Becoming a Business Accountant Essay Example for Free

Becoming a Business Accountant Essay Business Accountant help to ensure that the country’s firms are run efficiently, its taxes are paid on time and its public records stay accurate. Accountants offer a wide variety of business and accounting services. Some of these services are: public, management and government accounting. Their main tasks are preparing, analyzing, and verifying financial documents in order to provide information to clients. Many accountants are required to have a lot of skill and knowledge. Most accountant work in an office, however those that are self-employed may be able to do part of their work at home. Accountants who are employed by public accounting firms and government agencies sometime have to travel often to perform audit at branches of their firm, clients’ places of business, or government facilities. Usually accountants work about a 40-hour week, but most work longer especially if they are self-employed and have many clients. Most accountant position requires at least a bachelor’s degree in accounting or a related field. Beginning accounting positions in the Federal Government requires 4 years of college including 24 semester hour in accounting or an equal amount of education and experience. Also practical knowledge of computers and their applications in accounting is a good thing to have for job seekers in accounting field. People who want a career in accounting should have a skill in mathematics and be able to analyze, compare, and interpret facts and figures quickly. They must be able to communicate the results of their work to clients.

Because I Could Not Stop for Death :: Literary Analysis, Dickinson

Because I Could Not Stop for Death is proclaimed to be Emily Dickinson’s most famous poem. This poem reveals Emily Dickinson’s calm acceptance of death. She portrays death being a gentleman that surprises her with a visit. Emily illustrates everyday scenes into a life cycle. While her metaphors explore death in an imitable way, her lines often contain as much uncertainty as meaning. Life and death are but trails to eternity and are seen less important when viewed in the framework of eternity. Emily Dickinson’s poem Death is a gentleman taking a woman out for a drive.† Because I could not stop for death, He kindly stopped for me† (Dickinson 1-2). Emily describes being a busy woman who is caught up with everyday situations. When it comes to death, no one plans on a time or date to die; what Emily is identifying as a tragic event is translated to being a casual experience. Emily writes, â€Å"The carriage held but just ourselves, and immortality,† (3-4). Emily describes her ride with death, but affiliates a third rider Immortality. â€Å"Davidson does not emphasize what is gained after death; she emphasizes what is lost because of death,† (Privatsky 35). Emily’s third passenger has a wide variety of interpretations. Normally, one doesn’t think about death, yet Emily’s approach to death is similar of the approac h to immortality. My viewpoint is Emily construes her belief in a soul that does not die but live on till eternity. â€Å"The idea of immortality is confronted with the fact of physical disintegration. We are not told what to think; we are told to look at the situation,† (Tate 26). According to Dickinson’s words, He slowly drove He knew no haste (5-6). Emily describes a relaxing slow pace towards an unknown destination. On the way she enjoys the peaceful scenes. â€Å"We passed the school, where children strove, At recess – In the Ring-â€Å"(Dickinson 9-10). Emily is reflecting in her past, this may also be seen as the beginning of a life cycle. Emily then goes on to say, We passed the Fields of Gazing Grain- (11). The phrase that she decides to use is judicious because she is not the observer, but instead she is the observed. At that point, she further goes on to describe â€Å"Setting Sun-â€Å" as the last scene in her ride.† All three of these ima ges suggest phases of the life cycle that the speaker has passed and is passing through and clue us in on her experience†¦Time has stopped for her, and the fields of grain do the gazing, not her,† (Semansky 34-35).

Example Research Paper

The Effects of Preferred vs Standard Colors on College Students’ Short Term Memory Kristen N. Williams Emporia State University Abstract Can color help enhance students' ability to learn and better prepare for tests and with other school assignments? The participants were 15 college students at Emporia State University. I used an independent two-group design where students signed up via Blackboard. Participants had 2 min to look at the word list, either black words or color words, then another 2 min to recall what they had seen.I was expecting to find more color words recalled than black words. However, I found no significance between colors and black words. This finding is inconsistent with the findings of Camp, Pecher, Schmidt, and Zeelenber (2009) where color did in fact affect a participant's ability in remembering. Keywords: recall, colors, memory, word list The Effects of Preferred vs Standard Colors on College Students’ Short Term Memory The ability to obtain and store information in a short time is short-term memory. Factors can help increase the ability to retain more information.According to Sagi (1980) â€Å"words of colors are recalled well than and at the expense of printed colors† (p. 149). Previous research by Dreschsler (1960) has suggested that different colors have different effects on individuals and can have some connection to one’s subconscious as well. According to Tait (1912), â€Å"colors may affect multiple aspects of one’s memory† (p. 1). Past research using recall-testing (Noble, 1952; Radvansky, Gibson, & McNerney, 2011; Rockway & Duncan, 1952; Watkins & LeCompte, 1991) studied how well people can retain information.Radvansky, et al. , (2011) found that among four experiments performed, when individuals had another sense manipulated, sense of sight, the individuals were able to retain words from the word list presented to them. The best perception that increased memory retention was the aspec t of colors (Radvansky, et al. , 2011) MacKinnon, Geiselman, and Woodward (1985) found that participants’ effort and their ability to retain information when paired with an interference decreased. As one progresses with age their memory may tend to fade ut some research has found an increase in memory retention when older adults performed a recall test using colors although multiple responses does tend to decrease after multiple features (Gagnon, Soulard, Brasgold, & Kreller, 2007, p. 210). Within this research, participants were in into two groups by their ages. They underwent three different conditions, the same for each group. While one test varied on one feature, like color, the second varied with color and size, while the third varied in three different features, color, size, and font.They tested participants to see how well they were able to retain the word list, along with the other features, because of the colors, both groups had the ability to remember more from the word lists, but the older individuals were not able to remember the other features as well as the younger participants. Many have used recall tests as their form of testing in their study, whereas the others use colors within their tests to help measure how it affects the individuals memory, whether it deals with emotional ties (Tait, 1912) or to just test whether it affects one’s ability in remembering (Camp, Pecher, Schmidt, & Zeelenber, 2009).The primary goal of my research was to see if participants would memorize a higher percentage of words in color than in black. I believe that this experiment could help students better their studying, may help students remember words for a test, or quiz, and possibly use color to help transfer items from short-term memory, to long-term. Method Participants Participants in this study were 15 college students enrolled in undergraduate psychology courses in the spring of 2012 at Emporia State University. Participants possibly earned cour se credit for their participation, but their instructors will make other alternatives available.I obtained my participants via sign-up online through Black Board. Materials The following words were on a power point slide (Appendix A; Chair, Moon, Tape, Armadillo, Kitchen, Glue, Phone, Newt, Notebook, Cookie, Ring, Flower, Couch, Blanket, Fire, Sand, Lion, Bully, Window, & Hair). The recall survey (Appendix B) contained a number list for participants to fill out, along with a short demographic form (e. g. gender). Design and Procedure I obtained an ESU IRB approval (Appendix C) prior to conducting any procedures of the independent two-group design experiment.When the participants signed up for the study I assigned them to either Group Black Words (views word list in black and white) or Group Colored Words (views same word list, except in different colors). I gave and read the informed consent form (Appendix D) to the participants as they read along. They had 2 min to memorize the wor ds. After that, participants had another 2 min to recall the words onto their surveys. After time was up, I debriefed them (Appendix E). Results The independent variable was color of words (Black, Colors) and the dependent variable was participants' percentage of recalled words.I included total of all words recalled in color. I determined the mean and standard deviation for each group's recall percentage (see Figure 1). I performed a t test for independent samples to compare the group means, Black words (M = 98, SD = 3. 4) and Color words (M = 37, SD = 2. 3). However, there was not a significant difference between the means of black words and color words. Discussion The present experiment was designed to assess the effects of colored words on memory. I did not find a significant difference between words in black, and words in colors.This experiment was different from past research. For example, Sagi (1980) looked at the recall of colors and the ability to remember those colors versu s printed colors, whereas this experiment looked at how colors affect an individual’s memory in recalling a simple list of words. Also, Tait (1912) looked at how colors that are repeated can increase an individual’s ability to remember, where I searched to find if color could do the same thing except with words. The findings I had received were different from the other researches, in terms of not finding any significant effect.There were hopes in finding a connection to color, by means of memorization because Dreschsler (1960) found that individual’s were giving more emotional responses to colors rather than neutral, plain colors. That which showed it affected the individual and because of this association, I had hoped through this research I could find that aspect and show that color could also help individuals in terms of memorizing a list of words. MacKinnon, Geiselman, & Woodward (1985) found that individuals who looked over the words twice as long as the co ntrol group, they had recalled more of the word list.The reason this experiment had a different result is because they changed the length of time, whereas I changed the colors, which would explain why they found an increase in successful recall. The possible problem I could have encountered that caused an insignificant affect was that the word list could have been too simple for the college students. I had used such simple words so it could transfer to any age group, to make an easier generalization or another problem could have been the number of words, 20.Although I did not find a significant effect, I did show the great amount of words a college student can retain in their short-term memory. Just like in past research done by Gagnon, Soulard, Brasgold, & Kreller (2007), who found that as one increases in age, their memory and attention decreases, but much younger, college age, can remember and recall better, and faster. This experiment is still of worth, although there was no sig nificant affect, in terms of finding a way for individuals to better learn in school, and help with studying habits.It has opened doors to new ideas to better students, whether they are in elementary, or college. The next step to take is to increase the group sizes, and choose a greater variety of colors and more complex words, but not overly complex, because it still needs to be easily generalized to other individuals. If a significant affect is discovered then the aspects of favorite colors can be researched in hopes of finding ways for students to better themselves in school. References Camp, G. , Pecher, D. , Schmidt, H. G. , & Zeelenberg, R. (2009).Are independent probes truly independent? Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 934-942. Drechsler, R. J. (1960). Affect-simulating effects of colors. The Journal of Abnormal and Social Psychology, 61(3), 323-328. Gagnon, S. , Soulard, K. , Brasgold, M. , & Kreller, J. (2007). Effects of normal a ging on memory for multiple contextual features. Brain and Cognition, 64(3), 208-216. MacKinnon, D. P. , Geiselman, R. E. , & Woodward, J. A. (1985). The effects of effort on stroop interference. Acta Psychologica, 58(3), 225-235. Noble, C. E. (1952).The role of stimulus meaning (r) in serial verbal learning. Journal of Experimental Psychology, 43(6), 437-446. Radvansky, G. A. , Gibson, B. S. , & McNerney, M. W. (2011). Synesthesia and memory: Color congruency, von restorff, and false memory effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(1), 219-229. Rockway, M. , & Duncan, C. P. (1952). Pre-recall warming-up in verbal retention. Journal of Experimental Psychology, 43(4), 305-312. Sagi, A. (1980). Color-word interference in a recall test. Journal of General Psychology, 103(1), 149-154.Tait, W. D. (1912). A short study in dislike. The Journal of Abnormal Psychology, 7(1), 1-4. Watkins, M. J. , & LeCompte, D. C. (1991). Inadequacy of recall as a basis for frequency knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(6), 1161-1176. Appendix A Word Recall PowerPoint Slide Appendix B Survey Appendix C ESU IRB Approval Letter Appendix D Informed Consent Form Appendix E Debriefing Statement [pic] Figure 1. Mean recall scores for participants who either saw black words (n = 7) or color words (n = 8). Error bars show standard deviations.

Living Up To Societies Gender Stereotype - Free Essay Example

Sample details Pages: 5 Words: 1441 Downloads: 2 Date added: 2019/04/12 Category Society Essay Level High school Tags: Stereotypes Essay Did you like this example? When men are described as strong, independent, brave, and tough. Women are described as submissive, sensitive, talkative, and maternal. Stereotype is defined by a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment (Merriam-Webster).There are many stereotypes to be held about gender roles and their impact on men and women. Even though biology determines sex, these stereotypical roles are learned norms for society. There are many biological differences between male and female, and gender is viewed as a social position that affects ones mental development. Gender roles are subject to change over time just as societies mental development changes with time, stated in Gender roles and gender role conflicts (Pearlstein). These stereotypes are faced by society every day, young children watch their parents and role models and are receptible to the actions seen. Claire Vaye Watkins portrays gender roles in her short stories, The Last Thing We Need and Wish You Were Here. The two short stories go hand in hand with both lead characters not meeting the standards society has in place for their genders. Don’t waste time! Our writers will create an original "Living Up To Societies Gender Stereotype" essay for you Create order When Wish You Were Here started, lead character, Marin and her husband live a happy life until they move to this adobe (101) town where satisfactory seems to subside and is described by Marin that she feels this little town tries too hard (101). The story goes on as the couple have conceived a child, this is the sight of gender roles shown in the story. Along with the growing child in Marins body comes the growing of arguments and tension between the couple, the story says Before the child is anything, it is a catalyst for fights.(102) This is explained by Pearlstein, Researchers have found that the gender roles of married couples tend to become more clearly defined following the birth of a child. Often the woman assumes the primary responsibility for child care and the greater part of the housework. This is not what happens in Watkins story; although, readers are shown bits and pieces of Marins maternal instincts, Marin does not care much about eating healthy, exercising, or compromising on things to be shown to the child once in this world. Her husband, Carter, wants to know all the details about Marins action through the day and everything that could potentially affect their child. He is very involved, and took the maternal position in the story once the child, referred to as It(107), was born. He is a hand on a father who wanted a say so in his childs life and the day to day variables affecting him. The story uses Carter taking this strong interest in his child as a way to tear down the stereotypical father who would be taking the role as bringing income for the family and allowing the mother to presume the responsibility of the children. In the same way, the story shows Marin as a mom who does not take the maternal job as Pearlstein describes womens roles often are. This continuing theme of gender roles being taken lightly follows as Marin drinks more than a few beers and smokes a joint. This is not the image of mothers that come to mind; otherwise imagined as a traditional image of a woman with combed hair, and a nicely matched outfit in the kitchen cooking or helping her children, not kicking back smoking a joint and drinking beer. This shows how societies views on what women and men shall be doing affect the views on how genders should act and what roles those genders shall be responsible for. Watkins short story in Battleborn, The Last Thing We Need starts with a male lead crumbling beneath the pressure of his innocence being taken away too soon and having to become a masculine figure who was too much, too soon for Thomas Grey. The narrator shows the readers the wavering mental stance of Grey as the story is a compilation of letters Grey has written to an owner of a Chevy Chevelle, a ?66 (26). Grey found this vehicle wrecked and abandoned, with pictures and letters in the inside; he sees more than a glimpse of the owner. He sees a glimpse of his late childhood, a glimpse of being in high school, working a night shift at a gas station where a boy in a small town drives up in a Chevy Chevelle 66 and comes in with a gun. The fucking money, Frankie said (35). In this moment Thomas Grey grabs the before mentioned gun from under the counter, and as he pulls the trigger as the fast moving bullet leaves the barrel so does Thomas Greys innocence leave him. Thomas Grey is told over and over he did the right thing, but this does not clear him of the guilt he feels for his actions. This moment in his life follows him to college to meeting his wife and keeping the encasing action to himself. The letters written to a man never met by Grey, someone who the story does not answer the questions of if he is still alive, receiving the letters or the relevance to the man; the only connection and information given is that he is the owner of the car that brings back this awful life changing event in the narrators life. This moment in Greys life brings him to lie, run away, and makes him a coward to the past. In the article The Burden of Being a Man in a Patriarchal Society, Strength was found to be prime masculine stereotype in men this is what is expected and Grey doesnt show this with his weary letters to the man unknown to him and the obsession to a car that his wife describes as That man, the one who knows a 66 when he sees one, thats not the man she married(37). Expectations of men are explained as, Once a boy grows, his habits of dressing, eating, attitudes, and relationships are all socialized constantly with the thought of masculinity. (Adil) Thomas Grey grew into a man with this daunting life that a rightful action affects his daily roles, as a father, as a husband, and as a man. Conforming to societies gender roles is how genders learn the difference between what society deems fit for their themselves.Human beings begin to develop gender identities very early in life as they pick up on cues and clues given off from the sociocultural contexts in which they find themselves. As people and institutions demonstrate socially appropriate ways of being male or female, children become apprentices and learn what it means to be a boy or girl in their culture(Csinos). The teaching of gender specific roles begins immediately with infancy. This continues as the child grows, mothers and fathers play roughly with boy children than with girl children. As children continue to grow boys are supposed to run errands earlier than are girls. Boys are told boys dont cry, and they are to control their more feminine emotions, while girls are taught to embrace their emotions. Gender roles taught to children conform them into the men and women society expects them to be, with the exclusion of a few, including Marin, Carter, and Thomas Grey. Being masculine or feminine is a norm learned from values society forces upon men and women every day. Everyone is conformed into these norms, and it is up to the people to decide how they grow with what they have been taught and shown, or will the people dismay from the norms and become a maternal figure as a father or become a weak man, who to a reader could be mentally unstable. It is up to the people to decide to fall into the gender roles or to create personal gender roles. Works Cited Adil, Farah, et al. The Burden of Being a Man in a Patriarchal Society. Journal of Arts Social Sciences, vol. 4, no. 2, Dec. 2017, pp. 57â€Å"70. EBSCOhost, ezproxy.selu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=a9hAN=128207430. Csinos, David M. Will Boys Be Boys and Girls Be Girls? Correcting Gender Stereotypes Through Ministry with Children. Priscilla Papers, vol. 31, no. 4, Oct. 2017, pp. 21â€Å"26. EBSCOhost, ezproxy.selu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=rlhAN=126124237. Pearlstein, Elyssa. Gender Roles and Gender Role Conflicts. Salem Press Encyclopedia of Health, 2013. EBSCOhost, ezproxy.selu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=ersAN=93871992. Stereotype. Merriam-Webster.com. Merriam-Webster, 2004. Watkins, Claire Vaye. Battleborn. New York: Riverhead Books, 2012.