CFE-FP-D student - Fraud Prevention and Deterrence Updated: 2023 | ||||||||
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Exam Code: CFE-FP-D Fraud Prevention and Deterrence student November 2023 by Killexams.com team | ||||||||
CFE-FP-D Fraud Prevention and Deterrence Exam Detail: The CFE-FP-D (Certified Fraud Examiner - Fraud Prevention and Deterrence) test is a professional certification test offered by the Association of Certified Fraud Examiners (ACFE). It is designed to assess the knowledge and skills of individuals involved in fraud prevention and deterrence. Here are the test details for the CFE-FP-D exam: - Number of Questions: The test typically consists of 150 multiple-choice questions. - Time Limit: The time allocated to complete the test is 4 hours. Course Outline: The CFE-FP-D course provides a comprehensive understanding of various Topics related to fraud prevention and deterrence. The course outline generally includes the following areas: 1. Introduction to Fraud: - Understanding fraud and its impact on organizations. - Fraud prevention and deterrence principles. 2. Fraud Risk Assessment and Management: - Identifying fraud risks and vulnerabilities. - Conducting fraud risk assessments. - Implementing fraud prevention controls. 3. Fraud Detection and Investigation Techniques: - Recognizing red flags and indicators of fraud. - Conducting internal investigations. - Gathering evidence and interviewing techniques. 4. Fraud Prevention Policies and Procedures: - Developing and implementing fraud prevention policies and procedures. - Internal controls and segregation of duties. - Fraud prevention training and awareness programs. 5. Fraud Prevention in Specific Industries: - Fraud prevention considerations in different industries, such as banking, insurance, healthcare, and government. - Industry-specific regulations and compliance requirements. 6. Ethics and Professionalism: - Ethical standards for fraud prevention professionals. - Professional responsibilities and code of conduct. - Reporting fraud and whistleblower protection. Exam Objectives: The objectives of the CFE-FP-D test are as follows: - Assessing candidates' knowledge of fraud prevention and deterrence principles and techniques. - Evaluating candidates' understanding of fraud risk assessment and management. - Testing candidates' proficiency in fraud detection and investigation techniques. - Assessing candidates' knowledge of developing and implementing fraud prevention policies and procedures. - Evaluating candidates' understanding of ethics and professionalism in fraud prevention. Exam Syllabus: The specific test syllabus for the CFE-FP-D test covers the following topics: 1. Introduction to Fraud Prevention and Deterrence: - Fraud prevention principles and concepts. - Fraud prevention frameworks and methodologies. 2. Fraud Risk Assessment and Management: - Fraud risk identification and assessment. - Fraud risk management strategies. - Fraud prevention controls and mitigation measures. 3. Fraud Detection and Investigation Techniques: - Fraud detection methods and techniques. - Internal investigations and evidence gathering. - Interviewing and interrogation techniques. 4. Fraud Prevention Policies and Procedures: - Fraud prevention policy development and implementation. - Internal controls and segregation of duties. - Fraud prevention training and awareness programs. 5. Fraud Prevention in Specific Industries: - Industry-specific fraud risks and prevention measures. - Compliance requirements and regulations in different industries. 6. Ethics and Professionalism in Fraud Prevention: - Ethical standards for fraud prevention professionals. - Professional responsibilities and code of conduct. - Reporting fraud and whistleblower protection. | ||||||||
| Fraud Prevention and Deterrence ACFE Prevention student | ||||||||
Other ACFE examsCFEX Certified Fraud Examiner (CFEX)CFE-FP-D Fraud Prevention and Deterrence CFE-FT-FS CFE Financial Transactions and Fraud Schemes Certified Fraud Examiner CFE-INVESTIGATIONS CFE Investigation Certified Fraud Examiner | ||||||||
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| ACFE CFE-FP-D Fraud Prevention and Deterrence Certified Fraud Examiner - Fraud Prevention and Deterrence https://killexams.com/pass4sure/exam-detail/CFE-FP-D Question: 38 Which of the following statements is FALSE regarding an organizations fraud risk management program? A. The program must include mechanisms to monitor and identify breaches in compliance. B. The responsibility of handling suspected incidents of noncompliance should be delegated to someone outside of the company. C. Formal sanctions for intentional noncompliance should be well-publicized throughout the company D. There should be measures in place to address failures in the design or operation of anti-fraud controls, as well as fraud occurrences Answer: B Question: 39 Susannah Is conducting an external audit of a company In a jurisdiction that is subject to International Standards on Auditing (ISAs). While undertaking her audit procedures, she discovers evidence that senior management has been fraudulently manipulating the financial statements . Which of the following is Susannahs BEST response to these findings? A. Susannah should confront management with her audit findings and try to get a confession. B. Susannah should Immediately report her findings to the secunties regulators C. Susannah should report her findings to the audit committee of the board of directors. D. Susannah should not disclose her findings to any other parties due to client confidentiality. Answer: C Question: 40 Jones, an accounting manager for a software company, wants to Improve her teams adherence to the companys formal accounting policies and procedures and reduce the number of process exceptions they experience. According to behaviorist theories, which of the following options would be the most effective way for Jones to condition her staff to follow the companys formal accounting processes? A. Demote employees who do not adhere to the expected processes. B. Publicly call out and criticize employees who deviate from the formal processes. C. Offer a bonus to anyone who experiences no process exceptions for ninety days- D. Take away a day of paid time off for each process exception. Answer: C Question: 41 Which of the following criminological theories asserts that the three elements that have the most influence on crime are the availability of suitable targets, absence of capable guardians, and presence of motivated offenders? A. Rational choice theory B. Differential association theory C. Routine activities theory D. Social control theory Answer: A Question: 42 Management at ABC Corp. is assessing the companys ethical tone and how it affects the organizations fraud risk. To most effectively reinforce an anti-fraud culture, management should: A. Use a checklist of initiatives to make sure all the elements of a strong tone at the top are in place B. Create an environment in which employees feel safe challenging managements decisions C. implement two separate sets of ethics policies, one for management and one for employees D. All of the above Answer: B Question: 43 In the area of criminological theory, deterrence is the theory that tries to prevenl crime by using the threat of criminal sanctions. A. True B. False Answer: A Question: 44 Which of the following is NOT included in G20/OECD Principles of Corporate Governance (the Principles)? A. Guidance regarding appropriate board structures, responsibilities, and procedures B. Support for establishing stronger protection for foreign shareholders than for domestic shareholders C. A request that governments have in place an appropriate framework to support good corporate governance practices D. Recognition of the importance of the role of stakeholders in corporate governance Answer: C Question: 45 Reporting known incidents of fraud to law enforcement can be an effective fraud prevention mechanism. A. True B. False Answer: A Question: 46 According to the 2020 Report to the Nations, which of the following is the MOST COMMON method by which frauds are detected? A. Internal audit B. Confession C. Tips D. External audit Answer: C Question: 47 Benjamin, a Certified Fraud Examiner (CFE). was contacted regarding an engagement to investigate a complex money laundering case spanning numerous international jurisdictions and involving multiple cutting-edge technologies. Benjamin had previously attended a seminar on investigating money laundering schemes, but he had no other training or experience in such cases. However, he accepted the engagement and chose to conduct the work himself. Benjamins conduct would likely be a violation of the ACFE Code of Professional Ethics. A. True B. False Answer: A Question: 48 Which of the following is one of the components of the Committee of Sponsoring Organizations of the Treadway Commissions (COSO) Enterprise Risk Management-Integrating with Strategy and Performance? A. Event avoidance B. Risk tolerance C. Compliance D. Review and revision Answer: C Question: 49 Which of the following is NOT a responsibility of the organizations board of directors? A. Serving as the intermediaries between shareholders and management B. Acting as guardians of the organizations resources and assets C. Directing employees to execute business activities D. Assessing the strategy and underlying purpose of managements decisions and actions Answer: C Question: 50 Which of the following statements about the fraud risk assessment process Is MOST ACCURATE? A. The fraud risk assessment can be effectively conducted by people inside or outside of the organization. B. To ensure the independence of the team members, a fraud risk assessment must be conducted by a consultant or other external party. C. If the individuals conducting the fraud risk assessment truly believe that fraud could not happen at the organization, then the assessment process should reflect that belief. D. The fraud risk assessment is most effective when managements influence on the process is limited Answer: D For More exams visit https://killexams.com/vendors-exam-list | ||||||||
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(MENAFN- Dubai PR Network) KUALA LUMPUR, MALAYSIA - Media OutReach - 14 November 2023 - Kenanga Investment Bank Berhad (' Kenanga ') proudly launches its seventh annual Fraud Awareness Week (' FAW '), reaffirming its ongoing dedication to combatting fraudulent activities and promoting ethical business practices. The issuer is solely responsible for the content of this announcement. Kenanga Investment Bank Berhad (197301002193 (15678-H)) Established for 50 years, Kenanga Investment Bank Berhad (' The Group ') is a financial group in Malaysia with extensive experience in equity broking, investment banking, treasury, Islamic banking, listed derivatives, investment management, wealth management, structured lending and trade financing. Kenanga Investment Bank MENAFN14112023003092003082ID1107421196 Legal Disclaimer: National Suicide Prevention Lifeline The National Suicide Prevention Lifeline is a network of crisis centers dedicated to suicide prevention that are located in communities across the country. Trevor Lifeline The Trevor Lifeline is a confidential, toll-free help-line, available 24 hours a day. The Trevor Project provides crisis intervention and suicide intervention for LGBTQ youth ages 18-24. Crisis Textline Text "STEVE" to 741.741 (students of color) Text "CONNECT" to 741.741 (LGBTQ+ students) LIFENET Hotline LIFENET is a confidential toll-free help-line for anyone living in New York City, operated by the Mental Health Association of New York City in partnership with the New York City Department of Health and Mental Hygiene. The hotline's staff of trained mental health professionals help callers find the most appropriate mental health and substance abuse services for their needs. LIFENET can assist in a crisis and provide prompt response to callers in urgent need of psychiatric assistance. LIFENET has authorized linkages with 23 mobile crisis teams and Emergency Medical Services. Click here to read original article In times of uncertainty, our everyday lives can become more stressful and overwhelming. The University of Alabama at Birmingham cares deeply about the overall health and well-being of its entire campus community. To reach those in need, UAB has established the UAB CARES Suicide Prevention Initiative. The mission of UAB Cares is to support and assist the entire UAB community — no matter who they are — in finding the help they need and ensuring they know they are important and matter. It includes resources for suicide education, prevention, intervention, response, follow-up and post-vention. UAB Cares was built by a task force of UAB graduate and undergraduate students, faculty, staff and administrators, appointed by UAB President Ray Watts, senior vice president of Academic Affairs, Provost Pam Benoit and Vice President of Student Affairs John Jones. UAB is a supportive, inclusive community where everyone matters and the overall health —including the mental health and wellbeing — of our students, faculty and staff is paramount, Watts says. “With the launch of UAB CARES, we are providing thoughtful and accessible resources to help anyone on our campus who is in need, and to help others recognize mental health concerns and appropriately intervene,” Watts said. “I thank Dr. Angela Stowe and all the members of our institution-wide task force for their outstanding work on this important initiative, which will effectively serve our entire campus as we continue working together to serve our community and state.” UAB Cares offers resources online at uab.edu/uabcares, including a section with emergency crisis contacts for those who need help right now. No matter who you are in the UAB To best support student needs, UAB has provided help for students to continue to thrive academically and reach their future career pursuits. Prioritizing employees’ mental health and well-being is important for them in maintaining good relationships with family, co-workers and even themselves; the employee resources offer support in times of trouble. Sometimes family, friends and colleagues need an extra helping hand. UAB Cares also has information on how people can educate themselves on mental health and help others, including how to adequately recognize mental health concerns and appropriately intervene, and which UAB and community resources are available to connect someone to the support they need. The task force underwent a yearlong systematic process that included reviewing evidence-based suicide-prevention approaches, identifying a theoretical model to “UAB has invested significant resources in suicide-prevention, and our senior leadership is placing high priority on making sure our students and employees know that their lives are important and that we have resources available to them,” Stowe said. “UAB Cares is the result of a great deal of work over the course of two years. Developing the brand and toolkit was an essential foundational step to working toward the committee’s other recommendations.” The university engaged the Kognito Education Platform, a simulation-based, interactive module that teaches people how to recognize signs of distress and how to have a conversation with someone they may be concerned about. “This platform is a huge part of this initiative because it allows us to provide education about how to intervene on a large-scale, enterprise-wide level, by providing access for every person at UAB to learn how to help make a difference,” Stowe said. Resources for students include: Student Counseling Services and Student Counseling Crisis, Student Health Services, TAO Self-Help Platform for Students, online screenings and resources, Student Outreach, Blazer Kitchen at Hill Student Center, Blazer Kitchen in Medical Towers, and Kognito Educational Platform (or https://go.uab.edu/Kognito). Resources for employees include: Employee Assistance and Counseling Center, Code Blaze Community Resources, resources for faculty/staff, resources for UAB Medicine/physicians, online mental health screenings, MyStrengths Self-Help Platform for Employees, Kognito Educational Platform (or https://go.uab.edu/Kognito), stress management resources, mental health tools, UAB Medicine Well-being Index, support for managers, UAB Benevolent Fund, and UAB Blazer Kitchen. Sep. 29—LUMBERTON — "Let's stop hiding from each other behind a mask and start showing what's truly going on under the surface. And instead of judging or being uncomfortable or embarrassed, let's lift each other up!" Those were the words spoken by Emma Hinson, an 11th grader at PSRC Early College High School at RCC, during a accurate event she planned to raise awareness and help prevent suicide during Suicide Prevention Month. "After all, we're just a bunch of scared people trying our best to figure out the ups and downs of life," she said. The event was the school's first Suicide Prevention assembly for students, staff and visitors. Her goal was to create a program where everyone gained a greater understanding of the impact of suicide and the importance of asking for help, she said. "When I first got the idea of planning a program like this, I thought about how most times when you go to suicide awareness programs, most of it is all statistics. While those statistics are very important, I wanted to focus more on the prevention side of things," Hinson said. "We all know what suicide is but not all of us know how to stop it from occurring," she said. Hinson felt a strong need to spread awareness so she spoke with the school's administration about putting together a program and was given the green light. Hinson then enlisted the help of Christian McArthur and Gavin Deese along with other students helping in the background to make the program a great success. McArthur directed the ECHS Choir and Deese performed a duet with Hinson during the program. Hinson also secured the guest speaker of the powerful program Teen Miss America's United States/Teen Miss NC Poultry Jubilee Madelyn Evans. Evans has used her pageant platform "Hope You're Okay" to spread awareness to schools across the Carolinas by sharing her story and discussing the warning signs, causes, and statistics of suicide. "PSRC Early College is very proud of Emma and her hard work on making her vision to spread suicide prevention awareness a reality," said ECHS Principal Andrew Davis. "On behalf of the Public Schools of Robeson County, I would like to commend Emma for her hard work and efforts to make a difference in the lives of her peers," said PSRC Superintendent Dr. Freddie Williamson. "I am truly inspired by what she has done. It is important to remember that one conversation, one event, or one moment in time can save a life. I pray that others will be brave enough to have those conversations and use their words to inspire as Emma has. By doing so, you can make a difference and even change the trajectory of someone's life for the better," he added. For more information or to get help, call or text the National Suicide Prevention Hotline at 988 or visit https://988lifeline.org/. The Student Counseling Service and the Suicide Prevention Team are proud to sponsor Suicide Prevention Week. Our goal is to help students increase awareness of mental health concerns, especially depression and suicidal thoughts, and to promote mental health resources and suicide prevention in hopes of improving the emotional health of those in our campus community. Suicide Prevention Week will be held from October 1-10, 2023, and includes the activities listed below. Schedule of EventsSunday, October 1Suicide Prevention Walk - Oxford Uptown Park, 1 p.m. Open to all Miami University students and employees, and to Oxford-area community members.
Monday, October 2Dog Therapy - Clinical Health Sciences Building, Wellness Studio 2002, 2-3 p.m. Behind Happy Faces: Good Stress and Stopping Procrastination - virtual, 7-7:45 p.m. Led by the HAWKS Peer Health Educators. Tuesday, October 3Behind Happy Faces: Understanding Mental Health - virtual, 7-7:45 p.m. Led by the HAWKS Peer Health Educators. Wednesday, October 4Mindful Movement with the Office of Student Wellness - Clinical Health Sciences Building, Wellness Studio 2002, 1:30-2:30 p.m. QPR (Question Persuade Refer) suicide prevention training for students - Clinical Health Sciences Building, Wellness Studio 2002, 6-8 p.m. Led by members of Miami Hope. Thursday, October 5Coffee and Conversations - Book Club for allies and survivors of sexual and interpersonal violence, Clinical Health Sciences Building, Wellness Studio 2002, 6:30-7:30 p.m. Dog therapy - Clinical Health Sciences Building, Wellness Studio 2002, Friday, October 6Self-Compassion and Breathing through Anxiety - mental health workshop, virtual, 10-10:45 a.m. Register to attend. Monday, October 9Fresh Check Day - Outdoor Seal, outside of Upham and Roudebush (rain location: Armstrong Atrium), 11 a.m.-2 p.m. Stop by this uplifting mental health promotion and suicide prevention event that features interactive booths, a festive social atmosphere, and exciting prizes and giveaways! Tuesday, October 10Dog Day at Midterms - Outdoor Seal (rain location: Shriver Dolibois A/B), 1-4 p.m. A special thank you to Student Counseling Service, Office of Student Wellness, Miami Hope, HAWKS Peer Health Educators, and the Office of Residence Life. We have been successful at funding full-time (registered for 9 credit hours per semester) students for four years. Full-time students are funded as either teaching assistants or research assistants. These positions are awarded to students based on close collaboration between the program director, the dean of FAHSS and department chairs. Teaching assistant and research assistant positions are 18-hours-per-week during the academic semester. Funding includes full tuition-and-fee waiver, as well as a stipend. The level of stipend depends on the student’s progress in the program (e.g., earned a master’s, completed qualifying papers, proposed dissertation), and, as of Fall 2022, ranges from $17,500 - $20,538.45 per year. Part-time students do not receive tuition waivers or assistantships but may be eligible for research and teaching assistantships on a case-by-case basis. Learn more about Costs & Aid for Graduate Programs at UMass Lowell. 
usatoday.com wants to ensure the best experience for all of our readers, so we built our site to take advantage of the latest technology, making it faster and easier to use. Unfortunately, your browser is not supported. Please get one of these browsers for the best experience on usatoday.com The parents of a "caring, considerate and compassionate" student who took her own life say they want young people to feel better able to talk about suicide. Mary O'Gara was three months into a nursing course at the University of Central Lancashire (UCLan) in Preston when she took her own life in May 2020. The 27-year-old had suffered from long-term depression, her family said. Sharon and Paul O'Gara say they hope to "start conversations" between students about mental health issues. The suicide prevention charity Papyrus estimates at least 200 children a year take their own lives in the UK. To mark World Mental Health Day, Mr and Mrs O'Gara have worked with UCLan to arrange empty chairs - one for each lost child - outside the university. They have also set up the Mary O'Gara Foundation, which provides and funds suicide prevention training to education and community institutions working with young people across Lancashire. Mr O'Gara said: "When we lost Mary the impact it had on us as a family was immense. "If doing what we are doing can prevent one person from taking that same path, as far as I'm concerned, that's a massive victory." Mrs O'Gara explained: "We've taken the suicide prevention training ourselves as a family and in hindsight now, there are signs. Some are very subtle. "Could we have helped Mary? Potentially yes. It is vital people are suicide aware and there were signs." UCLan head of student support and wellbeing services Megan Blissett said: "Our hope, and the O'Garas' hope, is that students stop and look at the chairs, stop and talk to us. "At UCLan we have a dedicated team of highly trained and experienced practitioners in mental health and wellbeing support." She also said training was on offer for students, and that nobody was immune to poor mental health. "This could happen to any of us at any time," she said. "Don't be afraid to have a conversation about suicide." | ||||||||
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guide recommendations, benchmarking against other institutions, conducting a deep audit of existing programs and services for students at UAB, identifying gaps and opportunities, and conducting a needs assessment of undergraduate, graduate and professional students about their perceptions of mental health support of UAB as well as their needs, says