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Internal audit activities performed in South AfricaEramus, L, Fourie, H 01 December 2009 (has links)
This study was conducted to determine the perception of the chief audit executive as head of the
internal audit function, on the internal audit activities that should be performed (current and future)
within South African companies after which the findings were compared with the international
perception in this regard. Data was also obtained on whether internal audit activities were performed inhouse
or were outsourced; the importance of the internal audit activities, senior management’s rating
of the value added, the internal audit approach followed, and whether the internal audit standards were
being complied with. A statistical analysis was performed on data that was obtained from
questionnaires and interviews. This study targeted 30 chief audit executives, and to a lesser extent 30
Chief Executive Officers/Chief Financial Officers/Chief Operating Officers, of large South African listed
companies. The results prove that chief audit executives perceive themselves as performing their
internal audit activities according to the internal audit Standards and that they satisfy the needs and
expectations of their companies. The internal audit profession, its clients and internal audit educators
may benefit from the study in the planning of future internal audit activities and educational
programmes respectively.
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Um estudo das atividades propostas em um curso de licenciatura em matemática, na disciplina de introdução ao cálculo diferencial e integral, na modalidade a distânciaAlves, Antonio Fernando Silveira 12 May 2011 (has links)
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Previous issue date: 2011-05-12 / Secretaria da Educação do Estado de São Paulo / This study had as objective to verify if the activities proposed for the subject Differential
and Integral Calculus of a Bachelor Mathematics Degree in a Distance Education Course
render the use of different learning strategies, such as investigation, problems solving and
exercises. We also aimed at verifying which are the questions and doubts sent by the
students to the teachers, as well as the reference these teachers give to these questions.
To do so, we analyzed the activities proposed to the future teachers during Differential
and Integral Calculus subject. We also used as analysis documents the virtual
interactions originated from the use of Discussion Forum tool. To handle the analysis,
we used Ponte (2003) theoretical model, which defines 4 kinds of tasks: i) exercises; ii)
problems; iii) exploration; iv) investigations. We used qualitative research as methodology,
carried out through the case study of a São Paulo s private Superior Education Institution.
Data analyses revealed the prevalence of exercises activities in relation to solving
problems and exploration activities. Investigative activities were not found. We concluded
that virtual interactions were focused in doubts which were categorized as technical
doubts . Among the mathematical doubts we noticed that they were concentrated in
polynomial, modular, rational and greatest integer functions and the study of trigonometric
functions, especially on sine and cosine values for angles higher than 90º. In relation to
the doubts sent to the professors, we found that there was a balance between the direct
answers sent to the students doubts and the ones which led to an investigative process.
At the end of the performed study it was possible to create a "guide" containing examples
of Differential and Integral Calculus activities exploring the exercises situations, problems,
exploration and investigations / Este trabalho teve como objetivo de pesquisa verificar se as atividades propostas na
disciplina de Cálculo Diferencial e Integral de um curso de Licenciatura em Matemática na
modalidade EaD propiciam a utilização de diferentes estratégias de ensino, tais como:
investigação, resolução de problemas e exercícios; e verificar quais são os
questionamentos, dúvidas propostas pelos alunos e qual o encaminhamento dado a
esses questionamentos pelo professor da disciplina. Para a realização deste estudo,
analisamos as atividades propostas aos futuros professores, durante o desenvolvimento
da disciplina Cálculo Diferencial e Integral. Também utilizamos como documentos para
análise, as interações virtuais originadas a partir da utilização da ferramenta Fórum de
Discussões . Para realizar as análises, utilizamos o quadro teórico proposto por Ponte
(2003) que define quatro tipos de tarefas: i) exercícios; ii) problemas; iii) exploração; iv)
investigação. Utilizamos como metodologia a pesquisa qualitativa realizada por meio de
estudo de caso de uma Instituição de Ensino Superior da rede privada da cidade de São
Paulo. A análise dos dados revelou uma predominância das atividades do tipo exercícios
em relação às atividades de resolução de problemas e explorações. Não foram
verificadas atividades de caráter investigativo. As interações virtuais concentraram-se em
dúvidas que foram categorizadas como dúvidas tecnológicas. As dúvidas matemáticas
concentraram-se em temas relacionados ao estudo das funções polinomiais, modulares,
racionais e maior inteiro e ao estudo das funções trigonométricas, principalmente na
determinação de valores do seno e cosseno de ângulos superiores a 90º. Quanto aos
encaminhamentos dado às dúvidas pelo professor, verificamos que ocorreu um equilíbrio
entre encaminhamentos com respostas diretas e encaminhamentos com respostas que
levam ao processo investigativo. Ao final da pesquisa realizada, foi possível elaborar um
"guia" com exemplos de atividades de Cálculo Diferencial e Integral explorando as
situações de exercícios, problemas, exploração e investigações
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