ACCOUNTING

Title

ABC/123 Version X

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Crooked, Scenario 3

ACC/556 Version 8

1

University of Phoenix Material

Crooked, Scenario 3

The results of the financial statement fraud were profound. You realized you would need to find some additional staff to assist in your investigative efforts due to the depth and breadth of the alleged fraud. You also recognized you would need staff prepared to identify and investigate asset misappropriation (Week 3 emphasis) and corruption (Week 4 emphasis).

You placed an ad in the local paper expressing your interest in finding some forensic help. After a careful review of credentials and backgrounds, you interviewed several candidates. However, you soon learned everyone you interviewed had some sort of connection, either personally or professionally, with CrookEd partners. Most had even lied on their applications and resumes. Likewise, their understanding of fraud investigation and forensics had come from committing, rather than investigating, fraud. Mack T. Knife and Stagger Lee’s mother, grandmother and several cousins even had the audacity to try and get a position with your firm.

Consequently, you began scouring the local universities for bright, eager, intelligent and hungry accounting, law enforcement, business and other students. Soon you found a number of untainted, and inexperienced, but promising, prospects. The students came primarily from Herculean University, an extraordinary adult and online education institution, spread across the country, but headquartered in the heart of the Zeus Gathering Tower in downtown Fargo.

Ten prospects were interviewed, but you could only hire three. The top three candidates were triplets originally from Missouri, Joseph, Sterling and Glenda Berkeley. In order to get them ready as quickly as possible to assist you, they were put through a rigorous three-day Fraud Investigation Training Seminar (FITS) course, with you as the instructor.

The training came primarily from Fraud Examination, 5th Edition chapter 7, “Investigating Theft Acts;” chapter 8, “Investigating Concealment;” and chapter 9 “Conversion Investigation Methods.” The principles taught in this class are listed below and, coincidently, correspond with this week’s assignment:

Prepare detailed answers, as a team and in your own words, to the following questions:

1. Define and describe Theft Act Investigative Methods. Sheila

2. What is a Vulnerability Chart and how, when and why is it used? Sheila

3. Define Invigilation and discuss how, when and why it is used. Tiffany

4. Discuss the steps in obtaining electronic evidence. Tiffany

5. To what are Concealment Investigative Methods primarily related? Suzanne

6. Discuss the following concealment investigative techniques: Suzanne

a. Audits

7. What is Discovery Sampling and what are some of its pitfalls and challenges? Ashley

8. For what two purposes are Conversion Searches conducted? Ashley

9. From Chapter 9 select eight total investigative sources (two each from Governmental, Private, Online and Internet Search sources), and describe how you might use these in investigating fraud. Cynthia

10. What is the The Net Worth Investigation Method? How and why is it used? Cynthia

Submit your answers in a Word document.

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