Analytical Essay Sample on “Snow Falling on Cedars”

Analytical Essay Sample on â€Å"Snow Falling on Cedars† The aim of literature is to entertain and inform. We see this in the novel Snow Falling on Cedars by David Guterson. Guterson uses stylistic language techniques to capture the reader and involve them in the text. By integrating flash backs into the murder mystery genre, the characters are made three dimensional, and the reader becomes involved. The story informs the reader by integrating important themes into the text. Literature aims to entertain. Snow Falling on Cedars is entertaining because it is written in such a way that the reader becomes involved with the characters. Guterson uses metaphors of the surrounding area, to give insight into the characters. For example, the radiator in the courtroom is sluggish and slow to get started, and is in a state of disrepair. This is a metaphor for the townsfolk, and by using it, Guterson has made the reader link the two together. Through using descriptive metaphors in the early stages of the book, when the same character traits are brought up later, they already feel familiar to the reader. The book is well written in the murder mystery genre, which creates suspense. The plot draws and captivates the reader. Guterson integrates flashbacks from different character perspectives, which make the murder mystery more intriguing. These flashbacks hold in them vital clues and insights to the plot and the reader is forced to think. The layers of plot are graduall y built up, giving the book a three dimensional quality. Subtle clues given by the author create a question about Kabuos innocence. This question creates curiosity in the mind of the reader, who is entertained by the suspense and drama, and finally the conclusion. Literature also aims to inform. Through different characters experiences in Snow Falling in Cedars, Guterson subtly informs the reader of several strong themes. The rising snowstorm is a metaphor for the building tension between the two communities on the island, and through this and Ishmael and Hatsues relationship we are shown racial tension. Through Carl and Kabuos lost friendship, Ishmaels missing arm, Whaleys personality, and the racial prejudice shown by the townsfolk, we are shown the impacts of war, both on communities and individuals. These are the prominent themes in the book, although Guterson weaves several others in as well. Through the suggested incompetence of the lawyers and law enforcers, and the run down courtroom, Guterson questions the human ability to pass judgement accuracy. Ishmaels phantom pains in his missing arm are a metaphor for his heart, which still aches for Hatsue, even though she is long gone. This and the comparison between Ishmael and Carl highlight s the theme that we need to learn and move on. These themes are interlaced and layered throughout the text unobtrusively, but in such a way that at the end of the book, the reader subconsciously takes away a new understanding of people and their cultures. Snow Falling on Cedars is a good example of Literature that entertains and informs. The way it is crafted in layers, using a good murder mystery plot with stylistic language makes it entertaining. The subtle integration of theme into this plot gives the reader a better understanding at the end of the story. The reader is captivated and this is what makes it such a good read.

Promoting A Healthy Environment For Children The Role of the Practitioner Essays

Promoting A Healthy Environment For Children The Role of the Practitioner Essays Promoting A Healthy Environment For Children The Role of the Practitioner Essay Promoting A Healthy Environment For Children The Role of the Practitioner Essay My first piece of evidence is a Cleves Cross dinner menu, which displays the food that will be served to the children throughout the week. It displays a variety of foods which will suit the childrens daily intake as they are rich is carbohydrates, sugars, vitamins and minerals. Every meal will come with clean drinking water to fulfil a childs right to clean water. Each meal now also comes with a health nutritious salad or numerous vegetables such as broccoli or carrots, this enables children to stay fit and healthy. It is the role of the practitioner to plan and cook these meals daily for every child to ensure that every child has a nutritious meal so that children get their Guided Daily Amount (GDA) of nutrients and so they have the energy to participate in fun stimulating activities. If children have allergies or disliking in the food then it is the role of the practitioner to plan suitable alternatives which will provide them with the necessary nutrition, for example in my first placement Child A was a vegetarian and does not like to consume any meat or fish and that he does not like milk which was being served, so my supervisor and myself had to plan a substitute food and drink to give to him instead of serving him the tuna. This was discussed with another member of staff that usually prepares the meals and we decided that providing him with cheese and orange juice would be a suitable substitute for the tuna and milk, as it will provide him with the necessary nutrition that tuna would, such as protein, calcium and Vitamin C. It is the role of the practitioner to review the Childrens Dietary Needs file before a meal is served, to observe any dietary needs of the children within the setting and appropriate planning and action must be taken to suit these needs. It is also my role to act as a role model and eat healthy food with these children, as they will witness me doing this and imitate me according to Skinners imitation theory. [E8] Practitioners must know the specific needs of every child so that they can suit these needs to help them develop to the best of their ability, so practitioners must listen carefully to parents to respect and act professional about these needs. I learnt that practitioners must also follow inclusions polices to stop a child from feeling excluded, for example when serving the cheese to the child many other child has asked for some cheese too but I explained to them that it was just for Child A as they all had tuna, and they were all happy to eat the tuna instead, this ensures that everyone felt included and all had something to eat and drink. My second piece of evidence in a Fire evacuation procedure, this clearly shows step by step instructions about what to do if a fire occurs; these are placed all over the school in case of a fire. It is the role of the practitioner to create and put up these instructions all over the school to protect the children in case there is a fire, practitioners must also have regular fire drills and tests to ensure that all the alarms work correctly and teach every child how to line up and evacuate the building without panicking or getting upset. In my placement the teachers also arranged a visit from the local fire fighting team to come and give and talk about their job and the dangers of fire, they had a quiet chat with a particular young girl how was very scared of fire and this helped her emotional well-being as it put her mind at rest. My third piece of evidence is a Health and Safety Policy which Aims to provide a safe and healthy environment for children, teaching and non-teaching staff and all other people who come onto the premises of our school According to the Health and Safety Policy. This document clearly states many aim, principles and responsibilities that a parent must read and sign for their child to enter the school as a student. This policy will create a safe and secure environment for all children to protect them from all dangers and hazards. It states many policies and procedures to keep each child intellectually, socially, emotionally and physically safe from all hazards. It is the role of the practitioner to write these policies and ensure they are put into practise by safeguarding each and every child. My fourth piece of evidence is a risk assessment taken from my setting when we were conducting a school trip to the local village, every member of staff on the trip would read and sign the document to accept legal responsibility. The United Nation Convention on the Rights of the Child 1989 means that I must legally provide clean water, nutritious food and a safe environment for the children in my setting, to do this I must carry out many risk assessments of the environment to ensure the setting is safe for every child to attend. During school trips, indoor and outdoor play, practitioners must always conduct risk assessments to ensure that the environment with be as safe as possible for every child. Practitioners must fulfil the childrens right to be healthy by providing them with healthy food, physical exercise and a happy environment. Practitioners must take steps to keeping children safe e. g. risk assessments and ensure that children can enjoy and achieve by providing them with fun and stimulating activities to develop and reach their full potential in life. There are many risk assessments carried out to manage every risk to provide a healthy environment to challenge each child. Safety procedures are carried out regularly such as first aid and fire drills and there should always be the correct staff to children ratio. According to the EYFS Practise Card 3. 3 the Learning Environment, Help children to understand how to behave outdoors and inside by talking about personal safety, risks and the safety of others. Ensure safety without stopping reasonable risk-taking. My final piece of evidence is an accident report taken from my setting. At my setting, there are many policies and procedures that must be followed by all staff members if a child has an accident. Each child has their own Safeguarding: Accident Log which should always be filled in for minor accident and injuries. Every time a child has an injury the Date, Time, Place of accident, Circumstances, Nature and Treatment must be recorded and then the Supervisor, Manager, Witnesses and parents must all sign the log to prove that they have all been notified. The accident must then be given a number and that number must be placed on a diagram to show where the child has hurt themselves, it is the role of the practitioner to fill out all these forms and record each accident. After every accident the manager must be informed about all the details and then must sign the accident log to prove that they have been informed. If a childs injury gets worse than an Injury Monitoring Log must be filled in and the childs health must be recorded every 30 minutes, this is for things such as concussions where the parents of the child must be contacted as soon as possible. Confidentially must be maintained at all times throughout a childs accident, for example a supervisor cannot disclose any information to a parent about any other child other than their own. As a practitioner it is my role to promote this healthy lifestyle by following legislation and acting as a role model, by eating and providing a variety of healthy food and snacks with the children so they can choose which ones they prefer as every child is different and would have a different opinion. As a practitioner I must follow initiatives such as the 5-a-day scheme which states that a child should have at least 5 fruits or vegetables a day to keep healthy. As a practitioner it is my role to ensure that I encourage children to clean their teeth and go to the dentist and doctors regularly and to produce hygiene routines such as hand washing or teeth brushing before or after lunch, this will become a habit to children and they will continue to do this throughout their life. The Children Act 2004 promotes the five outcomes of the Every Child Matters (ECM) legislation, one of these outcomes is be healthy and this ensures that every child has the right to have all of their dietary and nutritional needs met while at the setting, it is the role of the practitioner to ensure that each child gets the nutrients they need. Early years settings are all influenced by legislation to create strict policies and procedures to safeguard and protect their children and according to Beaver et al (2008:92) Operating against policy will often have serious disciplinary implications for staff involved. E10] The ECM legislation ensures that every child matters no matter what background/ gender or belief a child has, they all must be given equal support to thrive and develop. It is the role of practitioners to never discriminate against a child because of their disability, race, gender or beliefs; they must be treated fairly and given equal opportunities to succeed. According t o Tassoni P et al (2007:115) It is an accepted view in society and the early years sector that every child is special and should be given opportunities to fulfil his or her potential. This is the bases on anti-discriminatory practise and focus of many laws today. Practitioners should always challenge discrimination in practise, they must follow the settings policies and procedures to stop the abusive behaviour or language as the welfare of the child being discriminated against may be at risk, also other children will imitate this attitude and grow up to understand that everyone is different and should be valued. E8] Every child is different and has different likes and dislikes and cultural background, this personal information can be used to help plan specific activities to keep a emotionally and intellectually healthy, for example a child who likes trains can count toy trains to develop their maths skills as every child is unique and will have different interests and will need different activities planned to help them develop. There are many policies, procedures and legislations to ensure that inappropriate behaviour must be kept to a minimum to safeguard the children, for example EYPs must legally undergo regular safeguarding training and Ofsted requirements to ensure they are capable to protect a child. Another example is the Children Act 1989 which explains thats children must be protected at all times; this is the duty of a practitioner. Workers must follow many health and safety procedures to never put staff members or children at risk; they must constantly behave as professionals to safe-guard every child in a setting. For example it is the role of the practitioner to always carry a first aid kit when taking children off the premises, as children made need medication or medical assistance while they are out. In a nursery it is the role of the practitioner to suit all over the childrens care needs, for example feeding, clothing, bathing and putting them to sleep when they need it. Although this may be difficult as every child is different and may want to eat/sleep at a different time of the day. If a child is showing signs of sickness or illness then a practitioner must follow strict policies and procedures to protect the welfare of the child. A practitioner must immediately take the childs temperature and follow a specific procedure, depending on that childs temperature. When this childs temperature was first taken, it was above 37i C, so a Sickness Monitoring Log must be filled in to record the childs temperature every 10 minutes. After 10 minutes the childs temperature had risen to over 37. 5i C so emergency calpol had to be administrated and her mother was called and informed, the setting then isolated the child so the infection could not spread, following their procedure for prevention of infection. The settings polices state that if the childs temperature had rose to over 38i C then the parents would immediately have to come and collect the child and take them to the doctors. Every child has a Sickness Monitoring Log and it must be filled in every time a child is ill, a practitioner must declare the time, symptoms, the action taken, if the childs parents were informed and if they were collected early. The parents of the child, supervisor present and the manager of the setting then had to sign the log. Another example is the Children Act 1989 which explains thats children must be protected at all times; this is the duty of a practitioner. A worker must Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child According to CACHE. Workers must follow many health and safety procedures to never put staff members or children at risk; they must constantly behave as professionals to safe-guard every child in a setting. According to Bruce T and Meggitt C (2010:365) Practitioners, including students, should not discuss or otherwise share this information for example, when chatting in the staffroom or with friends at the weekend. . Practitioners must understand that Settings will have strict confidentiality policies which will compel them to keep all private information about a child in a safe, secure place and only disclose this information if that specific childs well-being is at risk. Practitioners must also understand that if this private information is revealed it may cause harm or distress to the child or family involved and the child may have problems trusting adults in the future, as staff must be aware of the importance of confidentiality in the roles of the key person as Anyone working with your children, whether in a nursery setting, a school or in the family home, will need to practise confidentiality. Confidentiality is respect for the privacy of any information about a child and his or her family. According to Bruce T and Meggitt C (2007:499). For example, when I carried out my dairy tasks and observations in my setting I had to sign a statement of confidentiality to ensure that I respected my settings policies of confidentiality and instead of naming the setting and the children I used names such as Child A and Adult B to refer to each child. Although I could improve my practise by keeping all my observation about the children in a safer location such as a lockable file cabinet instead of my current plastic folder.