The Star and credits his mentor with developing his style. One in particular, C. G. Pete” Wellington, provided Hemingway with the writing style of a newspaper: “use short sentences. Use short paragraphs. SE vigorous English , not forgetting to strive for smoothness. Be positive, not 7). Hemi Agway was later quoted describing them as ” the best rules ever learned for the business s of writing. Eve never forgotten them”(7). No matter who is responsible for its developed NT, Hemingway style is one of his most unique attributes. Deep and pensive, his writing reflects what he experienced over the course of his life.
He used his personal experiences, especially those from war, to add a different level of complexity to his novels, especially A Farewell to Arms, For Whom the Bell Tolls,and The Sun Also Rises. Although he was rejected by the army due to an eye injury, Ernest Hemingway was greatly impacted by war (Bloom 7). He joined the Red cross effort by drive Eng ambulances throughout Italy during World War l. He was injured by shrapnel during this 2 Locators time and spent time in Milan, Italy, recovering. Hemmingway was decorated by the Italian Army for the bravery he exhibited during this time.
The injuries he sustained prevented him from being directly involved in World War II; however, Ernest Hemingway served as a War correspondent. He followed soldiers through many parts of Europe, pa articulacy France, and reported on notable events such as the Battle of the Bulge and the e Liberation of Paris (9). Bloom even makes a point to note ” Hemingway became something Eng of a legend, joining the fighting as much as reporting about it”(9). This quote leads one to believe that Hemingway did not let his injuries prevent him from supporting a cause about which he felt strongly.
Hemmingway World War and World War II experiences are clearly influential in his writing of A Farewell to Arms. The novel explores the life of Frederic He nary, an ambulance driver in Italy C] Just like Hemingway- during World War l. Similar t Hemingway experience, Frederic spends time recovering from an injury in a Milan hospital (1013). By placing his character in some of the exact situations that h e himself was placed, Hemingway makes it known that Frederic Henry is supposed to e embody Ernest Hemingway. The novel delves into not only the physically consequence s of war, but also the emotional tolls.
Frederic Henry recalls his experiences and re veal’s a desire for a whole and perfect retelling of the past” (Adman 1). His traumatic experiences prevent him from doing this, however, as his experiences taint hi retelling of the war. Some critics argue that the authenticity of the wartime situations portrayed in Farewell to Arms is compromised because they are being retold by someone t randomized 3 Locators by the experience. One notes that” .. The novel’s ‘enforced silences’ the disrupt petite workings of traumatic memories aggressively imposing themselves on the sure favor’ (Adman 2).
Frederic is unable to create the “perfect retelling” he desires beck use he is so emotionally scarred by the experience. Hemingway uses A Farewell to Arm s to show the psychological effects that war has on its participants. As Lacer so aptly states: Certain wounds, both personal and historical, cannot simply heal without leave Ins scars or residues in the present; there may even be a sense in which they have e to remain as open wounds even if one strives to counteract their tendency to SW allow all of existence and incapacitate one as an agent in the present. (CTD. N Doom an 6) Allowing for his character to have moments of obviously challenging recollect action, Hemingway presents an opportunity for the reader to figuratively “read been en the lines. ” Through these moments of weakness, Hemmingway writing evokes a fee ling of pity within the reader and allows for one to experience some of the emotional I tolls of war. This feeling within is carried over in Hemingway For Whom the Bell Tolls. On critic writes of a conversation between Hemingway and his friend F. Scott Fit Gerald. Hemingway makes a profound statement during this engagement: ” .
But w hen you get the damned hurt use it don’t cheat with it” (Carter 1). Hemingway uses the as me “hurt” that he speaks of here in many of his works. The story revolves around Robert Jordan, a Shakespearian man who travels to join the antifascist forces during the war n Spain. Hemingway pays close attention to detail, writing accurately and unbiased t 0 portray the war. He describes his struggle to do so with this in a letter to Ivan Asking: 4 Locators in stories about the [Spanish Civil] war try to show all the different sides of it, taking it slowly and honestly and examining it from many sides …
It is very complicated and difficult to write about truly would like to be able to writ understandingly about both deserters and heroes, cowards and brave men, try traitors and men who are not capable of being traitors. We learned a lot about all such h people. SSL CTD. In Carter 4) Statements such as this one give the reader accurate insight into how profound Andy complex the Spanish Civil War, like most wars, truly was. Fought from 19361939, the Sp anis Civil War was fought been the Republican (Democratic) and Nationalist (FAA cist) parties of Spain.
Ultimately, the rebel Nationalists were victorious, resulting in their dominance within the Spanish politics for the next thirty six years. Naturally inquisitive, Hemingway immediately began reporting on the Spanish Civil War. He used many of his experiences from “the first media war” (Faber, CTD. In Carter 3) as components of the setting and plot of For Whom the Bell Tolls. As Carter states For Whom the Bell Tolls is perhaps one of the truest war novels eve r written, a conclusion which is largely due to the fact that Hemingway does not present s impel characters, simple problems, or simple answers”(4).
Turning the Spanish Civil War into a “simple” war for the sake of the novel would have done the novel and those w ho read it a disservice. Hemingway portrays war exactly as it is: chaotic and not always CLC an cut. While the historical accuracy is remarkable, it is thoughts of Robert Jordan (the novel’s main character) that makes For Whom the Bell Tolls a signature Hemingway n Eve l. Robert is attached to a loyalist (Republican) regime and specializes in explosive sees and 5 Locators destroying pertinent structures. In the novel, he is tasked with the detonation of a key bridge: a task he knows he ultimately will not be able to survive.
Robert strut glees to accept his impending doom, but refuses to admit that his mission is one that s basically suicide. He is adamant in his viewing suicide as cowardly and selfish, an ironic statement in light of Hemming. Say’s suicide just over twenty years later. However, after ext en’s;eve fighting, he has a profound realization which is aptly described by Carter as of Lows: “He [Robert] is confronted with the realizations that the arbitrary butchery of war I s not limited to one side, and that truly, there are no absolutes of good and bad, or right and wrong, in this or perhaps any war (45).
Hemmingway main goal in his writing of For Whom the Bell Tolls was to accurately show the difficulty of something wit h which every Spaniard had to deal: selecting a side in the war. The emotional trials an triumphs of war are felt by all, even those who do not physically fight. This is especially t rue of the Spanish Civil War, as it was the first war where attacks were staged upon large e urban areas, thus killing large masses Of civilians (2). Just as in A Farewell to Arms, Hemingway ensures the events and struggles of the time are aptly discussed and accurately portrayed.
The third and final Hemingway classic that properly divulges an aspect of the famous authors style is The Sun Also Rises. The novel explores the aftermath of war on both its participants and its observers. The main character, Jake Barnes, is left physically maimed after his job reporting on World War resulted in an injury. He has be en deemed impotent and can no longer express his love to anyone. He is unable to come to terms with his injury, as he desires a relationship with Brett Ashley, the lead female character. Locators Brett has been married twice since the war and been in multiple relationships . The characters of The Sun Also Rises represent what is called by Hemmingway Fri. ND Gertrude Stein ” the lost generation (Oliver 12). The lost generation is defined by critics s ” the generation of young American men and women who came to maturity y during the postwar period that followed the end of World War I in 1 918″ (Sidle 1). This g enervation was skeptical of American society, as they felt that people were forgetting the war and as a result them in an attempt to return to normal.
Many of these young people flocked to foreign countries such as Paris, the setting of The Sun Also Rises (1 ). Hemingway uses Jakes disability as a Way of expressing his own internal frustrations. As a member of the “lost generation,” Hemingway experienced t he feeling f neglect expressed in the statement from Oliver. He felt first hand the strut glees of war and simply could not watch the nation keep forgetting about the efforts of hi m and his fellow soldiers.
Hemingway evokes a certain feeling of deep thought when he quotes a King James Bible passage from the book of Ecclesiastic l: 47: One generation passage away, and another generation cometh; but the earth abide forever The sun also airiest, and the sun Goethe down, and haste to the place where he arose the wind Goethe toward the south, and turned ABA out unto the north; it whirled about continually, and the wind returned again according to his circuits all the rivers run into the sea; yet the sea is not full; unto the place from whence the rivers come thither they return again. Oliver l) This quote helps the reader to understand Hemmingway thought process and emotion. His goal in writing the novel was to convey the feeling of loss: loss of innocence e, loss of 7 Locators confidence, and loss of selectors. Many victims of war were “physically and psychologically damaged” (Sidle 1) as a result of the experiences. Much like h is other novels, Hemmingway depiction of the setting Spain and France is remarkably d detailed ND accurate. One scene involves attending a bullfight and the famous “running Eng of the bulls” in Pomona, Spain.
The depiction of this event in particular is regarded as one of the most accurate and detailed of the time. Hemingway uses his main character err,Jake, and his struggles as a way to articulate Hemmingway thoughts and emotions relate Eng to the consequences of war. As he does a veteran of World War l, Hemingway saw his fair share of loss an d tragedy. However, he did not allow these experiences to define him. He did n to let the, at times, overwhelming memories of WWW dictate his life. He, instead, chooses to channel this hurt and grief and use it in his writing.
End Of Course Summary
When explaining the value of financial planning to my family and/or friends, would begin by explaining the importance of having security blankets to fall back on if something tragic were to happen in your life where you would all of a sudden need money, for instance; losing a job, medical emergency where insurance only covers a little bit or waiting for the result of a lawsuit. Also, would explain the importance of living below your means, but not within your needs.
When my son turned five, we started having him do chores so he could earn an allowance to learn how to earn the money you need to buy the things that you want. With that, of course, comes saving your money if you do not have enough to buy the thing that you want. There are two topics that I believe are the most important for adults to know and understand. The first of the two topics is credit cards/credit card debt.
I do not have credit cards and I grew up in a family that believed that if you do not have the money to ay whatever it was that you wanted, you did not need it until you saved that money up. My family-as far back as I can remember-never believed in credit cards, or even credit for that matter. The second topic that is most important for adults to understand is the difference between Roth Aria’s and 401 KS. It is important to understand what your work will contribute, how long it takes to mature and what is the penalty rate if you were to prematurely take money UT of your 401 K.
Of course my financial habits have changed over the last five weeks of this course! Find myself trying to budget better, am not as frivolous with my money as I was before, and have cut a lot of useless things out of my budget that do not need to spend my money on. Also, I am in the process of having a certain amount of money taken out of my paycheck each pay period and put into a separate account so that am able to save money; out of sight, out of mind!
Accounting Education – Reflective Statement
In recent decades, accounting education has been criticized for failing to provide graduates with necessary skills applied in the workforce. Such skills are demonstrated not only specialist knowledge, but also generic and professional skills for employment. As the increasing number of accounting graduates leads to an intensely competitive environment, broader range of generic and professional skills are required by employers.
Since I have begun to study accounting for several years, I realized those skills had been developed to focus on solving varieties of practical challenges rather than only accounting problems. Yorker (2006, cited in Crawford, 2011 , p. 117) stated graduates equipped with such integrative competence are more likely to be employed and to be qualified for their occupations, which is beneficial to themselves, the workforce and community.
This reflective statement will explore the generic and professional skills in the area of financial accounting, and will identify the learning outcomes which assisted me in achieving these important skills from previous studies. Generic and Professional Skills The context of international business markets have resulted in the changing ole of accountants who are striving to create effective value for their employers. Cackling and Lange (2009, p. 371 ) mentioned ‘New global business models and the digital age have shifted expectations of the work of accountants’.
Thus, universities have attempted to link generic and professional skills into undergraduate accounting courses in order to develop educational excellence and deliver graduates with intellectual capacity for job success and social contribution. These skills desired by employers could be generally summarized as problem-solving skill, communication skill, analytical kill, IT application skill, and teamwork skill. First, problem-solving skill is a fundamental element of accounting which is built by improving statistical capacity and applying statistical concepts.
It is about using logic and creativity to assess various situations and come up with intelligent solutions. Stoner and Miller (2010) identified such skill could be regarded as an aspect of learning-to-learn skills which are concerned with graduates’ ability for learning management, involving views on the nature of disciplines, positive attitudes towards learning responsibility, and savvy to complexities. Second, immunization skill is vital to understanding interaction between the providers and recipients of information. Gathering, processing and expressing information are the importance of accounting.
Said and Abraham (1994) examined communication could be difficult between accountants and non-accountants because those who are unfamiliar with accounting knowledge might be likely to perceive unintended meanings. Consequently, accountants need to interpret the language of data and numbers into understandable information to serve the decision makers. Communication skill could consist of oral speaking writing, listening, and interpersonal intelligence. Third, analytical skill is useful for visualizing and articulating complicated or uncomplicated problems to make accurate decisions based on available sources.
Ballasting and Laurels (2009) stated analytical skill is not subject specific, but is alternatively known as soft skill. Employers are seeking accounting graduates with critical thinking who are able to quickly and comprehensively recognize and evaluate the most essential and relevant information for financial statements and reports. Employees who are adept at overcoming obstacles of an organization by analyzing strengths and nakedness would also simplify the complex chains of command. Fourth, IT application skill is increasingly significant within the portfolio of generic and professional skills, and is largely demanded by employers.
Stoner (2009) defined IT application skill contains the use of computer, spreadsheet and word processing software, the use of internet and e-mail, as well as the use of statistical and database management applications. Accordingly, IT application skill enables action to ensure appropriate IT tools taken to deal with accounting problems in the digital age. Fifth, teamwork skill helps a reflections accountant to cooperate with others for the common interests of the organization by receiving and transmitting information, formulating reasonable judgments.
International Federal of Accountants (2008) declared it is the ability to work in teams during a consultative process, interact with culturally and intellectually distinct members, discuss diverse opinions through effective communication, and negotiate agreements and solutions in professional situations. Ballasting and Laurels (2007) found teamwork skill is inherently more complicated than individualistic behavior because individuals have to participate in teams, learn from each other, and take responsibility to achieve a common goal.
Learning Outcomes For the sake of deeply describing these generic and professional skills, three Of them are selected to further explain how the learning outcomes helped me to acquire these skills communication skill, analytical skill, and teamwork skill. In the course of Accounting and Finance, modules related to financial accounting include Accounting in Society, Introduction to Accounting Financial Accounting and Reporting, and Financial Accounting Theory.
The doodle currently I’m taking is Financial Accounting Theory which considers the actual role of accounting in organizations and society and contrasts with its theoretical role. During this module, there are a few exercises in each seminar, and students are asked to read articles every week. For instance, the homework after week 3 is to read several articles to find out the reasons why FAST and SAAB decided to revisit conceptual framework, the issues they need to consider when revisiting it, and the distinction between stewardship and decision-usefulness.
We need to search and analyses useful information independently, and discuss our findings in the next seminar, which has definitely trained my analytical skill. Another example is the exercise in week 4 seminar, reading an article and finding out the purpose of conceptual framework. Besides, almost all the seminar discussions are worked in pairs or in groups, which is more efficient when exchanging different views than self- reading and self-thinking, this has obviously improved my communication skill.
Through the seminars, learning outcomes such as evaluating information from multiple sources with appropriate acknowledgement and preferring, demonstrating the use of accepted technique language of accounting and accounting practice internationally, understanding the function and operation of accounting in a range of contexts are achieved. As a credit entry student transferred in final year, I did not take the rest of those modules. Instead, I have taken other similar modules in my previous studies Financial Accounting and Financial Analysis.
Financial Accounting discusses the nature of accounting practice, and introduces accounting techniques for collecting, classifying, recording and presenting financial information for organizations. The coursework was to compare the business evaluation between Coca-Cola Company and PepsiCo, Inc. , using the ratio analysis and the DuPont system of analysis, based on their annual financial statements. It Was complex to calculate and choose the data for analysis, and give an objective comparison and assessment according to the results, which quite developed my analytical skill.
Learning outcomes such as applying accepted techniques to record business transactions and prepare financial statements, analyzing financial accounting information for decision-making, demonstrating an ability to think critically and consider issues from a variety f perspectives were achieved. Financial Analysis introduces contemporary financial reporting and accounting with particular reference to the application of FIRS to lots of accounting issues and the interpretation of financial data.
In this module, students were assumed to be financial consultants to evaluate two potentially mutually exclusive capital investments for an organization, using capital budgeting techniques and to determine either is worth investing. Moreover, we need to make a presentation about introducing the two investment projects we chose, explaining the calculation ND evaluation process and recommending our views. The structure and expression of presentation should be clear and logical, so my communication skill was advanced. Another coursework was to provide a financial analysis report for a public company, coordinating within a group.
As a group leader, need to listen to each member’s idea, gather available suggestions from the discussion, distribute workload among members, and collect achievements altogether to complete the report. Therefore, this group work gave me a helpful experience in promoting my teamwork skill. While finishing this doodle, learning outcomes such as evaluating an organization’s operating performance, financial position and cash flows, performing horizontal and vertical analysis Of financial statements, identifying the role and relevance Of financial information to users within or outside a corporate were achieved.
Conclusion Throughout these modules, I personally believe they have contributed to analytical skill, communication skill and teamwork skill which are crucial to a potential candidate. Additionally in final year, I found British education system tends to encourage students to think and research independently rather than eating answers directly from lecturers during my previous studies in China. Hence, feel I need to develop problem-solving skill by self-learning, such as using library resources to look for solutions or reviewing seminar materials when facing complexities.
Despite the uncertainty whether a graduate with these generic and professional skills will be successful in a particular work position, the practice of case studies, seminar discussions, group work and presentations is suitably designed for improving graduates’ integrative competence in future employment. List of References [1] Ballasting, J. And Laurels, P. M. (2009). Accounting undergraduates’ perceptions of cooperative learning as a model for enhancing their interpersonal and communication skills to interface successfully with professional accountancy education and training.