Embry-Riddle Acceptance Rate, SAT/ACT Scores, GPA

Embry-Riddle Aeronautical University is a private university with an acceptance rate of 66%. As its name suggests, ERAU specializes in aviation, and popular bachelors programs include Aerospace Engineering, Aeronautical Science, and Air Traffic Management. Located in Daytona Beach, Florida, the university is adjacent to the Daytona Beach International Airport and Embry-Riddles fleet of 93 instructional aircraft. A second Embry-Riddle residential campus is located in Prescott, Arizona. ERAU has a 16-to-1  student/faculty ratio  and an average class size of 26. Popular intercollegiate sports include soccer, track and field, basketball, baseball, softball, and volleyball. Considering applying to Embry-Riddle? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Embry-Riddle had an acceptance rate of 66%. This means that for every 100 students who applied, 66 were admitted, making ERAUs admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 6,017 Percent Admitted 66% Percent Admitted Who Enrolled (Yield) 36% SAT Scores and Requirements Embry-Riddle has a test-optional standardized testing policy. Applicants to Embry-Riddle may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 71% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 560 650 Math 550 670 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted SAT scores to Embry-Riddle, most fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Embry-Riddle scored between 560 and 650, while 25% scored below 560 and 25% scored above 650. On the math section, 50% of admitted students scored between 550 and 670, while 25% scored below 550 and 25% scored above 670. While the SAT is not required, this data tells us that a composite SAT score of 1320 or higher is a competitive score for Embry-Riddle. Requirements Embry-Riddle Aeronautical University does not require SAT scores for admission. ACT Scores and Requirements Embry-Riddle has a test-optional standardized testing policy. Applicants to EMAU may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 43% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 21 28 Math 22 28 Composite 22 29 This admissions data tells us that of those students who submitted ACT scores to Embry-Riddle most fall within the  top 37% nationally  on the ACT. The middle 50% of students admitted to ERAU received a composite ACT score between 22 and 29, while 25% scored above 29 and 25% scored below 22. Requirements Embry-Riddle does not require ACT scores for admission. GPA In 2018, the median GPA of Embry-Riddles incoming freshman class was 3.72. Seventy-five percent of admitted students had GPAs above 3.25, and 20% were in the top 10% of their high school class. This data suggests that most successful applicants to Enbry-Riddle have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph Embry-Riddle Aeronautical University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Embry-Riddle Aeronautical University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Embry-Riddle Aeronautical University, which accepts two-thirds of applicants,  has a somewhat selective admissions process. Most admitted students have average or above average grades and standardized test scores. However, Embry-Riddle uses a  holistic admissions  process which is based on more than numbers. Participation in meaningful  extracurricular activities  and a  rigorous course schedule can strengthen your application, as can glowing  letters of recommendation. The admissions office recommends that applicants summarize accomplishments, awards, employment, and activities into a resume format. While an application essay  is not required, it may useful to provide additional information to the admissions committee. Embry-Riddle is test-optional for the SAT and ACT; however, applicants are encouraged to submit standardized test scores to be considered for scholarships. In the graph above, the blue and green data points represent accepted students. You can see that most successful applicants had averages in the B range or higher, SAT scores of about 1000 or higher (ERWM), and ACT composite scores of 19 or higher. All admissions data has been sourced from the National Center for Education Statistics and Embry-Riddle Aeronautical Universitys Undergraduate Admissions Office.

Mental Health Care Services For Rural Communities Essay

Counseling, along with other mental health care services, are often lacking in rural communities. According to the American Psychological Association (APA), rural areas suffer from chronic shortages of mental health care professionals. Providers who do practice in rural communities are less likely to be available to the public since they are overwhelmed with the amount of clients they serve. There is often a shortage of health care services and residents in rural communities often have to travel to receive care, which makes rural individuals less likely to report needing assistance and less likely to accept treatment (APA, n.d.). Additional barriers faced by rural community dwellers seeking mental health care services include lack of insurance plans that cover mental health care services, stigmas that surround mental health illness, and difficulty maintaining anonymity in a small area (APA, n.d.). 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Hospitals are health care organizations that have a structured and well organized medical and professional employees, inpatient facilities, deliver medical, nursing and correlated services 24 hours a day, 7 days a week. Hospitals offer an approach that has a wide range of acute, recuperating and terminal care utilizing diagnostic and healing services. These medical services are utilized when a patient has acute and chronic conditionsRead MoreSynthesis Of Two Variables : Rural And Access To Mental Health Providers850 Words   |  4 Pagesof Two Variables: Rural and Access to Mental Health Providers Annie N. Brown Duquesne University Synthesis of Two Variables: Rural and Access to Mental Health Providers Research requires the nursing scientists to explore the context of problems encountered. In order to identify targeted directions to hone efforts researchers must first identify the variables to be studied. 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Hat factors affect your choice of career free essay sample

Career choice is a complex phenomenon that can be better appreciated through a study of its key components, i. e. career and choice (Websters Dictionary, 1998). Dating back to the seminal works of Hughes (1937) and Goffman (1968), career has been the focus of many studies. However, the contemporary formulations of the concept by critical realists embody a layered conception that embraces subjective experiences and objective structures of work in interplay (Layder, 1993). The definition (choice) incorporates two components: First is the availability of alternatives, which presents an objective reality, and the second one, the act of preference, which involves a subjective process. If a reference to career choice is made, availability of career choices and the dynamics of choosing a career should be examined. Hence, in order for career choice to take place, there should be alternative career routes available and there should be an individual preference between these career options (Marshall, 1989). Career choice is a subject which has attracted academic, professional as well as public attention, due to its multifaceted nature. Since career is a result of the interplay between individuals within organizational and social structures, it yields well to analysis from diverse perspectives ranging from occupational psychology to organizational sociology. Research on career choice is not uncommon on occupational groups such as accountants and health care professionals (see Morrison 2004, Hallissey et al. 2000, Kyriacou and Colthart 2000). The aim of such research is often to predict career choice behaviors based on personality as well as demographic distributive factors. The present study aims to investigate students perception towards a career as Chartered Accountants. The topic is of interest since it is estimated that by 2020. Malaysia needs 65. 000 Chartered Accountants to fulfill industry needs (Abdullah, 2001). However, to date (as at 2010) only a number of 65. 000 accountants are mainly available. Given such statistics, it is almost impossible for the professor to meet the demands in the years time. As such, this study will shed some light or what is the perception of students toward these professors. The results could enable us to understand more the issue of career choice by accounting students. In Malaysia, accounting graduates from the public universities who are interested to register as public accountants are required to become members of the Malaysian Institute of Accountants (MIA). At present, MIA only recognized accounting graduates who graduated from the public universities or from professional accounting studies such as Chartered Institute of Management Accountants (CIMA), Malaysian Association of Certified Public Accountants (MACPA) and Association of Chartered Certified Accountants (ACCA). That is, MIA only accepts candidates for membership who hold the relevant academic qualification listed under the Accountants Act 1967. It is therefore, arguable that the public university students would register to become public accountants as their qualifications are recognized by MIA. Several studies in the education literature have identified that students share a common belief that the accounting environment offer a higher supply of jobs compared to other areas of business (Paolillo and Estes, 1982; Wheeler, 1983; Cangelosi et al. , 1985; Kochanek and Norgaard, 1985). Of consequence, such belief plays an important role in choosing their career decisions. Further, these studies found their respondents preferring to become public accountants compared to other accounting profession (Carpenter and Strawser, 1970). In Malaysia, several studies have shown that accounting profession is still popular amongst the students (Goon, 1975, Samidi and Tew 1995; Hashim et al, 2003 and Said et al. , 2004). For example: Goon (1975) found that the majority of her respondents had chosen accounting as a profession. Samidi and Tew (1995) reported that the profession is still the most popular choice 20 years later. Said et al. (2004) found that the accounting profession ranked amongst the two most preferred careers given by the public and private university students. The previous research internationally has examined high school and perception of tertiary students of an accounting profession and their intentions to pursue accounting career as the choice to the main thing in accounting can be made at any educational level. However, in results are many inconsistencies. The most of these prior studies are quantitative surveys whose results are statistically analyzed using a variety of methods including univariate, multivariate and factor analysis. A small number of these papers also utilize a theoretical framework based on the Theory of Planned Behaviours (Cohen Hanno, 1993; Felton, Dimnick Northey, 1995; Allen, 2004; Tan Laswad, 2006). As such, there has been no attempt to determine the reasons behind the perceptions and intentions or to provide any insight into why there are differences. Some accounting education researchers suggest a need for further research that considers these areas, conceivably by using qualitative research approaches (Hardin, OBryan Quinn, 2000; Byrne Flood, 2005; Sugahara, Kurihara Boland, 2006). So this current study sheds insights into the factors that affect a students vocational pathway. It focuses on both undergraduate and graduate students in UUM. The rest of this paper is as follows. It first discusses the prior literature in the area and then outlines the research method. It is accompanied by results, the analysis and related discussion. Work at last represents the conclusions of the study, its limitations and opportunities of the future research. LITERATURE REVIEW INTRODUCTION. There have been many previous studies that have examined the choice of accounting as a career by students, including the factors and people (referents) that influence their choice, their level of interest in accounting, and their perceptions on careers as chartered accountants. PERCEPTIONS OF THE ACCOUNTING PROFESSION. Some studies have found that people perceptions depend on many factors that influence their career decisions (Holland, 1966; 1973). Students perception effect them toward the accounting profession Marriot and Marriott (2003) term, the experience of students at the university and profession impact for pre decision. Therefore the monitor of public perception and students perception is very important for accounting professions, the relation between students perspective and perception of accounting (Nelson et al. , 2002, p. 282). Albrecht and Sack (2000) found that the important reason for declining the number of accounting graduate because they dont have more information about the meaning of accounting and accountants job. (Albrecht Sack, 2000, p. 28). Previous studies in USA identified that are many factors for those accounting students had no plan to accounting major and no idea to choose accounting as a career considered the accounting work environment (Cohen Hanno, 1993; Hermanson Hermanson, 1995; Saemann Crooker, 1999; Fransisco, Noland, Kelly, 2003; Allen, 2004). However, other research suggests the negative perception of accounting in Australian accounting university (first-year accounting students) (Jackling Calero, 2006), but the research in Canada suggests that the students have a high accounting perception (Felton et al. , 1994). Another research in New Zealand, found that the profession as boring for the final year of accounting students at five universities (Ahmed et al. 1997, p. 333). In addition, the study by (Laswad Tan, 2005, p. 61) suggests that business students have the impression that accountants are dull, boring, number crunchers. LEVEL OF INTEREST IN ACCOUNTING. Many studies suggests that those the accounting students (high school) have a more positive attitude towards accounting or becoming a CA, and those students more likely to study at university (Felton et al. , 1995; Hermanson Hermanson, 1995; Bryne Willis, 1995; Sugahara Boland, 2005; Hartwell et al, 2005; Tan Laswad, 2006). the students at high level they effect on those that choose a CA career Felton et al. (1994). Other research found that the students at the high school have experience and interest or matahematics those who choose accounting major (Paolillo Estes, 1982; Cohen Hanno, 1993; Allen, 2004; Bryne Flood, 2005; Hartwell et al. , 2005). In contrast, based in the study by Tan and Laswad (2006) suggests that skills and a background in mathematics are not an important of performance in accounting courses. Another study suggested that the accounting students (first or introductory ) has been argued the first year or introductory is good stage can effect for interest levels or accounting perception and they can impact on tertiary students career (Cohen Hanno, 1993; Felton et al. , 1995; Chen, Jones, McIntyre, 2005; Jackling Calero, 2006). Nonetheless, Saemann Crooker (1999). INTRINSIC AND EXTRINSIC CAREER RELATED FACTORS. A number of studies have indicated that the important factor for accounting students to discipline choice is job satisfaction (Paolillo and Estes, 1982; Gul et al 1989; Ahmed et al. , 1997; Auyeung and Sands 1997). However Paolillo and Estes, 1982 and Ahmed et al. , 1997 also suggests that the lower importance of intrinsic for accountancy. This is in contrast to the findings of Linden (1987), Adams et al. , (1994), Felton et al. , (1994) and Jackling and Calero (2006), who demonstrate that intrinsic factors are very important in career decisions made by accounting students. Some studies found that the interest and enjoyable in the subject is very important to choose accounting major Adams et al. , (1994) and Mauldin et al. , (2000), Saemann and Crooker (1999) this finding was further supported by results of Jackling and Calero (2006) suggests the enjoyment of the accounting topics can affect for students career in accounting. Other studies have found that many students believe the accounting curriculum impacts on students perceptions of the work of the accountant and their desire to pursue a career in accounting (Zeff 1989). Prior research has found misconceptions of what the level of interesting in accounting subject and accountants job are not the only factors that students dont choose accounting as a major Albrecht and Sack (2000) suggest that the high degree and career options are the reasons for declining of the number of accounting graduate. Therefore, intrinsic and extrinsic career related factors might also affect the choice of accounting as a career. There are many factors related to Extrinsic factors such as the job market, financial and career considerations, the costs of becoming a CA have also been examined in prior research. Job variety, availability, security and opportunities have all been proposed as possible factors that effect for accounting choice (Hartwell et al, 2005). Financial factors such as initial salaries and career consideration (potential long-term earning, prestige, career prospects) are the reasons for declining the number of accounting graduate Albrecht and Sack (2000), for example in the US school students 40 % focused opportunities for career promotion and 10 % valued financial rewards (Hartwell et al, 2005). The results for Japan study, suggests that the tertiary students were also attracted by career prospects and social status and prestige (Sugahara Boland, 2005). However, social status or prestige is not so important to Australian tertiary students (Jackling Calero, 2006). But some researchers suggest that the financial rewards dont impact for accounting choice and not as important as intrinsic factor (Paolillo Estes, 1982). However Sugahara Boland, 2005, they suggests initial earning were very important for tertiary students to choose their career. The result of New Zealand study argued that both initial and long term earning are important (Ahmed et al, 1997) MAJOR HUMAN INFLUENCERS OR REFERENTS. Prior studies suggests that the human or referents very important factor that impact for students for their career or to became CA ,some examination of the literature surrounding potential influencers or referents indicates there are five possible groups: parents/caregivers, friends, accounting/business professional members, university instructors and high school teachers/career advisors. Ahmend et al (1997) . (Cohen Hanno, 1993; Allen 2004). They use the Theory of Planned Behavior (TPB) as its theoretical framework have identified that tertiary students make a choice of major, in part, based on what their relevant referents think they should do This was also the case in the Tan and Laswad (2006) study. Regarding the importance of parents. Sugahara Boland, 2005 found that the most importance or significant is parents to influence of students choice . However, other US studies have found them to be less important (Paolillo Estes, 1982; Hermanson Hermanson 1995; Maudlin et al. , 2000). When combined with friends, family was found to be significant (48%) by Hartwell et al (2005). However, friends on their own were seen to be less important in the studies by Paolillo and Estes (1982) and Hermanson and Hermansson (1995). Japanese study found that the members of accounting or business professions were the most influential referent for accounting students career(Sugahara Boland, 2005) and the second most influential one for US accounting majors (Cohen Hanno, 1993; Hermanson Hermanson, 1995; Allen, 2004). US research has further demonstrated that accounting professionals can have an impact on the perception of accountants and the accounting profession when they make planned presentations to introductory accounting courses (Fedoryshyn Tyson, 2003). The high school teacher and high school career advisor found by previous studies. Hermanson (1995) and Hartwell et al. (2005) . Some research such as Hermanson and argue that in the US, high school teachers / career advisors only influence 5 to 12% of their students career choice. They were also found to have a weak influence on Japanese students (Sugahara Boland, 2005). However, the studies in US and Ireland has identified that the influence of teachers for students to their accounting perception (Paolillo Estes, 1982; Mauldin et al 2000; Byrne Flood, 2005; Byrne and Willis, 2005). Even though the results are inconsistent, any misconception of accountants and the accounting profession by these high school teachers and career advisors has the potential to change a students major or career choice. Wells and Fieger (2005) in a New Zealand based survey of high school teachers found that there was a mismatch between high school teachers perceptions of accounting and accountings actual role and that the teachers had a low opinion of accounting as a career option for students. These results are similar to two other studies that utilize the same survey instrument, those of Hardin et al. (2000) and Sugahara et al. (2006). These two research studies suggest that high school teachers consider accounting monotonous and boring (Sugahara et al. , 2006, p. 416) and that the accounting profession has a serious perception problem among high school educators (Hardin et al. , 2000, p. 216) when compared to other professions such as medicine, law and engineering. Furthermore, the Wells and Fieger (2005) results support those of Fransisco et al. (2003) who conclude that, in addition to the boring image of accounting, some high school teachers in the US are not encouraging their brightest students to consider accounting as a career. High school career advisors perceptions of the accounting profession have also been investigated. Pollock, Papiernik and Slaubaugh (2002), in a US-based study suggest that career advisors thought that the accounting profession was uninteresting, stressful, time consuming and not that financially rewarding with accounting overall being viewed as boring. They were also not familiar with the CPA requirements. However, high school career advisors have not been examined in a New Zealand context. Many researchers suggests that the students not only influenced by own perception but there are many reasons such as teachers, parents, and friends that effect their choice in high school or university Harrison (1998), however prior studies found that the impact of teachers on a students very important in university to choose accounting as major (e. g. Paolillo and Estes 1982; Hermanson and Hermanson 1995; Geiger and Ogilby 2000; Mauldin et al. , 2000) Some studies also found that parents had strong influence on accounting decisions Inman et al. , (1989); Mauldin et al. , (2000) and Tan and Laswad (2006). The result about Asian students suggests that the important of human to effect of their opinions towards accounting major Auyeung and Sands (1997). Tan and Laswad (2006) also found that international students in particular regarded the views of parents and career counselors as important in their selection of intended major. METHODS AND DESIGN TARGET POPULATION. The target population of this study is the Universiti Utara Malaysia (UUM), students studying of postgraduate and undergraduate Accounting course in 2010. SAMPLE. The sampling procedures relied on convenience and self-selection. All members of the sample were enrolled at university Utara Malaysia in one of the Malaysia universities. they were either in an Accounting-major class. For this study, there were two Groups, postgraduate and undergraduate students in UUM. INSTRUMENT. The instrument came in the form of a modified from Satoshi Sugahara and Gregory Boland (2005) study, the Accounting Profession as a Career Choice for tertiary Business students in Japan . 112 the questionnaire included 17 questions. Seven questions were related to Demographic information, five Questions related to Career choice, and five questions were related to perception toward the accounting profession. The Perception questions dealt with topics that affected specific perception toward the accounting profession such as background for accounting, occupational attributes regarding an accountant, difficulties to become a CPA. The career choice questions dealt with future career plans and goals as well as major selection and development, influenced by people, and factors for career options and development. DATA COLLECTION. The data set used in this study was collected via questionnaires completed by 150 students undertaking the accounting major as part of their undergraduate and postgraduate studies at a Universiti Utara Malaysia. This unit of study represents the first unit of accounting studied in the undergraduate and postgraduate degree that is only completed by students pursuing an accounting major. The questionnaire collected background information relating to entry pathway, country of permanent residence and factors important in decision to major in accounting The present study replicated several aspects of prior study of Satoshi Sugahara and Gregory Boland (2005) ,the Accounting Profession as a Career Choice for tertiary Business students in Japan , a factor analysis using the Accounting Attitude Scale (AAS) developed by Nelson (1991). The 150 questionnaires were distributed and collected directly from the classrooms at each Class. After eliminating unusable questionnaires, an effective 112 responses (74. 66% response rate) were used. Most of the unusable responses were due to the incompletion of the Questionnaires STATISTICAL ANALYSIS. Factor analysis was selected as the prime method for our study. This method is usually conducted by using a combination of factor extraction and factor rotation. It is possible that by using the factor extraction method we can identify any underlying latent patterns of relationships among students vocational attributes. This has the effect of condensing the gathered information into smaller and more meaningful components or factors. The factors were identified by determining the optimal combination of attributes, which enabled more of the variance in the data to be explained compared to any other variable combinations. Among several factor extraction methods available, the principal component analysis was selected for this study simply because it is one of the more commonly used today. The optimal numbers of factors were determined by applying the most commonly used eigenvalues- greater-than- one rule (Kim Mueller, 1978). From the samples used in our study, two factor analyses were conducted for both the postgraduate and undergraduate accounting students groups. As for the factor rotation procedure, the Promax rotation technique was applied to assist us in the interpretation of potential influential factors. This method has also been widely used in previous studies, for example Ahmadi et al. (1995). Following the analysis of these vocational attributes a descriptor was assigned to properly reflect the meaning of the factor and grouped attribute. In addressing students perceptions of the work of accountants the study uses descriptive statistics to examine the attitude of undergraduate and postgraduate students towards the accounting profession. The study explored students attitudes towards the work of accountants following the methodology by Satoshi Sugahara and Gregory Boland (2005). RESULTS INTRODUCTION. In this study, questionnaires were distributed to students studying the accounting course in the UUM. Of the 112 useable responses 74 were female and 38 were male. The distributions of students by race were 88 Malaysian students (46 Malay, 38 Chinese, and 2 Indian), 12 Arab, and 12 other international students. GENERAL PERCEPTIONS. The results of the present study show that the majority (32. 14%) of the respondents chose their careers during Pre-High school. This may imply that the recruitment campaigns at schools are fairly effective, but that career guidance teachers should provide more information to enlighten students regarding the pros and cons of the profession. This is in line with the findings of Hermanson et al. (1995) and Paolillo and Estes (1982). However, Sale (2001) and Graves, Nelson and Deines (1993) found that the majority of students made their career choice only once they had registered at a tertiary institution. CAREER CHOICE MOTIVATION DATA. PERCEIVED CONSTRAINTS OF THE PROFESSION. FUTURE CAREER PLANS. There are four factors were identified for accounting students. These results explained 73. 953% of total variance. The Promax method was selected for rotation, and all attributes with factor loadings of more than 0. 5 were retained for the purpose of this analysis. The first largest factor for accounting students was interpreted as Intrinsic and extrinsic career related factors (23. 154%) confirmed by the two attributes such as chance to make a contribution and nature of job. The intrinsic value was specifically defined in prior studies (Felton et al. ,1994; Ahmed et al. , 1997) as the factor relating to ones satisfaction derived from jobs, which Provide the chance to be creative, autonomous, intellectual challenging and working in a Dynamic environment. Prior New Zealand research (Malthus Fowler, 2003) has indicated that although extrinsic factors such as financial rewards, prestige and other market related factors are perceived as important when choosing an accounting career, they are inconclusive as to whether intrinsic factors such as job satisfaction are also important. The financial rewards factor. Financial reward has been regarded as an important factor that affects a students career choice decision in many prior studies (Paolillo Estes, 1982; Kochanek Norgaard, 1985; Inman et al. , 1989; Adams et al. , 1994; Felton et al. , 1994; Ahmed et al. , 1997) In the present study, this factor, comprising good initial salary and good long-term earning. Nevertheless, we believe that the attributes of financial rewards were integrated with other attributes to form different factors. As seen above, the attribute good long-term earning was combined with the largest Career Prospects factor. Similarly, the attributes for financial rewards, for example good initial salary, come with job availability. Another factor for accounting students was interpreted as Job Market Conditions. This factor also has been observed in previous studies (Felton et al. , 1994; Ahmed et al. , 1997). The two attributes of element of job variety adventure and flexibility in career options were basically incorporated into this factor. The factor of working environment. Although accounting students consider this as one of the influential factors. In accordance with this factor, Buckley McKenna (1973) similarly regarded some attributes, for examples the length of work hours and other physical working conditions, as crucial aspects of employers job motivation, which would affect ones career choice. However for this current study factors contained the three following attributes: sufficient time for social life, length of work hours and good physical working conditions. Research has suggested that at high school, the study of accounting, an aptitude for mathematics and/or an interest in the subject impacts on the choice of accounting as a career with this choice potentially being influenced by the students teachers and career advisors. The high school and tertiary students who were studying accounting generally had a more positive attitude towards accounting and accountants. The perception as to what skills and characteristics are required for an accounting career potentially affects the type of student the career advisors may encourage to study accounting at high school. Nonetheless, the results also indicate that other factors played a role in the career decisions the students made. The final factor for accounting students was interpreted as The Major human influencers or referents factor ranked relatively lower for both student groups in deciding their vocational choice. The empirical study by Inman et al. (1989), Silverstone Williams (1979) and Mauldin et al. (2000) reported that parental influence was relatively stronger. Similarly, Cohen Hanno (1993), Allen (2004) and Tan Laswad (2006) discovered that close friends and business friends have exercised significant influence on students major choice when studying accounting. Previous New Zealand Laswad Tan, 2005, Charting a course into accountancy, Chartered Accountancy Journal of New Zealand, 59-61 research suggests that the most important referent for New Zealand students is their parents (caregivers). However, international research suggests other groups may also be important. It was apparent from all the student focus groups that the main referents were the students parents and family members, teachers, and people. Other referents mentioned were friends, and university. CORRELATIONS. Correlation is a vicariate measure of association (strength) of the relationship between two variables. It varies from 0 (random relationship) to 1 (perfect linear relationship) or -1 (perfect negative linear relationship). It is usually reported in terms of its square, interpreted as percent of variance explained. The use of partial correlation is usually restricted to simple models of 3 or 4 variables, 5 at the most (Cohon, 1983). Correlation will also be attenuated to the extent there is measurement error, including use of sub-interval data or artificial truncation of the range of the data. Correlation can also be a misleading average if the relationship varies depending on the value of the independent variables. This section reports the correlation analysis results of maximum figures of inter-factor correlation were 0. 294 between factor 4 and factor 2 for accounting students, and shown the relationship between factor 3 and factor 1 were 0. 261, also the correlation between factor 3 and factor 2 were (0. 236). STRATEGIES TO ENCOURAGE ACCOUNTING STUDENTS. As noted above the results of our factor analysis for accounting students revealed that the major influential factor was Intrinsic Value. It would appear credible that such occurrences may quickly drive a students career choice away from accounting. To address this worrying issue, it is necessary to disseminate appropriate promotional activities that can negate such negative images and convince students of the attractiveness attached to a CPA profession. Our study also reports that the factor Career Prospects is ranked relatively higher for accounting students. From the authors experience. The empirical evidence supports this. However, our study suggests that this kind of information can be very harmful to our brightest accounting students. The findings also suggested that accounting students seem to be quite sensitive to employability when it comes to Job Market Considerations. While this factor was ranked for accounting students, the sub section for accounting students contained two specific attributes: namely job availability and security of employment. Working environment and financial rewards are in common in terms of physical benefits. Several prior studies examined and found that these factors have significant influences on a students career choice in relation to accounting (Paolillo Estes, 1982; Kochanek Norgaard, 1985; Inman et al. , 1989; Adams et al. , 1994; Felton et al. , 1994; Ahmed et al. , 1997). In contrast, the finding of our study in Malaysia indicated that these were ranked as only minor factors. The results again confirm that both the professional body and the accounting firms should give more attention to the intrinsic values rather than the physical factors when marketing the attractiveness of a CPA career especially for the accounting students. As for the remaining influential vocational factor for accounting students, Persons Influences, was rated the lowest. Prior studies discussed the effectiveness of this factor but have failed to agree on this issue. Some studies insisted that Persons Influence is very important to a students career choice (Paolillo Estes, 1982; Cohen Hanno, 1993) while other studies have not supported this impact (Gul et al. , 1989; Ahmed et al. , 1997). The analysis of this current study in Malaysia supports the latter cases, which indicate that promotional activities involving other persons could be relatively ineffective in encouraging accounting students. Job market considerations were also ranked relatively higher accounting students. This also suggests we need to emphasize the importance of the economical and physical conditions of an accounting career, rather than the mental factors such as occupational intrinsic values that were more important to accounting students. Therefore, in establishing a career pathway accounting students may be slightly driven by these attributes in the short-term. This aspect should also be considered by the professional body and accounting firms when developing remuneration schemes. CONCLUSION. The purpose of this study was to observe factors profiles in career choice for accounting students. The results of our empirical study indicated that there were four factors, our study also suggests strategies for the accounting professional body and the accounting firms to develop and maintain the attractiveness of the CPA in accordance with the results of the statistical analyses. As discussed, the strategies to promote the accounting profession. There are several limitations in this study. The strategies used to promote the accounting profession to accounting students and vice versa. Any contradiction between the resulting strategic will diminish if we can identify students future career perspective at an early stage of their career. Secondly, the study only asked students opinion regarding the attributes influencing their career decision. We ignored the effects on career choice of personal values, which is regarded as one of the cognitive styles, may influence a students career choice (Kolb, 1981). Thirdly, this study focused on the domestic population. Since some of the findings in this study were unique to specific traits identified in Malaysia, it is difficult to conclude discussion without comparative counterparts. International comparative studies within several countries regarding this topic will be required in order to finalize the issues. These limita

Of course youre joking, Mr. Feynman! Review Essay Example

Of course youre joking, Mr. Feynman! Review Paper Essay on Of course youre joking, Mr. Feynman! An entertaining and instructive book. At that time I received an answer to the question where and how to get people in this case physics with extraordinary views, developed with a critical eye, train the brain, ready to engage in the solution of any highly complex task at any moment. And the more difficult the task (for example, deciphering ancient writing), the more fun these people manage to extract from the process itself It all started in early childhood is very common with enthusiasm the most varied handicraft:. Fix locks, appliances, radios and etc. etc. Feynman later even became famous for being able to professionally (or even on a dare) to open the locks of safes super complex, which houses, not much is not enough, the documentation for the development of atomic weapons. Responsible for nuclear secrecy generals literally covered in a cold sweat from such eccentricity. Among the known to me (including yourself!) The best theoretical physicists these qualities are quite common. Work hands-Yourselfers, possession of machine tools, machinery childhood educates and provides the most powerful impetus to the development of intelligence. These craftsmen were Kapitsa, Migdal, Kadomtsev and more. ., Etc. Recently, I was immediately on the spot one of my oldest and closest friend a theoretical physicist, head of the theoretical department of the Institute of the largest he had too much on their own engine of its foreign cars (Lake Volvi) so that she then went for a long time, yet he did not sell. Services that theoretical this theoretician More search We will write a custom essay sample on Of course youre joking, Mr. Feynman! Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Of course youre joking, Mr. Feynman! Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Of course youre joking, Mr. Feynman! Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And Feynman recalls to him for repairs carried household entire district Equipment Another common impulse often comes from the development of a!. musical instrument. Here Feynman scored! Already in the rank of the Nobel Laureate, he carefully concealing their status, enthusiastically played the drums in a professional team, and even won with it the musical contest with the finale in Paris! It was only in the final of the pros of the jury was suspected that the musician is somewhat unusual (Feynman knew entries and letters). musicians career began long before that he took part in the procession of the carnival in Brazil, where he scored his abilities amorous adventures of the young professor is particularly laughable: one of the girls college did not want to believe it, thats the klutz -. the same physics professor. All they considered him a liar, and an acquaintance stopped immediately. But as soon as he pretended to be overage freshman all at once it turned out it all at once tried to take care of, but the deception then inevitably opens The story of the atomic project interesting anecdotes about the struggles and adventures of the young professor with the local bureaucrats-sekretchikami.. I wonder how he met Feynman and Bor. Feynman came to the performance of light and of physics at the end of the seminar, Bohr asked his son to invite for further discussions of the young person with galorki, which, unlike the audience alone behaved very disrespectful: not nod in assent head, did not make an intelligent species and did not agree with almost anything, what was trying to preach to the founding father of the atomic physicist Niels Bohr. each status scientist sooner or later have to deal with the system of intellectual tricks, tricks and other aukoobraznoy nonsense issued for science. This phenomenon has even got its own name SBR system -Bred Sivà ¡ Mares. Its funny to compare how in such circumstances behaved Feynman just following just such a recipe:  « a few words about how to deal with the Ivory Coast. The usual way the arguments, disputes, contemptuous disregard, etc. -. Not help. Here you just intellectually and figuratively hit in the face to move from theory to practice. Practice here this is a hoax and scandal (more here: Here is what Feynman about their participation in one of scientism: Was there a sociologist who has written more on the eve of the conference paper, which we all ought to read. As soon as I started this damned thing to read, I have my eyes on the forehead climbed: I read and I can not see any rhyme nor reason The thing is, I decided that I did not bother to read any book from the same list in general!. I began to pester feeling of incompetence and pestered until I said to myself: Pr itormozi and slowly read one sentence, you look and youll understand what the devil it means  » I slowed down -. on the first available spot -. and carefully read the following sentence Precisely I do not remember it, but it was very similar to this: Individual members of the social community often receives information from visual, symbolic channels » I turned the proposal this way and that, and finally translated it into normal language.. Do you know what it meant? People read ». Then I picked up the following proposal and found that I could translate it as well. Then everything went easy: Sometimes people read, sometimes listening to the radio, and the like, it simply was written before the catchy, that from the first time I did could not understand, and when in all has understood, it turned out that this article was simply not on the than I participated in meetings of the stenographer who wrote all this tyagomotinu. And on the second day he came to me and said: What do you do? Youre certainly not a professor -? Thats exactly what the professor I answered -. The professor then -? Physics Ah! Well, I guess thats the whole point he said -. What business -? Yes, you know, Im a stenographer, I type on my typewriter all, what can I say . So, when all the other act, I enter their word, and what is at stake, I do not understand. And every time you ask a question or something utter, I understand everything up to the point and your question, and the meaning of what you have said that I decided that professor you be well, just can not (whole fragment here:)! . just the same, hits the eye the obvious: a great inner freedom of the American independent judgment, inability to simply on faith to accept imposed on even prominent people point of view, the ability in their eyes called nonsense galimatoy:  «this conference was attended by a huge number of fools, and n pyschennyh and I from them simply on a wall climb. Conventional fools it is still all right: you can talk to them, they try to do something to help. But pompous fools fools who conceal their nonsense and trying, by any hocus-pocus to convince people think about what they are fools, remarkable and outstanding I GIVE THAT THESE CAN NOT! Neutral fool does not cheat, he is a fool honest. And the worst dishonest fool, and there can be nothing! Here is their something I was at that conference, and saw horde of pompous fools and the spectacle is me terribly upset  » Examples of direct benefits of such behavior in the book enough.. This is an invaluable quality was at the time appreciated by the Minister of Education of Brazil, where Feynman some time teaching (funny episode about it can even be read here:):  «- Mr. Feynman rattled us a lot of unpleasant things, evident, however, that he really loves science, and is sincere in his criticism. So I think we should listen to him. I came here knowing that our educational system suffers from some ailment, but now I know that she was ill with cancer  »  « These guys had some strange arrogance no one knew anything, and everyone pretended to understand. All depicted people who know, but if someone from the students at least for a moment admitted that he did not understand them, and asked the question, others were taken shpynyat him, pretending to be here and to realize a particularly nothing, reproaching for being he was wasting their time. I have tried to explain to them how useful collaboration, discussion, general conversation, but they did not agree, fearing disgrace one by the fact that they will ask questions. Piteous spectacle!  » Brazil talking about? And do not remind you of anything?