ss11 quiz Question 1 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 1 options:12As economic developments occur, the federal government needs to protect the fragile environment.1.Northern Region2.Western RegionSaveQuestion 2 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 2 options:12The federal government does not return a fair share of the tax money that we give to them.1.Atlantic Region2.Central RegionSaveQuestion 3 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 3 options:12When the cod fishery collapsed the federal government was slow to support the fishers.1.Western Region2.Atlantic RegionSaveQuestion 4 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 4 options:12It is still difficult to receive services in French in some parts of Canada.1.Quebec Region2.Northern RegionSaveQuestion 5 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 5 options:12The federal government froze the domestic price of oil and gas then put a tax on petroleum.1.Western Region2.Central RegionSaveQuestion 6 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 6 options:12The federal government has not done enough to attract industry to this area.1.Atlantic Region2.Quebec RegionSaveQuestion 7 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 7 options:12The region gets more equalization payments than any other region.1.Atlantic Region2.Central RegionSaveQuestion 8 (1 point) Match the statement of grievance listed in Column I with the region listed in Column II.   Column I Column IIQuestion 8 options:12Ottawa has not done enough to protect the salmon stocks.1.Quebec Region2.Western RegionSaveQuestion 9 (4 points) Match the term in Column I with the definition in Column II.  Column I Column IIQuestion 9 options:1234Regional disparity1234Equalization payments1234Rowell-Sirois Commission1234Western alienation1.A federal government program to give money to poorer provinces to ensure a standard of government services that are equal across the country.2.The economic gap between richer and poorer provinces in Canada since the Second World War. Ontario, Alberta, and British Columbia have normally been part of the former group and the Maritime provinces have been included in the latter.3.A royal commission established by Prime Minister King in 1937 to examine federal-provincial relations. The commission recommended that the federal government be given more power over taxation and, in turn, give equalization payments to the provinces to make sure that Canadians in all parts of the country would receive reasonably equal services.4.Since joining Confederation, the western provinces of Canada have complained that they have been unfairly treated by the federal government. A famous example was the National Energy Program of the 1970s, which was strongly opposed by Alberta.SaveQuestion 10 (8 points) Match the term in Column I with the defiinition in Column II.  Column I Column IIQuestion 10 options:12345678Pierre Laporte12345678James Cross12345678Quiet Revolution12345678Royal Commission on Bilingualism and Biculturalism12345678October Crisis, 197012345678Official Languages Act12345678Maurice Duplessis12345678Front de Liberation du Quebec (FLQ)1.The FLQ kidnapped a British Trade Commissioner in Montreal, and demanded the release of jailed FLQ members.  Several weeks later, the kidnappers of Cross were discovered. He was released in exchange for the kidnappers being given safe passage to Cuba.2.Founded the Union Nationale Party in Quebec in the mid 1930s. In 1936, this pro-business, “small-c” conservative nationalist party won the election and he became premier. He was defeated in 1939, but regained office in 1944 and served as premier until his death in 1959.3.A radical separatist organization of the 1960s and early 1970s which was responsible for the October Crisis of 1970.4.Quebec Labour Minister who was kidnapped by the FLQ.  He was called the “Minister of Unemployment and Assimilation” by the FLQ. He was later killed by the FLQ cell that had kidnapped him.5.On October 5, 1970, members of the FLQ kidnapped British Trade Commissioner James Cross in Montreal, and demanded the release of jailed FLQ members. The demand was refused, and on October 10 the Quebec Labour Minister, Pierre Laporte, was also kidnapped. Prime Minister, Pierre Trudeau then invoked the War Measures’ Act on the basis of apprehended insurrection. Under the first peacetime use of the Act, several hundred Quebecers were arrested and jailed without any charge being laid. On October 16, the Canadian Army was ordered to patrol the streets of Montreal and Ottawa, and on the 17th, Pierre Laporte’s body was discovered. Several weeks later, the kidnappers of Cross were discovered. He was released in exchange for the kidnappers being given safe passage to Cuba. Most people who had been arrested under the War Measures’ Act were released.6.Passed by the Trudeau government in 1969 to enact one of the major recommendations of the Bilingual and Bicultural Commission. The Act made Canada an officially bilingual country. It required the federal government to provide services in both languages across Canada in all federal institutions.7.In the early 1960s, this was promoted by the newly elected Liberal Government of Quebec, led by Premier Jean Lasage. It sought to modernize Quebec, partially by lessening the power of the Roman Catholic Church. The government established control over education and social services and also promoted more Francophone control over the Anglophone-dominated economy. The provincial government also pushed for special status for Quebec within Confederation.8.Established in 1963 by Prime Minister Lester Pearson, it recommended that federal government services across the country should be available in French and English. It also said that the federal civil service should be open equally to English and French speakers and that French as a second language be promoted in English speaking parts of Canada.Save

According to Gallup, US employees who are not engaged or actively disengaged come with a weighty cost – somewhere around a trillion dollars or so – each year. (Forbes (Links to an external site.)) With that staggering number in mind, why would managers not do all they can to keep their employees engaged and motivated? It’s not an easy task. But as the numbers indicate, one certainly worth the effort.
The information discussed in the text and in numerous online sources indicates employees are motivated by different things – both intrinsically and extrinsically – and those needs change. In addition, there is an unprecedented five generation workforce in today’s business world.
Use the links below to learn about the five generations in the workforce, what motivates them, and how managers might effectively motivate them. This is a hot topic, so you can certainly do your own search for more information, but please use the defined generations in the SHRM article to pinpoint where you fall. There is some variance between sources as to where each generation begins and ends.
SHRM – What motivates your workers it depends on their generation (Links to an external site.)
Forbes – Why leaders need to embrace employee motivation (Links to an external site.)
Text Request – 5 Ways to Bridge Your Employee Age Gap & Motivate Different Generations (Links to an external site.)
Original Post: (worth 60% of grade)

Clearly state in which generation you fall at the beginning of your post. (I am 21 so write from a 21 year old perspective)
Discuss what factors – intrinsic and extrinsic – motivate you as personally as an employee. The information on the different generations represents generalizations about what motivates each generation.
Discuss the similarities and differences between what motivates you and what is discussed in generalities for your generation.
Response Post: (worth 40% of grade)

Respond to one of your group mates who are a member of a generation different from your generation.  Once everyone has made their original post, if your group is comprised of all the same generation, then respond to any of your group mates.
What are the similarities and differences between what motivates the two of you?
What motivational theory – expectancy theory OR reinforcement theory OR goal setting theory – might a manager use to meet both your different motivational needs. Discuss how a manager might use that theory to motivate employees. I am looking for a discussion (not a single sentence) of the application of the motivational theory.  There is a section in the text that discusses how to use each theory to motivate so be sure your discussion relates to the terminology of the motivational theory and how to apply it.
For the chapter 11 DB original post make sure you are clearly identifying your generation at the beginning of your original post.  The original post asks that you (1) discuss your extrinsic and intrinsic motivators and then (2) discuss how your motivators compare to your generational motivators discussed in the articles.  An original post with only a couple of sentences on each on those two points falls short on the discussion. 
The Chapter 11 response post, due Friday, 11/10 at 11:59 pm, asks that you respond to a group mate who is part of a different generation.  With that in mind, if there is not yet a post from someone who is part of another generation please hold off on making a response until after the original post deadline.  If there is no original post from a group mate who is part of another generation after the original post deadline, then your reply can be to someone of the same generation. You will lose points if you respond to a group mate of your generation if there is a post out there for a different generation. 
The grading for the previous DBs were focused primarily on the original post with a smaller percentage based on the response post.  The Chapter 11 DB grade will be more equally distributed between the original and response posts.  Part of the requirement for the chapter 11 response post asks you to discuss how one of the three motivational theories listed might be used to motivate you and the group mate you are responding to.  Don’t gloss over this part.  There is a slide and a section in the text that discusses how a manager might apply Expectancy Theory, Reinforcement Theory or Goal Setting Theory.  Your response should include discussion on how to apply the theory you choose to motivate you and your group mate.  Again, discuss does not mean a single sentence or couple of sentences stating which theory you’d recommend.
Post you’re responding to:
I am a part of Generation X or Gen X as it used to be called. My intrinsic motivations comes from the fact that I  personally like to complete my tasks and then move on to help someone one else or be finished. I gain satisfaction in knowing that my part is done and completed because I did it .My extrinsic motivation in my current line of work knowing that if I work really hard today and tomorrow that I may be able to leave early or take an extra day off of work is my reward. I would also say that my daily activities working along side my staff fulfill both of these motivators. I am rewarded intrinsically because I get satisfaction in seeing them work hard and complete their job in the way that I had intended and I am rewarded extrinsically because I will at times receive a thanks and sometimes praise from my staff about how I helped them. 
This is the descripton of Generation X:
Generation X members value bonuses and stock as monetary rewards and flexibility as a nonmonetary reward. This generation prefers to work independently and believes career progression should be based on competence, not rank, age or seniority in the job. The type of rewards they favor are recognition from the boss, gift cards, experiential rewards and flexible schedules.
I would say as a whole this is pretty accurate. The only difference is that I do enjoy brainstorming as a group I think good ideas come from this activity and working in a group at times is beneficial because team work is important.  I one hundred percent agree that career progression should be based on competence not to abandon those who have been there before because they hold valuable knowledge but you should earn your spot based on your ability.  I would definitely say that experiential rewards, a flexible schedule and praise from the boss or coworkers are defiantly what kinds of rewards I would favor. 

Please DO NOT BID if you cannot do EXEMPLARY WORK . Previous tutors were poor and this is an extremely important assignment. If you are not someone with writing an outstanding Film analysis experience do not bid on this assignment. Write short introduction and then four well-developed paragraphs that analyze the four cinematic elements. We have broken down the “language of film” into six basic elements: narration, mise-en-scene, cinematography, editing, acting, and sound. Selected film Bartholomew’s Song (Destin Daniel Cretton and Lowell Frank,2005)write a short introductory paragraph that explains the film’s basic narrative in its first sentence and then for the remainder of the paragraph explains the film’s central theme. For example, if I were writing about The Hill, I would write the following:Deborah Chow’s The Hill is a re-telling of the Jack and Jill nursery rhyme with the two children, now adults, arguing over what took place after a party. A central theme of the film is the way that traumatic experience can create multiple interpretations of that event.That’s enough for the first paragraph: two, three sentences, tops. But please note that, as I marked on several of your Visual Analysis essays, a theme of a film is not its moral. A moral is a lesson to be learned from watching it. A theme is a more abstract concept that is represented by the film – what the film is “about” in a general sense, rather than in a narrative, or plot, sense. Themes are often summed up in a short phrase; the above example from The Hill is a bit long, but it describes that theme in good detail. (A short version might simply read: “a central theme of the film is trauma,” but the longer phrase is better focused.)Having provided a succinct introduction, you are now to write four paragraphs – one for each of four different elements from the six above – in which you fully analyze that element and how it expresses the theme you’ve identified. You may write these paragraphs in any order you want, as long as for each paragraph you are analyzing one of four elements. Thus, were I analyzing The Hill, I would write about the contrasting acting performances given by the two central actors depending on whose memories we are watching – that would be one paragraph. Another paragraph would be about the way that the film’s mise-en-scene – especially its composition – serves to frame the characters differently depending on whose version of events is being represented. Another paragraph would consider the complex plotting of the film, which re-casts the nursery rhyme as a date-rape. Another would examine the cinematography and how it expresses these two divergent views. (Alternatively, I might write a paragraph about the film’s editing or its use of sound instead of one of the above paragraphs.) Again: you are only writing about four of the six elements of film as defined by B/M.(textbook)Because this is not an essay, you do not need to write a concluding paragraph; you only need to write that very short introduction and then four well-developed paragraphs that analyze the four cinematic elements. If you like, you can use the element in bold type to start each paragraph. Thus:Acting. The performances by Kristin Dispaltro and Joe Towne, etc. Such a style is better than writing: “In this paragraph I am going to write about the acting.” (NO ANNOUNCEMENTS, PLEASE! Just analyze!)In writing your analysis of each of the four elements, you must be sure to demonstrate that you are able to use the terms covered in B/M(textbook) in an intelligent manner. You don’t have to define any of these terms in your writing. Rather, you must simply use them, correctly and effectively. Some other guidelines:I always defined a fully-developed paragraph as having at least ten sentences, It’s a good rule of thumb here.Note that this means there is not a given you a word-count range. Use your best judgment; be thorough, but do not be unnecessarily wordy. assessment is based on the quality of your analysis. If you are analyzing narration, don’t summarize the story events, and don’t do a plot-breakdown along the lines of what B/M do in Stagecoach. Focus on explaining how the film’s narrational style – its plotting, among other aspects – contributes to the film’s theme.If you write about mise-en-scene, you can decide to focus mainly on either design or composition, but it would be a great analysis if you were able to do a thorough job on both.The language you use for these paragraphs is analytical; I should see no “empty adjectives” like “amazing.” Be very wary of this, especially if you choose to write about the acting. (As that chapter noted, it’s hard to analyze – it’s so easy to get caught up in a good, or even really bad, performance.) As I’ve noted with respect to your formal essays, avoid writing about the viewer experience: that means not writing about how much you liked/dislike the film (that’s the language of opinion, not analysis), and it also means not using language such as, “we see…” This is another comparatively short assignment: do not quote the textbook definitions of the terms. That’s wasting your time.writing style will count – errors in grammar, spelling, punctuation, etc. will be a factor in the grade.You may certainly use any insights you gained from listening to the director commentary on the film you select. Simply acknowledge it in the text of your paragraph so that you don’t have to use a citation. Thus,The rear window of Jill’s car is fogged, obscuring the light from outside, which, according to director Chow in her commentary, is to represent the moonlight, and also gives the scene a “spooky” mood.One note of caution, don’t over-use the director commentary; I don’t want to read too much stuff on how the film was made, or what the intentions were. I’m much more interested in the effects, what we see/hear on the screen. Basically, I am allowing you to refer to some insight of meaning that the film may have that you would not have grasped had you not listened to the commentary track – and again, as this information pertains to the theme you are discussing.If you quote anything from Barsam/Monahan, just put the citation in parentheses; there is no need to include a list of works cited. (Also, “B/M” is an acceptable shorthand in your paragraph for the textbook; you don’t have to write out their names, and you don’t have to write the full title of the book, etc.)

Application of the Belmont Principles
First, identify your research topic, including the key concepts you hope to investigate, any relationship you will look for between or among them—if anticipating a quantitative study—and who you anticipate as the target population.
Then, briefly identify how you would apply the three Belmont principles (beneficence, justice, and respect for persons) when you conduct your study. To better understsnd the report, read the folllwing from the Internet:

National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report. http://www.hhs.gov/ohrp/humansubjects/guidance/bel…

Your post will be assessed based on the following:

A thorough and high-quality post will apply one or more of the Belmont principles to all of the following elements of a research design:

How one samples and recruits participants.
How one collects data from those participants.
How one manages, organizes, and conducts analyses of the data.
How one reports the findings.

An acceptable but lower quality post will apply at least one of the Belmont Principles to at least two of the design elements.
A low-quality post will apply a Belmont principle to only one design element.
An unacceptable post will not apply any Belmont principles to any design elements.

THE NEED FOR THE BELMONT REPORT
Throughout its history as a profession, research has provided the foundation for all the theories and clinical practices in our field. However, until the latter part of the 20th century, little guidance was offered to psychologists about their research’s various ethical dimensions and challenges. The first set of ethical standards for psychologists was published only in 1953 by the American Psychological Association, and the section on research ethics (pp. 113–124) provided some general guidance, but little specificity on how to achieve ethical behavior in research.
The section’s six principles were vague and left the interpretation up to the individual researcher. For instance, in Principle 4.11-1, the code states that “the psychologist is responsible within the limits of his [sic] knowledge, experience, and facilities, for planning his research in such a way as to minimize the possibility that his findings will be misleading” (APA, 1953, p. 115). The phrase “within the limits of his knowledge, experience, and facilities” can imply that a researcher needs only operate within his or her own understandings. In Principle 4.12-1, we read, “In the conduct of research the psychologist must adhere to the highest standards, following procedure [sic] judged by him [sic] to be appropriate to the problem on which he is working.” Nowhere are these “higher standards” defined, and indeed, it is the researcher’s judgment whether his procedures are appropriate—regardless, apparently, of how damaging they might be to the participants.
By allowing the psychologist to determine what constitutes misleading findings or appropriate standards for conducting research, researchers whose “knowledge, experience, or facilities” were limited, or whose personal judgment about the appropriateness of their procedures was inadequate or even malfeasant, could end up performing unethical and even damaging research. And indeed, such was the case.
Certainly, everyone could agree that the experiments performed by the Nazi doctors during World War II were evil, but in the absence of an agreed ethical code, it was difficult to argue that the experiments were unethical. This is one of the reasons that the Nuremberg war crimes trials led to a code of ethics, the Nuremberg Code (U.S. Department of Health and Human Services, 1949). But in America, psychologists remained quite free to use their own judgment about the ethicality of their research.
Unfortunately, this led to studies—which we will review in this unit—that harmed their participants. Most of these studies were not intentionally abusive and indeed have led to profound insights into human behavior. However, their publicity led the United States government in 1974 to establish a commission, informally called the Belmont Commission, to review the situations and ultimately to promulgate a set of ethical principles, called the Belmont Report (U.S. Department of Health and Human Services, 1979). Belmont was fleshed out in federal law, 45 CFR 46, governing human participant research. This law defined clearly what is required of ethical researchers and mandated the formation of Institutional Review Boards—often called research review boards—in any organization sponsoring or conducting research.
The Belmont Report provides the basis for all research ethics codes, including the American Psychological Association’s current Ethical Principles of Psychologists and Code of Conduct (2002, amended 2010). It enunciates three core principles that apply to all elements of a research project: equity or justice, beneficence, and respect for persons.
References
American Psychological Association. (1953). Ethical standards of psychologists.
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. http://www.apa.org/ethics/code/index.aspx
United States Holocaust Memorial Museum. (n.d.). Nuremberg code. https://www.ushmm.org/information/exhibitions/onli…
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report. http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html.
READINGS THAT WILL HELP

Ethics in Mental Health Research. (2015). Case studies. https://sites.google.com/a/narrativebioethics.com/…

Read the following case studies:

”The Tearoom Trade Study.”
“Milgram’s Obedience Studies.”
“The Tuskegee Syphilis Study.”
“Hepatitis Studies at the Willowbrook State School for Children With Mental Retardation.”

Blass, T. (2009). The man who shocked the world: The life and legacy of Stanley Milgram. Basic Books.

Chapter 5, “Obedience: The Experience,” pages 75–92.
Chapter 6, “Obedience: The Experiment,” pages 93–110.
Chapter 7, “Aftershocks,” pages 111–130.

Zimbardo, P. G. (2015). Stanford prison experiment. http://www.prisonexp.org/
United States Holocaust Memorial Museum. (n.d.). Nuremberg code. https://www.ushmm.org/information/exhibitions/onli…
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report. http://www.hhs.gov/ohrp/humansubjects/guidance/bel…

1) Alternative to fair value accounting, amortized cost accounting, uses expectations of cash flows and prices risks determined at initiation to account for financial instruments throughout their life. Discuss the three undesirable features of amortized cost accounting as compared to fair value accounting. (Marks 1.5) 2) Users of financial reports must assess banks’ current and expected future reserve and capital levels, because these levels affect the ability of banks to grow. Both thrifts and commercial banks can be either state or federally chartered, in what is referred to as the dual banking system. Explain the dual banking system along with the role of Comptroller of the Currency (COC), Office of Thrift Supervision (OTS) and Federal Deposits Insurance Corporation (FDIC). (Marks 1.5) 3) Financial Institutions speculate on the yield curve when they invest in financial assets with durations different from those of their financial liabilities. Thrifts bear interest rate risk when their financial assets and liabilities are imperfectly matched on duration. Discuss the interest rate risk of Thrifts with reference to Yield Curve Speculation.(Marks 2.0)Assignment Question(s):(Marks 5) 1) Alternative to fair value accounting, amortized cost accounting, uses expectations of cash flows and prices risks determined at initiation to account for financial instruments throughout their life. Discuss the three undesirable features of amortized cost accounting as compared to fair value accounting. (Marks 1.5) 2) Users of financial reports must assess banks’ current and expected future reserve and capital levels, because these levels affect the ability of banks to grow. Both thrifts and commercial banks can be either state or federally chartered, in what is referred to as the dual banking system. Explain the dual banking system along with the role of Comptroller of the Currency (COC), Office of Thrift Supervision (OTS) and Federal Deposits Insurance Corporation (FDIC). (Marks 1.5) 3) Financial Institutions speculate on the yield curve when they invest in financial assets with durations different from those of their financial liabilities. Thrifts bear interest rate risk when their financial assets and liabilities are imperfectly matched on duration. Discuss the interest rate risk of Thrifts with reference to Yield Curve Speculation.(Marks 2.0)Answer all Questions (Total Marks 5) Identify the governmental, business and fiduciary type of activities carried on by the government of KSA. Give examples of the organizations in KSA. (Mark 1) The council of the Town of Fursan approved the 2019 budget as follows: (Mark 1) Prepare entries to record the following transactions and events related to Max County’s tax revenues for the year beginning January 1, 2013: (Mark 1) From the information below prepare Financial Statements (Mark 2) Budgeted 2019 revenues from: Property taxes$4,000,000 Sales taxes$1,000,000 Appropriations for 2019: Salaries$3,600,000 Materials$1,000,000 Equipment$100,000 During 2019, the town’s mayor presented the council with a budget revision to increase the amount of appropriation for salaries by $50,000.The council approved this budget revision. Required: a.Prepare the general journal entry necessary to initially record the budget. b.Prepare the general journal entry necessary to record the budget revision. a.To raise property tax revenue of $750,000, the County bills its property owners a total of $752,000, providing $2,000 for uncollectible and refundable taxes. b.During the year, taxpayers pay a total of $650,000 in property taxes. c.Edamdeclares bankruptcy, owing the County $2,000 in property taxes. The County writes off the unpaid amount as uncollectible. d.The state collects sales taxes on behalf of Max County. It sends the County $150,000 for sales taxes collected during the year. e.At year-end, the County declares all unpaid property taxes to be delinquent Cash 20,000 Taxes receivable, net 147,000 Investments 65,000 Due from other funds 68,000 Vouchers payable 39,000 Due to other funds 152,750 Unassigned fund balance 117,000 Estimated revenues 610,000 Appropriations 590,000 Budgetary fund balance 20,000 Revenues-taxes 590,175 Revenues-charges for services 14,080 Expenditures-personal services 287,125 Expenditures-supplies 29,680 Expenditures-capital outlay 244,000 Transfer in from debt service fund 32,500 Transfers out to capital projects fund 84,700 0 $1,555,505 $1,555,505 Assignment Question(s):(Marks 5) 1) Alternative to fair value accounting, amortized cost accounting, uses expectations of cash flows and prices risks determined at initiation to account for financial instruments throughout their life. Discuss the three undesirable features of amortized cost accounting as compared to fair value accounting. (Marks 1.5) 2) Users of financial reports must assess banks’ current and expected future reserve and capital levels, because these levels affect the ability of banks to grow. Both thrifts and commercial banks can be either state or federally chartered, in what is referred to as the dual banking system. Explain the dual banking system along with the role of Comptroller of the Currency (COC), Office of Thrift Supervision (OTS) and Federal Deposits Insurance Corporation (FDIC). (Marks 1.5) 3) Financial Institutions speculate on the yield curve when they invest in financial assets with durations different from those of their financial liabilities. Thrifts bear interest rate risk when their financial assets and liabilities are imperfectly matched on duration. Discuss the interest rate risk of Thrifts with reference to Yield Curve Speculation.(Marks 2.0) IMPORTANT NOTE: Answer in your own words, DO NOT COPY from slides, fellow student, or internet source without proper citation. Q1. From a general perspective, the accounting processes of a business consist of internal controls, individual transactions, and account balances. Required: A. Describe the relationship between internal controls, individual transactions, and account balances. B. Discuss how evidence regarding each of these three areas can help an auditor determine if the financial statements are fairly stated. Q2. Often in an audit, total combined tolerable misstatement is greater than overall materiality. Why is this the case? . Q3. For an auditor, how are management assertions useful?