Accounts Exam Quotes

There is something deeply hypocritical in a society that holds an inner-city child only eight years old "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years before.

N.B. – Do not on any account attempt to write on both sides of the paper at once.

Getting lost in the ocean was a sure way to get yourself killed. Back in the academy, they’d spent weeks teaching us the formulae, tips and tricks. The exams had been a special sort of hell that accounted for almost as many drop outs as the first lungful of Oxyquid. And now, out in the endless expanse of the ocean, I used a computer program that did it all for me. Education; never a waste of time.

Christmas vacation wasn’t really a vacation, on account of how it was our last chance to study for exams, which started the day after we got back.

WRITE YOUR NAME. The first thing they teach you at school. WRITE YOUR NAME. Sign for your first bank account. WRITE YOUR NAME. At the top of your exam paper. WRITE YOUR NAME. On the back of your bedroom door with a drippy pen. WRITE YOUR NAME. To log in to facebook. WRITE YOUR NAME. WRITE YOUR NAME. WRITE YOUR NAME. As if you existed. As if you were unique. As if you were separate. IN YOUR NAME. The things you own are in your name. YOUR NAME. That which owns, that part of you which may possess things. And that part of you that possesses your crimes and your crimes against possession. Write your name on the police report. Write your name on the caution. Your name was written on you. Write your name.

At high school I was never comfortable for a minute. I did not know about Lonnie. Before an exam, she got icy hands and palpitations, but I was close to despair at all times. When I was asked a question in class, any simple little question at all, my voice was apt to come out squeaky, or else hoarse and trembling. When I had to go to the blackboard I was sure—even at a time of the month when this could not be true—that I had blood on my skirt. My hands became slippery with sweat when they were required to work the blackboard compass. I could not hit the ball in volleyball; being called upon to perform an action in front of others made all my reflexes come undone. I hated Business Practice because you had to rule pages for an account book, using a straight pen, and when the teacher looked over my shoulder all the delicate lines wobbled and ran together. I hated Science; we perched on stools under harsh lights behind tables of unfamiliar, fragile equipment, and were taught by the principal of the school, a man with a cold, self-relishing voice—he read the Scriptures every morning—and a great talent for inflicting humiliation. I hated English because the boys played bingo at the back of the room while the teacher, a stout, gentle girl, slightly cross-eyed, read Wordsworth at the front. She threatened them, she begged them, her face red and her voice as unreliable as mine. They offered burlesqued apologies and when she started to read again they took up rapt postures, made swooning faces, crossed their eyes, flung their hands over their hearts. Sometimes she would burst into tears, there was no help for it, she had to run out into the hall. Then the boys made loud mooing noises; our hungry laughter—oh, mine too—pursued her. There was a carnival atmosphere of brutality in the room at such times, scaring weak and suspect people like me.

This book recognises you as a complex human. This book recognises that the grade you get will not show every- thing behind the scenes, and that a pass grade for one person will merit the same congratulations of top grades for another. This book is an invi- tation to motivate yourself from within, taking into account everything else in your life. We all deserve to enter these exams with sharp pens blazing and brains bulging. Because at the end of the day, the details of your circumstances weren’t your choice. But the choice you do have is how you react to it. You’ve got this.

Part of what kept him standing in the restive group of men awaiting authorization to enter the airport was a kind of paralysis that resulted from Sylvanshine’s reflecting on the logistics of getting to the Peoria 047 REC—the issue of whether the REC sent a van for transfers or whether Sylvanshine would have to take a cab from the little airport had not been conclusively resolved—and then how to arrive and check in and where to store his three bags while he checked in and filled out his arrival and Post-code payroll and withholding forms and orientational materials then somehow get directions and proceed to the apartment that Systems had rented for him at government rates and get there in time to find someplace to eat that was either in walking distance or would require getting another cab—except the telephone in the alleged apartment wasn’t connected yet and he considered the prospects of being able to hail a cab from outside an apartment complex were at best iffy, and if he told the original cab he’d taken to the apartment to wait for him, there would be difficulties because how exactly would he reassure the cabbie that he really was coming right back out after dropping his bags and doing a quick spot check of the apartment’s condition and suitability instead of it being a ruse designed to defraud the driver of his fare, Sylvanshine ducking out the back of the Angler’s Cove apartment complex or even conceivably barricading himself in the apartment and not responding to the driver’s knock, or his ring if the apartment had a doorbell, which his and Reynolds’s current apartment in Martinsburg most assuredly did not, or the driver’s queries/threats through the apartment door, a scam that resided in Claude Sylvanshine’s awareness only because a number of independent Philadelphia commercial carriage operators had proposed heavy Schedule C losses under the proviso ‘Losses Through Theft of Service’ and detailed this type of scam as prevalent on the poorly typed or sometimes even handwritten attachments required to explain unusual or specific C-deductions like this, whereas were Sylvanshine to pay the fare and the tip and perhaps even a certain amount in advance on account so as to help assure the driver of his honorable intentions re the second leg of the sojourn there was no tangible guarantee that the average taxi driver—a cynical and ethically marginal species, hustlers, as even their smudged returns’ very low tip-income-vs.-number-of-fares-in-an-average-shift ratios in Philly had indicated—wouldn’t simply speed away with Sylvanshine’s money, creating enormous hassles in terms of filling out the internal forms for getting a percentage of his travel per diem reimbursed and also leaving Sylvanshine alone, famished (he was unable to eat before travel), phoneless, devoid of Reynolds’s counsel and logistical savvy in the sterile new unfurnished apartment, his stomach roiling in on itself in such a way that it would be all Sylvanshine could do to unpack in any kind of half-organized fashion and get to sleep on the nylon travel pallet on the unfinished floor in the possible presence of exotic Midwest bugs, to say nothing of putting in the hour of CPA exam review he’d promised himself this morning when he’d overslept slightly and then encountered last-minute packing problems that had canceled out the firmly scheduled hour of morning CPA review before one of the unmarked Systems vans arrived to take him and his bags out through Harpers Ferry and Ball’s Bluff to the airport, to say even less about any kind of systematic organization and mastery of the voluminous Post, Duty, Personnel, and Systems Protocols materials he should be receiving promptly after check-in and forms processing at the Post, which any reasonable Personnel Director would expect a new examiner to have thoroughly internalized before reporting for the first actual day interacting with REC examiners, and which there was no way in any real world that Sylvanshine could expect

What was critical to my father was that we not "go into government". His father and mother had both worked in the Treasury Department; and to him, "going into government" meant getting "hooked" on the salary and job security, and spending the rest of one's life in predictable, routinized labor that stunted the mind and sapped the spirit. My father would tell us of accountant friends who had passed their C.P.A. exam, then gone to work for the generous starting salaries offered by the I.R.S. While he was struggling in his mid-twenties, they were bragging about the cash they were taking home. Now, he said, he rarely saw them. Now, they had a defeated look; now, they were taking orders from some bureaucrat, and would be taking orders for the rest of their lives. He admired the disposition to roll the dice and risk everything that his Jewish friends and clients, Benny Ouresman, the Chevrolet dealer, and Harry Viner and his son Melvin, who had made a fortune with Sunshine Laundry, had exhibited. "They didn't have a damn dime when they started," Pop would tell us, emphatically. "They went to friends, borrowed money, started a business, went broke, went back to their friends, borrowed again, went broke again. Finally, they made it. They built something of their own. Now they work for themselves, and everybody else works for them. Be your own man!" That was the attitude we should adopt.

Vocational guidance officers speak about scores necessary to get into university, how to calculate them, what band might be needed to get into various institutions, what countries they can offer information on, what courses are available. The post-school future they outline is entirely about getting into a university. There is nothing on alternative futures. The parents around me seem fine with this. Presumably they have academically successful children and have bought into the notion that raising a child is primarily about getting them to pass exams to enable them to be an economically productive unit in society. All those claims of building better humans, of being the best you can be, of following your passion, of learning to be inclusive and that everyone has something to offer, are all lies. It is simply about being a banker, IT or human resource person, sales manager, accountant, or a supportive spouse.

The truth is the MBA is simply an overpriced, over-hyped degree. As time goes on and the market is flooded with more of them, they will become less unique and therefore less valuable. Furthermore, as you’ll find out when you get older, unless you have connections or your last name is “Rockefeller,” chances are you’ll just be indebting yourself to a crippling level. Instead, I highly recommend getting an undergrad in Accounting and then pursuing your CPA. Not only is a CPA much cheaper ($3,000 for all the exam and fees,) you’ll have even better earnings potential than the average MBA.

belief in yourself that you can do it, and the ambitious dedication to doing what needs to be done to do it.

A key outcome of a good governance function is to impose accountability for the management of information assets.

The only people relatively happy with the status quo were the project managers and their group manager, who were working in accordance with their professional credential, the Project Management Professional (or PMP), granted to them for passing an exam from the PMI. They didn’t take responsibility for project failure, nor were they ever held accountable. Their role was to crank the handle on the bureaucracy and point the finger of blame at the department managers when expectations were not met. If there was going to be resistance, we would expect it to come from the project managers. Everyone else was eager for change.

Simpler smaller stages: Breakdown all your plans into simpler smaller stages and you shall be able to achieve them. Don’t just have a holistic plan; break them down into daily targets, weekly targets and monthly targets. For example, a student should not just have “I want to pass my accountancy exams by 75% in June sitting”. Break this down into stages like “I shall study 2 hours at dawn, 3 days in a week and study 5 hours on weekends”.

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

The insatiable need for more processing power -- ideally, located as close as possible to the user but, at the very least, in nearby indus­trial server farms -- invariably leads to a third option: decentralized computing. With so many powerful and often inactive devices in the homes and hands of consumers, near other homes and hands, it feels inevitable that we'd develop systems to share in their mostly idle pro­cessing power. "Culturally, at least, the idea of collectively shared but privately owned infrastructure is already well understood. Anyone who installs solar panels at their home can sell excess power to their local grid (and, indirectly, to their neighbor). Elon Musk touts a future in which your Tesla earns you rent as a self-driving car when you're not using it yourself -- better than just being parked in your garage for 99% of its life. "As early as the 1990s programs emerged for distributed computing using everyday consumer hardware. One of the most famous exam­ples is the University of California, Berkeley's SETl@HOME, wherein consumers would volunteer use of their home computers to power the search for alien life. Sweeney has highlighted that one of the items on his 'to-do list' for the first-person shooter Unreal Tournament 1, which shipped in 1998, was 'to enable game servers to talk to each other so we can just have an unbounded number of players in a single game session.' Nearly 20 years later, however, Sweeney admitted that goal 'seems to still be on our wish list.' "Although the technology to split GPUs and share non-data cen­ter CPUs is nascent, some believe that blockchains provide both the technological mechanism for decentralized computing as well as its economic model. The idea is that owners of underutilized CPUs and GPUs would be 'paid' in some cryptocurrency for the use of their processing capabilities. There might even be a live auction for access to these resources, either those with 'jobs' bidding for access or those with capacity bidding on jobs. "Could such a marketplace provide some of the massive amounts of processing capacity that will be required by the Metaverse? Imagine, as you navigate immersive spaces, your account continuously bidding out the necessary computing tasks to mobile devices held but unused by people near you, perhaps people walking down the street next to you, to render or animate the experiences you encounter. Later, when you’re not using your own devices, you would be earning tokens as they return the favor. Proponents of this crypto-exchange concept see it as an inevitable feature of all future microchips. Every computer, no matter how small, would be designed to be auctioning off any spare cycles at all times. Billions of dynamically arrayed processors will power the deep compute cycles of event the largest industrial customers and provide the ultimate and infinite computing mesh that enables the Metaverse.

The path from knowledge, as a general form of domination, to administrative power might seem more circuitous. Does the kind of esoteric knowledge we encounter at Chavín, often founded in hallucinogenic experience, really have anything in common with the accounting methods of the later Inca? It seems highly unlikely – until, that is, we recall that even in much more recent times, qualifications to enter bureaucracies are typically based on some form of knowledge that has virtually nothing to do with actual administration. It’s only important because it’s obscure. Hence in tenth-century China or eighteenth-century Germany, aspiring civil servants had to pass exams on proficiency in literary classics, written in archaic or even dead languages, just as today they will have had to pass exams on rational choice theory or the philosophy of Jacques Derrida. The arts of administration are really only learned later on and through more traditional means: by practice, apprenticeship or informal mentoring.

I was an incurious student that semester. Curiosity is a luxury reserved for the financially secure: my mind was absorbed with more immediate concerns, such as the exact balance of my bank account, who I owed how much, and whether there was anything in my room I could sell for ten or twenty dollars. I submitted my homework and studied for my exams, but I did so out of terror–of losing my scholarship should my GPA fall a single decimal–not from real interest in my class.

Particularly for staff accountants, life was demanding in the Big 8 accounting firms during this time. The environment resembled a boot camp. In those days, to become a CPA, accountants had to work for two years at a CPA firm, and pass a two-and-a-half-day exam, (passed by less than 40 percent of those taking the exam) to become a CPA. These requirements gave CPA firms the upper hand when dealing with their staff accountants during those first two years.

His first target was Sanitation. New York had a toxic relationship with its sanitation workers, many of whom rode the trucks only because they’d flunked Police or Fire exams. If a garbageman ever woke up ready to do a good job, he faced decrepit work conditions and New Yorkers who blamed him for filthy streets while they dropped trash where they stood. So Leventhal went positive. His Productivity Council and Labor-Management committees forced Sanitation head Norman Steisel to make nice. New trucks were ordered. Koch visited repair depots and transfer stations; Jets tickets and days off were handed out for high performance, and productivity and Project Scorecard numbers crept up, allowing Steisel and Leventhal to begin negotiations over trimming three-man truck crews down to two. Fixing Sanitation didn’t mean cuts; it involved giving workers self-worth, responsibility, and the right tools. In City Hall, Leventhal added analysis of mistakes and problems to the Mayor’s Management Report, lending it heft and accountability, and got Operations a voice on the budget. With Koch offering political cover for any tough choices, he began to move the needle.

Wherever these countries fall on this list, one thing is universal. Unlike the Common Core and its predecessor, NCLB, these other countries absolutely do not count their special needs students in any accountability rankings, i.e. national exams, etc. That is an airtight fact. This is contrasted to another fact that in the United States, “Two-thirds of students with disabilities are performing well below grade level in reading and math. By eighth grade, that figure rises to 90 percent.