Determining Board Competence in Financial Matters in .NET framework

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Determining Board Competence in Financial Matters
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Definition of net assets, including the difference among permanently restricted net assets, temporarily restricted net assets, and unrestricted net assets How the basic accounting equation (Assets = Liabilities + Net Assets) is affected by financial and operational transactions Difference between gross accounts receivable and net accounts receivable Difference between gross property and equipment and net property and equipment Purpose of the four basic financial statements (Balance Sheet, Statement of Operations, Statement of Changes in Net Assets, Statement of Cash Flows) Definition of the items that typically appear on the Statement of Operations (eg, expenses, operating income, nonoperating income, donor contributions, change in net unrealized gains and losses, increase in unrestricted net assets, below the line items, and excess of revenues, gains, and other expenses over expenses) Definition of the items that typically appear on the Statement of Changes in Net Assets (eg, increase or decrease in unrestricted net assets, increase or decrease in permanently restricted net assets, total increase or decrease in net assets, net assets released from restrictions for operations) Definition of the items that typically appear on the Statement of Cash Flows (eg, adjustments to reconcile changes in net assets to net cash provided by operating activities, cash flows from investing activities, cash flows from financing activities, and cash and cash equivalents at end of year) Difference between the financial statements for nonprofits and those for for-profits Financial statement analysis, using common financial ratios Purpose of the annual budget Budget variance analysis Purpose of an internal control system Components of an internal control system Role of the board regarding the development and evaluation of the internal control system Role and composition of the audit committee Understanding what the board does and does not understand in terms of accounting, finance, and the board s financial oversight role will indicate the topics that should be covered in the board training sessions In essence, to be considered financially literate, the board should be able to evaluate and interpret the four basic financial statements (balance sheet, statement of revenues and expenses, statement of changes in net assets, and statement of cash flows), should understand the budget process and how to evaluate budget performance, and should comprehend the components of an effective internal control system and the board s role in developing and evaluating the system
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The Financially Literate Board
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Adult Learners and Learning Styles
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After determining the topics that should be included in the training sessions, some thought should be given to the topic of adult learners and learning styles As can be seen in Exhibit 121, adult learners and child learners are different in a number of ways, not just in age (Knowles, 1984; Knowles, 1995) Unlike children, adult learners tend
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Exhibit 121
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comparison of adult learners with child learners
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Adulthood Adults depend on themselves for material support and life management Although they must still meet many psychological needs through others, they are largely self-directed Adults perceive themselves to be doers; using previous learning to achieve success as workers, parents, etc Adults learn best when they perceive the outcomes of the learning process as valuable contributing to their own development, work success, etc Adults often have very different ideas about what is important to learn Adults are very different from each other Adult learning groups are likely to be composed of persons of many different ages, backgrounds, education levels, etc Adults, in addition to perceiving time itself differently than children do, are more concerned about the effective use of time Adults have a broad, rich experience base to which to relate new learning Adults, for the most part, learn more slowly than children, but they learn just as well Adults are much more likely to reject or explain away new information that contradicts their beliefs Adults readiness to learn is more directly linked to need needs related to fulfilling their roles as workers, spouses, parents, etc and coping with life changes (divorce, death of a loved one, retirement, etc) Adults are more concerned about the immediate applicability of learning
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Childhood Children depend on adults for material support, psychological support, and life management They are other-directed Children perceive one of their major roles in life to be that of learner Children, to a large degree, learn what they are told to learn Children view the established learning content as important because adults tell them it is important Children, as a group within educational settings, are much alike They re approximately the same age, have similar education levels, etc Children actually perceive time differently than older people do Our perception of time changes as we age time seems to pass more quickly as we get older Children have a limited experience base Children generally learn quickly Children are open to new information and will readily adjust their views Children s readiness to learn is linked to both academic development and biological development Children learn (at least in part) because learning will be of use in the future
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