Week 1 Flashcards By Michael Conti

5 Accounting Assumptions Flashcards

The goal is to find the optimal equation (including the optimal variables and coefficients) to accurately predict future accuracy of the user. Only then can the learning paradigm described below in FIG.

Courseware 118 (such as lessons and flashcards on vocabulary and mathematics) runs seamlessly “on” or “with” the incentivization application 120. The courseware 118, incentivization application 120 or the combination thereof, preferably generates metrics 5 Accounting Assumptions Flashcards about the student’s performance Relevant information on lessons and flashcards. These performance metrics are used to optimize the order and frequency of flashcard presentation, as well as to establish milestones for the distribution of cash or other incentives to users.

In an embodiment, a principle may be held to a different standard of review than the flashcards. For example, review of a flashcard may be triggered at anything below a 75% strength of learning, whereas review of a principle may be triggered if it’s strength of learning value (in field 2011) falls below 95%.

This considers not only the “strength of learning” or “performance metric(s)”, but also, the classification of a flashcard. As discussed subsequently herein, alternative paradigms of review are envisioned for different classifications of flashcards. For applications that include flashcards, a plurality of digital histograms are linked to a respective plurality of flash cards.

Those skilled in the art will appreciate that any flashcards assigned to a different categories are exempt from the selection process of steps 3407 and 3409. This exemption may be effected by pointers, flags, or other digital techniques. In an embodiment, the Application cursors through the performance metrics. A flag is toggled if a flashcard is weak enough to merit review. When toggled, the Application 120 writes the flashcard number (or principle number) and its respective performance metric into first and second temporary digital fields.

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In such an instance, none of the flashcards 2019 of Histogram 2013 would be ripe for review, but the principle itself (AP-0021 in field 2001) is in need of review. In such an instance, the Application 120 (FIG. 1) will advantageously search and compare the strength of learning values in column 2021, and select, for review, the weakest flashcard, whether or not that flashcard is itself in need of review.

This reduces the calculating burden imposed on the transaction administrator 127 in crunching numbers 5 Accounting Assumptions Flashcards in the central database 128 of FIG. The database records the metadata generated by the user.

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After completing all scoring, the student strikes the “enter” icon 3013 of FIG. 30b , or finalizes the recordation of the scores by some equivalent step or process. In step 3209, the student answers “incorrect,” and the “answer page” expands and presents to the student an option of separately grading the student’s performance on multiple distinct principles within the compound flashcard. 30b depicts an expanded screen display of answer screen of FIG. This provides an alternative if the student feels that none of the available scoring options accurately reflect the student’s performance in the question.

How To Study Your Flashcards.

5 Accounting Assumptions Flashcards

Examples of equations for calculating performance metrics are depicted in Equations 10 and 11. As discussed above, the calculation of performance metrics may be an ongoing process, and may take place asynchronously from the flashcard cycles. In such embodiments, step 3407 may be skipped or modified. Equation 11 incorporates Equation 10, and calculates the probability of successfully answering a flashcard if reviewed on the next cycle (the next presentation of a flashcard). In Equation 11, the coefficients 0.7 and 0.3 are hypothetical.

It is possible that the “Strength of Knowledge÷Number of Intervening Flashcards” is irrelevant to the probability of success, and should be removed from the equation. However, as a student gains competence in a new flashcard, the distractive effect of intervening flashcards is reduced, and intervening time between reviews becomes the dominant. Alternatively, the coefficient may for “Strength of Knowledge÷Number of Intervening Flashcards” may decrease from 0.3 to 0.04 over a period of thirty-five flashcards, but then level off.

  • A “tainted” flashcard or principle is a stale flashcard, which, on subsequent review, was answered incorrectly by a student before it was restored to “stable” status.
  • A tainted flashcard is restored to “stable status” when it passes certain criteria.
  • However, the fact that a student got it wrong may be in indicator that the “strength of learning” was overrated, and more review is necessary.

The Nature Of Accounting And Its Main Functions

In step 1423, the accuracy of the student’s answers (for different flashcards) are recorded on their respective flashcard histograms, along with the time and date of each of the answers. The interactive user response section may comprise multiple-choice answers which a user can select through a touchscreen, mouse, etc.

The Evolution Of Accounting To Meet Organisational And Society Needs

In an embodiment, distribution is initiated when the application 120 initiates a digital communication through the user’s computer 137 to the transaction administrator 127 indicating that the student 113 has met certain goals which may be linked to specific rewards or incentives. Those skilled in the art, however, will appreciate, that some of the foregoing digital functions may be distributed among local and remote digital entities. For example, the Application 120 can upload data from the user’s computer 137 to the transaction administrator 127, which then generates metrics to quantify user performance.

: Financial Activities Of A Business Can Be Separated From Those Of The Business’ Owner(s) And Other Entities

Control variables can be downloaded to achieve this. However, after one achieved a specific level of competence in a subject, how often does that subject still need to be reviewed in order to maximize user performance a year from now? This cannot be answered until data has been collected over course of an entire year. System administrators will advantageously refine the goals and objectives of the application, and enter any revised limits, parameters, variables, flowcharts logic diagrams into the AI module to optimize student performance in view of those refined goals and objectives. Data table 1900 includes a histogram 1923 comprising a sequence of digital fields logically arranged in “columns” and “rows,” including a column of time stamp fields 1925, and a corresponding column of accuracy fields 1927.

Economic Information Can Be Meaningfully Captured And Communicated Over Short Periods Of Time.

This status will be updated as the student attempts to answer the flashcard. 19, the “strength of learning” is 86.21% in field 1921. In an embodiment in which a status is modified to “stale” when the strength of learning falls beneath 90%, this constitutes a “stale” status, which is confirmed by the updated status in field 1913. 38 depicts a process which can be used in conjunction with the embodiments of FIGS.

5 Accounting Assumptions Flashcards

The Ability To Use Accounting Information To Compare Or Contrast The Financial Activities Of Different Companies.

5 Accounting Assumptions Flashcards

Examples of histograms are shown in Tables 1 and 2 above, as well as FIGS. Examples of the equations for deriving the strength of learning metrics from these histograms are illustrated 5 Accounting Assumptions Flashcards in Equations 1-11. However, these calculations may consume an inordinate amount of the CPU processing power, requiring significant overhead by the user’s computer 137.

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Information Is Provided In A Timely Manner As It Is More Likely To Influence Decision-making

Eventually, almost every cared will go stale as a function of time. Additionally, if the user answered a “stale” flashcard incorrectly, it becomes a “tainted” flashcard, and may ripen for review in three more cycles. And an “introductory” flashcard may ripen for review every five cycles. All of these flashcards could become ripe for review during the same cycle. If more than one flashcard becomes slated for review during the same review cycle, a paradigm will establish priorities for selecting one flashcard over another.