONS); CHAPTER 6: INTERVIEWING (RESPONDING TO TEARS); CHAPTER 7: IMPORTANCE OF DOCUMENTATION (KEEPING TRACK OF THINGS) 327 $aCHAPTER 8: FURTHER INVESTIGATIVE MEASURES (OBTAINING MORE EVIDENCE)CHAPTER 9: TRACKING DOWN LEADS (THE PLOT THICKENS); CHAPTER 10: DRAWING CONCLUSIONS (WHAT DOES IT ALL SHOW?); CHAPTER 11: CONFRONTING THE SUSPECT (''I DIDN'T DO ANYTHING WRONG''); CHAPTER 12: DOCUMENTING THE INVESTIGATION (YOUR WRITTEN REPORT); CHAPTER 13: WORKING TOWARD A RESOLUTION (""I DON'T WANT TO GO TO PRISON""); CHAPTER 14: CASE CLOSED!; EPILOGUE: DO YOU WANT TO KNOW THE OUTCOME?; NOTES; ABOUT THE AUTHOR; INDEX 330 $a A one-of-a-kind resource walking you through one complete fraud investigation, from the original tip to conviction in court Anatomy of a Fraud Investigation is an engrossing read and a valuable resource for fraud investigators, auditors, or anyone who suspects fraud may be occuring in their organizations and is unsure as to how to act. It details all phases of a fraud investigation from the first suspicion of fraud to the final judgment in court, through the eyes of a forensic accountant. In each phase, the author provides insights based on his twenty-two years as a forensic 606 $aFraud 606 $aFraud investigation 615 0$aFraud. 615 0$aFraud investigation. 676 $a363.25963 700 $aPedneault$b Stephen$f1966-$0847655 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910841523703321 996 $aAnatomy of a fraud investigation$94139439 997 $aUNINA LEADER 04957nam 2200673 a 450 001 9910823598903321 005 20240516182429.0 010 $a1-282-62411-3 010 $a9786612624117 010 $a1-84951-101-2 035 $a(CKB)2670000000035744 035 $a(EBL)944049 035 $a(OCoLC)796383665 035 $a(SSID)ssj0000404568 035 $a(PQKBManifestationID)12163478 035 $a(PQKBTitleCode)TC0000404568 035 $a(PQKBWorkID)10345665 035 $a(PQKB)10285261 035 $a(Au-PeEL)EBL944049 035 $a(CaPaEBR)ebr10441066 035 $a(CaONFJC)MIL262411 035 $a(PPN)228027330 035 $a(FR-PaCSA)88851947 035 $a(MiAaPQ)EBC944049 035 $a(EXLCZ)992670000000035744 100 $a20110207d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMoodle 1.9 for design and technology $esupport and enhance food technology, product design, resistant materials, construction, and the built environment using Moodle VLE /$fPaul Taylor 205 $a1st ed. 210 $aBirmingham [England] $cPackt Pub.$d2010 215 $a1 online resource (288 p.) 225 1 $aCommunity experience distilled 300 $aIncludes index. 311 $a1-84951-100-4 327 $aCover; Copyright; Credits; About the Author; About the Reviewers; Table of Contents; Preface; Chapter 1: Setting Up a Basic Moodle Site for Design Technology (DT); Setting up Moodle Virtual Learning Environment; Assigning access rights to roles; Creating a new course; Adding resource materials to your basic Moodle site; Adding static resources to your Moodle site; Naming the element; Summarizing the element; Linking to the resource (such as a file or website); Presentation of the information; Grouping; Adding instructions with the web page resource 327 $aAdding interactivity to the basic Moodle siteIncreasing user interactivity by adding assignments; Increasing user interactivity by adding forum discussions; Increasing user interactivity by adding quizzes; Assessing student progress; Managing student participation with Moodle generated reports; Setting up your Moodle environment; Summary; Chapter 2: Organizing Information using Moodle Modules; Preparing for market research; Worked examples in this chapter; Organization of research using the Database module; Enabling the Database module for your course; Naming your database 327 $aSetting the general options on your databaseControlling the availability of the database; Prompting students to complete their tasks; Allowing comments and ratings; Applying grades to the student entries; Creating the database; Designing the database fields; Adding a text field; Adding a picture field; Adding a menu field; Adding a number field; Using a menu field for the type of industry; Adding a latitude / longitude field; Adding a Textarea field; Adding a URL field; Adding database entries; Designing a good questionnaire to gather opinions on your designs 327 $aDiscussing the nature of questions to useA worked example; Enabling the questionnaire module; Displaying Respondents' Responses; Adding the questions to your questionnaire; Downloading the questionnaire module; Installing the questionnaire module; Summary; Chapter 3: Encouraging Reflective Practices using Forums and Blogs; Engaging in reflective practices using blogs; Enabling blogs for your course; Blog menu options; Worked example of reflective practice: Work Placement Blogs; Enabling and using blog syndication through RSS; Engaging in reflective practices using forums 327 $aEnabling and choosing a forumCreating a forum for role-playing; User view preferences; Creating galleries to track student progress; Using Lightbox gallery: A third party gallery resource; Individual Learning Plan (ILP); Summary; Chapter 4: Exploring Design Portfolios; Exploring the Exabis portfolio; Site-wide settings; Installing the Exabis block into a course; Creating views; Sharing their work and thoughts; Importing and exporting portfolios; Future developments in Exabis; Exploring the MyStuff portfolio; Configuring system-wide settings (Storage); MyStuff configuration 327 $aMyStuff export settings 330 $aSupport and Enhance Food Technology, Product Design, Resistant Materials, Construction, and the Built Environment using Moodle VLE 410 0$aCommunity experience distilled. 606 $aComputer-assisted instruction$xComputer programs 606 $aOpen source software 615 0$aComputer-assisted instruction$xComputer programs. 615 0$aOpen source software. 676 $a371.334536 700 $aTaylor$b Paul$0350655 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823598903321 996 $aMoodle 1.9 for design and technology$93997338 997 $aUNINA