Soldier`s Home Essays - Krebs, Soldiers Home, Ernest Hemingway

Soldier`s Home He knew he could never get through it all again. "Soldier's Home" "I don't want to go through that hell again." The Sun Also Rises In the works of Ernest Hemingway, that which is excluded is often as significant as that which is included; a hint is often as important and thought-provoking as an explicit statement. This is why we read and reread him. "Soldier's Home"is a prime example of this art of echo and indirection. Harold Krebs, the protagonist of "Soldier's Home," is a young veteran portrayed as suffering from an inability to readjust to society--Paul Smith has summarized previous critics on the subject of how Krebs suffers from returning to the familial, social, and religious"home"(71). Moreover, as Robert Paul Lamb notes, the story is also about "a conflicted mother-son relationship"(29). Krebs' small-town mother cannot comprehend her son's struggles and sufferings caused by the war. She devotes herself to her religion and never questions her own values; she manipulates her son. She is one of the Hemingway "bitch mothers" who also appear in "The Doctor and the Doctor's Wife" and "Now I Lay Me." Her sermons to her son lack any power to heal his spiritual wounds. She has determined that Krebs should live in God's "Kingdom," find a job, and get married like a normal local boy (SS 151). Although Hemingway locates the story in Oklahoma and excludes it from the Nick Adams group, the husband and wife relationship observed in"Soldier's Home"is also similar to those in "The Doctor and the Doctor's Wife" and "Now I Lay Me," revealing the mother's dominance of a troubled marriage. Krebs' noncommittal father is obviously dominated by his wife; she makes the decisions. Her advocacy of marriage for Krebs is ironic: not yet recovered from his various psychic wounds and trapped by the sick marriage of his parents, marriage is the very commitment he must avoid. Furthermore, a careful reading of "Soldier's Home" reveals yet another story discernible beneath the main one. Krebs' indifference towards the girls in the town seems to reflect his disillusionment not only with the war and his parents' marriage, but also with another experience--Krebs' breaking up with a lover: Now he would have liked a girl if she had come to him and not wanted to talk. But here at home it was all too complicated. He knew he could never get through it all again. (147-48) Here is a significant ambiguity: "it all" may well connote the whole process of being and ceasing to be a lover, and "again" suggests that Krebs has been through this process before. Descriptions of Krebs' lack of involvement with the local girls occupy one fourth of the story. These descriptions converge around the word "complicated," repeated four times in this context. The girls live in "a complicated world" (148); "They were too complicated" (148); "it [to talk to a girl] is too complicated" (149); and "He had tried so to keep his life from being complicated"(152). The latter quotation suggests that the most difficult problem is not the complicated realm of the girls, but Krebs' fear of the complexity that might result from any approach he might make. Once he talks to a girl, he must get through a complicated sexual encounter all over again. Conversations, for Krebs, make the male/female sexual relationship complicated. His aversion to such relationships, we are to infer, derives from previous experiences with women that have perhaps reinforced his observations of his parents' marriage. As many have noted (see Smith 71-72), one of the photographs discussed in the story's opening paragraphs suggests an unsatisfactory experience with German girls. Krebs and another corporal, both in poorly fitting uniforms, stand with two German girls Who are "not beautiful"beside a Rhine that "does not show in the picture"(145).[1] The picture suggests an irony: the American soldiers, once enemies, date German girls with whom they share no common language. Because the American soldiers do not have to talk, and because the German girls are probably prostitutes, relationships between them are uncomplicated. Without any need for conversation, the soldiers simply satisfy their lust on the prostitutes' bodies. Just as he emphasizes the German girls' lack of beauty, Hemingway also erases the Rhine to show the lack of romance in such relationships. In "Soldier's Home," he juxtaposes two worlds: the simple one Krebs shared with the German girls, and the potentially complicated realm of the hometown girls. "A Very Short Story," written between June and July 1923, helps shed light on this aspect of the later "Soldier's Home," composed in April 1924. An equally

slaughterhouse 5 essays

slaughterhouse 5 essays Kurt Vonnegut attempted to write an anti-war novel after his old war buddy, Bernard O Hares wife, Mary, clearly expressed how disgusted she was with war novels because they glorified something that she thought of as repulsive. Vonnegut undoubtedly has written Slaughterhouse Five as an anti-war novel. He uses the books plot structure, time, and irony to convey a message of antipathy towards war in general and especially to World War Two, in which he fought. Slaughterhouse Five arbitrarily switches from childhood to adulthood. This shows how Billy Pilgrim was incapable of living his life like a normal person. His time in war has scarred him psychologically for the rest of his life. The reader gets tired of being unable to comprehend what is going on, and is forced to imagine what is happening to Billy. Most novels start with childhood and logically proceed to old age, with a few flashbacks. But, in this novel, the protagonist adopts the outlook on life, which aliens who supposedly kidnapped him have. This is the only way he can figure out the unfastened grasp he has on time. This is a result of the war. A bug trapped in amber is used continuously throughout the book as a representation of how all time is trapped in moments that one can revisit these memories anytime he pleases. Vonnegut tries to explain that life is an endless cycle of beginning and endings. So why do human beings always dote on the bad things such as death, divorce, and war? Every time someone dies, another person is born. Every time two people get divorced, two more people are stating their vows to each other. Every time there war, a period of peace and prosperity follows. Whenever Billy Pilgrim is faced with a bad situation in the story, he travels in time, basically ignoring the present situation. This way he lives in the past and the future, in other words, a state of denial. Vonnegut offered a s ...

Biography of Peggy Shippen, Socialite and Spy

Biography of Peggy Shippen, Socialite and Spy Peggy Arnold (born Margaret Shippen; July 11, 1760–August 24, 1804) was a Philadelphia socialite during the American Revolution. She was part of a notoriously Loyalist family and social circle, but she became infamous for her role in the treason of her husband, General Benedict Arnold. Fast Facts: Peggy Shippen Known For:  Socialite and spy who helped her husband, General Benedict Arnold, commit treasonBorn:  July 11, 1760 in Philadelphia, PennsylvaniaDied:  August 24, 1804 in London, EnglandSpouse:  General Benedict Arnold (m. 1779-1801)Children:  Edward Shippen Arnold, James Arnold, Sophia Matilda Arnold, George Arnold, William Fitch Arnold Pre-Revolution Childhood The Shippen family was one of the wealthiest and most prominent families in Philadelphia. Peggys father, Edward Shippen IV, was a judge, and although he tried to keep his political views as private as possible, he was generally counted as a â€Å"Tory† or â€Å"Loyalist† to the British colonials, not an ally of the would-be revolutionaries. Peggy was the Shippens’ fourth daughter, born after three successive older sisters (Elizabeth, Sarah, and Mary) and a brother, Edward. Because she was the youngest of the family, Peggy was generally considered the favorite and was particularly doted upon by her parents and others. As a child, she was educated like most girls of her social class: basic school subjects, as well as accomplishments considered suitable for a wealthy young lady, such as music, embroidery, dancing, and sketching. Unlike some of her contemporaries, however, Peggy displayed a particular interest in politics from a young age. She learned about political and financial matters from her father. As she grew older, she gained an understanding of these topics as they related to the Revolution; she had hardly known a time when the colonies were not at war, since the war began when she was only five years old. A Tory Belle Despite her genuine interest in politics, Peggy was still a young woman concerned with social events, and she tended to move mostly in Loyalist circles. By 1777, when Peggy was seventeen, Philadelphia was under the control of the British, and the Shippen home was central to many social events involving the British officers and Loyalist families. Among these guests was a significant figure: Major John Andre. At the time, Andre was an up-and-coming figure in the British forces, under the command of General William Howe. He and Peggy met often in social settings and were believed to be particularly close. The pair definitely shared a flirtation, and it’s fairly likely that their relationship bloomed into a full-fledged romance. When the British abandoned their stronghold in Philadelphia upon news of French aid coming to the rebels, Andre left with the rest of his troops, but Peggy kept up a correspondence with him in subsequent months and years. The city was placed under the command of Benedict Arnold in the summer of 1778. It was at this point that Peggy’s personal politics began to change, at least outwardly. Despite her father still being a staunch Tory, Peggy began to grow close to General Arnold. Their differences in political background were not the only gap between them: Arnold was 36 to Peggy’s 18. Despite this, Arnold sought the consent of Judge Shippen to propose to Peggy, and although the judge was mistrusting, he ultimately gave his consent. Peggy wed Arnold on April 8, 1779. Life as Mrs. Arnold Arnold purchased Mount Pleasant, a mansion just outside the city, and planned to renovate it for his family. They did not end up living there, however; it became a rental property instead. Peggy found herself with a husband who was not necessarily as much in favor as he once had been. Arnold had been profiting off of his command in Philadelphia, and upon being caught in 1779, he was found guilty of a few minor corruption charges and was reprimanded by George Washington himself. At this point, Peggy’s favoring of the British began to re-emerge. With her husband furious at his countrymen and their social circle increasingly including those with British sympathies, the opportunity arose to switch sides. Peggy had kept in touch with her old flame Andre, now a major and the spy chief for British General Sir Henry Clinton. Historians are divided as to who was the original instigator of communications between Andre and Arnold: while some point to Peggy’s close relationship with Andre, others suspect Jonathan Odell or Joseph Stanbury, both Loyalists affiliated with the Arnolds. Regardless of who started it, the undisputed fact is that Arnold began communications with the British in May 1779, sharing information on troop locations, supply lines, and other vital military intelligence. Espionage and Aftermath Peggy did play some part in these exchanges: she facilitated some of the communications, and some of the surviving letters include portions written in her handwriting, with her husband’s messages on the same sheet, written in invisible ink. In 1792, it would be revealed that Peggy was paid  £350 for handling some messages. Around this time, however, Peggy became pregnant, and she gave birth to a son, Edward, in March 1780. The family moved to a home near West Point, the crucial military post where Arnold had gained command- and where he was slowly weakening defenses in order to make it easy to hand over to the British. In September 1780, the plot fell apart. On September 21, Andre and Arnold met so that Arnold could hand over significant documents related to the West Point plot. As Andre attempted to return to British territory, however, he was persuaded by his go-between that it would be safer to ride in plain clothes; as a result, he was captured on September 23 and deemed a spy instead of an enemy officer. Arnold fled on September 25, leaving Peggy and their son behind. George Washington and his aides, including Alexander Hamilton, were scheduled to have a breakfast with the Arnolds that morning, and they discovered his treason as they arrived to find Peggy alone. Peggy became hysterical upon â€Å"discovering† her husband’s treason, which may have helped buy Arnold time to escape. She returned to her family in Philadelphia and feigned ignorance until a letter between Andre and Peggy was discovered, upon which she was sent to British-occupied New York with her husband, where their second son, James, was born. Andre was executed as a spy. Post-Revolution Life and Legacy The Arnolds fled to London in December 1781, and Peggy was presented at the royal court in February 1782. It was here that she was paid for her services in the war – an annual pension for her children, plus  £350 on the orders of King George III himself. The Arnolds had two more children – a son and a daughter – but both died in infancy in London. Arnold returned to North America in 1784 for a business opportunity in Canada. While he was there, Peggy gave birth to their daughter Sophia, and Arnold may have had an illegitimate son in Canada. She joined him there in 1787, and they had two more children. In 1789, Peggy visited family in Philadelphia, and she was made very unwelcome in the city. By the time the Arnolds left Canada to return to England in 1791, they were unwelcome in Canada, too, where mobs met them with protests as they departed. Arnold died in 1801, and Peggy auctioned off much of their property to cover his debts. She died in London of 1804, possibly from cancer. Although history remembers her husband as the ultimate traitor, historians have also come to conclude that Peggy played a role in that treason. Her legacy is a mysterious one, with some believing she was just a British sympathizer and others believing she orchestrated the whole betrayal (Aaron Burr and his wife, Theodosia Prevost Burr, were among the sources of the latter belief). Either way, Peggy Shippen Arnold went down in history as party to one of the most infamous actions in American history. Sources Brandt, Clare The Man in the Mirror: A Life of Benedict Arnold. Random House, 1994.Cooney, Victoria. Love and the Revolution. Humanities, vol. 34, no. 5, 2013.Stuart, Nancy. Defiant Brides: The Untold Story of Two Revolutionary-Era Women And the Radical Men They Married. Boston, Beacon Press, 2013.

Legal Research Paper Example | Topics and Well Written Essays - 2000 words

Legal - Research Paper Example Their operations and business may be similar to that of companies, but the in-depth details differ with a great degree (Derek). The first regulation in the operation is the separation between the corporation and its owners. Unlike other forms of business operations, companies are separate legal entities from their owners (Franklin). The limited liability clause covers this. This entails the extent to which a person may be called upon to pay to the assets and liabilities of the company during winding up of the company operations. The clause stipulates that the owners of the business cannot be accountable for any action of the business; therefore, companies operate as legal persons. This means that they can litigate or be litigated in a court of law (Derek). During formation of companies, the law stipulates that the company should have a minimum of 2 members and a maximum of 50 members. The members of the company are the owners who contribute the start-up capital or share capital. Members do not own the company property individually or correctively. The members of the company have no duty in the daily operations of the company. The day-to-day operations of the company are overseen by the company’s board of directors. Once the company is incorporated, the ultra vires limits the company’s powers and prevents it from changing the objects under the memorandum (Franklin). Company law regulates the way a company chooses it business name. Businesses are mandated by law to select a name that does not contradicts its business or misleading as per to the business it operates in. The company’s name should not suggest illegitimacy or should not contain prohibited clauses. For instance, companies in the United States are not allowed to contain the word â€Å"Federal† in their company name (James &Thomas). Those wishing to start a company are required to check with the registrar of companies

Global Exploration and Global Empires 1500-1700 Essay

Global Exploration and Global Empires 1500-1700 - Essay Example During this time, the Portuguese and the Spanish begun to explore the European oversees (Annenberg Media, 2007). This exploration aimed at the Atlantic Ocean and Western Mediterranean instead of the East as it was common in the past exploration. The reasons presented in this essay motivated the exploration by the Portuguese and the Spanish during this time (Abernethy, 2007). Economic factors The first motive was that the financial system in Europe- towards the end of the 15th century- was growing and carrying out well. It is recorded that in case the financial system of a nation is flourishing, it aims at importing and exporting its goods. They needed new markets to market their commodities. Italian traders had dominated the market with the East, therefore Europeans, particularly the Portuguese started to abandon the Mediterranean and attempted to enter the Atlantic (McDowell, 1992). There was a shortage of silver in Europe and they had no possibility for a new supply. They discovere d that large quantities of gold were in Africa, though they were not amused with the current system whereby they purchased gold from Northern Africa (Abernethy, 2007). The gold went through numerous distributors before getting to the Arabs (Abernethy, 2007). ... trading positions in Africa and finally sailed from place to place in Africa and started trading positions in Southern Arabia and India (Abernethy, 2007). Geographical factors The first moved during the exploration involved their tactical geographic setting, which offered an effortless entrance to the south towards Africa or the west towards the Americans. Another, possibly important, influence for these explorers leading opinion in their exploration was the eras purchase and use of old Arabic information and knowledge in math’s, geography and astronomy (Abernethy, 2007). This period of exploration introduced the communities of Europe to the presence of new philosophies across the globe (Abernethy, 2007). Before this era, the Europeans had enough details of the individuals and locations beyond the limitations of Europe, mainly Asia and Africa. Before the innovation and invention of the Americas, the Europeans were not aware of other existence. Europeans assumed that the world was small than it was in reality (Abernethy, 2007). This motivated the initial pioneers like Magellan and Columbus to believe that discovering new paths to the East was going to be easier than the way they discovered it (Overy, 2004). Philosophical misconceptions around natural features and the beliefs of local populaces would transform gradually through the initial centuries of these exploration (Abernethy, 2007). By the 16th century, European plans started to increase their representations and accounts to incorporate new physical discoveries (Abernethy, 2007). However, because of the powerful political conflicts taking place during the time, European nations protected their geographic findings and data from one another (Abernethy, 2007). Therefore, we can say that, though the need to

Analysis and critique of Madeleine Leininger

Analysis and critique of Madeleine Leininger Introduction This paper is an analysis and critique of a published nursing philosophy and theory by the nurse theorist Madeleine Leininger. The analysis is based on Leiningers publications about her theory starting in the mid-1950s with her major contribution stemming from her second book, Transcultural Nursing: Concepts, Theories, Research, and Practice in 1978. The model used to analyze this theory is the Chinn and Kramer model. This model was developed by Peggy Chinn and Maenoa Kramer in 1983. The model utilizes a two-step process to evaluate theories called theory description and critical reflection. Theory description consists of purpose, concepts, definitions, relationships, structure, and assumptions. Critical reflection analyzes the purpose of the theory utilizing a series of questions. (McEwen Willis, 2010, p. 95) This model will be used to critique one of the oldest theories in nursing. Purpose Transcultural Nursing Theory discovers and explains the culturally based care factors that influence health, well-being, illness, and death of each individual or community. The purpose and goal of the transcultural nursing theory is to provide culturally congruent, safe, and meaningful care to clients of diverse or similar cultures. (Leininger, 2002, p. 190) Leininger has established a theory that studies cultures to understand their differences and similarities. Cultural competence is important within the nursing profession due to the differences in each individuals perception of illness and wellness. Congruency between culture and health care is essential to the well-being of each individual and community. An individuals health beliefs and practices are linked by his/her culture. The culture care theory focuses on cultural beliefs and practices when determining a plan of care. It continues with the belief that nurses need to consider that not all cultures are similar, and there are variations within each culture. Each individual or community should be treated differently from the rest and that personal uniqueness should always be considered. This belief stems from Leiningers personal belief in Gods creative and caring ways. (Leininger, 2002, p. 190) Concepts Definitions Transcultural theory uses the concepts of culture, race, and ethnicity to understand human behavior. When providing culturally competent care nurses should understand the meaning of these terms. Leininger also focuses on a few other concepts such as cultural competence, cultural awareness, and acculturation. Leiningers theory focuses on numerous concepts, but these were selected based on the importance of nurses integrating the most basic concepts of transcultural nursing into their well-established knowledge base. Culture influences all spheres of human life. It defines health, illness, and the search for relief from disease or distress. With increased mobilization of people across geographical and national borders, multicultural trends are emerging in many countries. (Ayonrinde, 2003, p. 233) Culture is defined as a set of beliefs, values, and assumptions about life that are widely held among a group of people and that are transmitted across generations. (Leininger McFarland, 2002 , p. 47) Burchum (2002) defines culture as a learned world viewà ¢Ã¢â€š ¬Ã‚ ¦shared by a population or group and transmitted socially that influences values, beliefs, customs, and behaviors, and is reflected in the language, dress, food, materials, and social institutions of a group (Burchum, 2002, p. 7) All cultures are not alike, and all individuals within a culture are not alike. Each person should be viewed as a unique human being with differences that are respected. Individuals may be of the same race, but of different cultures. Race is defined as a social classification that relies on physical markers such as skin color to identify group membership. (Leininger McFarland, 2002, p. 75) Many nurses overlook cultural differences of individuals due to their similar racial characteristics. Race is considered one of the identifying characteristics of a culture, and this identifying characteristic represents an ethnicity. Ethnicity is defined as a cultural membership that is based on individuals sharing similar cultural patterns that, over time, create a common history that is resistant to change. (Leininger McFarland, 2002, p. 75) Cultural competence is an important factor in nursing. Culturally competent care is provided not only to individuals of racial or ethnic minority groups, but also to groups that vary by age, religion, socioeconomic status or sexual orientation. Cultural competence is defined as a combination of culturally congruent behaviors, practice attitudes, and policies that allow nurses to work effectively in cross cultural situations. (Leininger McFarland, 2002, p. 78) Religious and cultural knowledge is important in the healthcare profession. It is also important that health care professionals assess their own beliefs and ask themselves how those beliefs may affect the care given to clients. The awareness of your own beliefs is called, cultural awareness, and is defined as self-awareness of ones own cultural background, biases, and differences. (Burchum, 2002) Not only must nurses be aware of their own beliefs, but also must be willing to learn and understand an individuals beliefs. The proc ess of learning a new culture is acculturation. Adapting to a new culture requires changes in each nurses practices. Relationships Structure The relationship and structure between the concepts in the culture care theory is presented in Leiningers sunrise model. (Figure 1) This model is viewed as rising sun and should be utilized as an available tool for nurses to use when conducting cultural assessments. This model interconnects Leiningers concepts and forms a structure that is usable in practice. This model provides a systematic way to identify the beliefs, values, meanings, and behaviors of people. The dimensions of the model include technological, religious, philosophic, kinship, social, values and lifeway, political, legal, economic, and educational factors. These factors influence the environment and language, which affects the overall health of the individual. Individuals who may not feel understood may delay seeking care or may withhold key information. Environment and language affect the overall health system which consists of the folk and professional health system. The folk health system consists of the traditio nal beliefs, while the professional health system consists of our learned knowledge such as organized school and evidenced-based practice. The combination of these systems creates the nursing profession which allows us to meet the cultural, spiritual, and physical needs of each individual. These factors help nurses understand the client and recognize what is unique about the client. This model helps each nurse avoid stereotyping an individual into a culture based on the minimal factors of race or ethnicity. (Leininger, 2002, p. 191) The last dimension of the model helps nurses establish culturally congruent care through the utilization of three concepts: culture care preservation/maintenance, culture care accommodation/negotiation, or culture care repatterning/restructuring. Cultural preservation means that the nurse supports and facilitates cultural interventions. (Burchum, 2002) Cultural interventions may include the use of acupuncture or acupressure for relief before utilizing standard practices/interventions. Cultural accommodation requires the nurse to support and facilitate cultural practices, such as the burial of placentas, as long as these practices are found not to be harmful to individuals or the surrounding community. (Burchum, 2002) Cultural repatterning requires the nurse to work one-on-one with an individual or community to the help them restructure, change, or modify their cultural practice. (Burchum, 2002) Cultural repatterning should only be used when the practice is found to harmful to an indi vidual or community. All of these factors and concepts guide the nurse towards their ultimate goal of providing culturally competent care. These factors and goals allow the nurse to fulfill the individuals need of having holistic and comprehensive culturally based care. Assumptions There are a number of theoretical premises for the cultural care theory. Leininger (2002) highlighted five important assumptions. The first is Care is the essence of nursing and a distinct, dominant, central, and unifying focus. (Leininger, 2002, p. 192) Nurses provide care with sensitivity and compassion. Cultural care theory requires nurses to provide that same care, but based on the cultural uniqueness of each individual. The second is Culturally based care (caring) is essential for well-being health, growth, survival, and in facing handicaps or death. (Leininger, 2002, p. 192) Non-culturally competent care may increase the cost of health care and decrease the opportunity for positive health outcomes. The third is Culturally based care is the most comprehensive, holistic, and particularistic means to know, explain, interpret, and predict beneficial congruent care practices. (Leininger, 2002, p. 192) Culturally competent nursing care is designed for a specific client, reflects the individuals beliefs and values, and is provided with sensitivity. The fourth is Culturally based caring is essential to curing and healing, as there can be no curing without caring, although caring can occur without curing. (Leininger, 2002, p. 192) Therefore, there is an increased need to recognize the impact of culture on health care and to learn about the culture of the individuals to whom your provide care. The last assumption is Culture care concepts, meanings, expressions, patterns, processes, an d structural forms vary transculturally, with diversities (differences) and some universalities (commonalities). (Leininger, 2002, p. 192) Nurses should be aware of cultural beliefs, cultural behaviors, and cultural differences and should avoid the temptation of premature generalizations. Following these assumptions of the cultural care theory allows nurses to be less judgmental and more accepting of cultures which promote holistic care for all cultures. Critical Reflection Culture Care Theory has played a significant role in nursing practice. The theory is highlights numerous concepts in which Leininger clearly defines and consistently utilizes in numerous publishings. The concepts in Leiningers theory are the gold standard for transcultural nursing and are mentioned in the majority of literature regarding culturally based care. The theory is complex with a number of concepts and interrelationships. The complexity is important as it develops a meaningful and comprehensive view of cultural and holistic based care. Leiningers theory has a high level of generality due to its ability broad to be applied to all cultures, ethnicities, and races. The key to Leiningers theory is communication, and even crosses languages and establishes how to eliminate language barriers, through the use of interpreters. The theory consistently approaches culturally based care by requiring the nurse to use cultural knowledge as well as specific skills when deciding nursing inte rventions and practices. The theory continues to be consistent in requiring the same approach by requiring the nurse to perform a cultural assessment. The assessment provides an understanding of an individual health perception which guides culturally appropriate interventions. Culture care theory is widely accessible as it is the major and most significant contributor to transcultural nursing. (Ayonrinde, 2003) Cultural care theory played and will continue to play a significant role in nursing practice, research and education. Healthy People 2020 goal is to eliminate health disparities among different populations based upon numerous factors. Nurses are the key in moving forward with eliminating these disparities. Todays environment is multicultural and the emphasis on providing culturally competent care has increased. The Culture Care theory is well established and it has been the most significant breakthrough in nursing and the health fields in the 20th century and will be in great er demand in the 21st century. (Leininger, 2002, p. 190)

Childcare Level 2 Unit 1 Assignment

CACHE Level 2 Award/Certificate/Diploma in Child Care and Education Question 1 D1: An example of a statutory provision for children under 5 years is a nursery. A nursery helps children learn to communicate, reach a certain level of independency and helps the children understand the stuff e. g. numbers, colours, fruits, animals etc. It also allows children to learn new things in a fun environment and at their own pace. A nursery helps to get children into a routine of a classroom.Nurseries often have designated times for different activities and helps the children learn the patience for sitting still and listening in a group. An example of a statutory provision for children of 5-7 years would be a GP. A GP does regular checks to ensure the child is well and healthy. When visiting the GP the doctor would examine the child to make sure everything is how it should be, such as: the child’s weight, height, whether the child is feeding properly, ensure the child is making positive pr ogress etc. D2: A private provision for children under 5 years would be a playgroup.A playgroup is quite different to a nursery but they still have their similarities. A nursery has to educate whereas a playgroup provides a social group, doesn’t have a strict structure and also doesn’t have a curriculum to follow. A private provision for children aged 5-7 years would be after school clubs. The children can benefit from after school clubs because of the range of activities/services they can provide such as; many sporting activities, a safe environment, a chance to learn about their own interests and also to build on their social skills.Question 2: D3: A midwife is a highly skilled, trained professional who provides advice and care for expectant mothers. A midwife organises and carries out tests and scans during the pregnancy to check mother and baby are healthy. She offers advice and support for the mother – to both her body and her feelings. From the onset of la bour the midwife is present to assist and advise the course of the birth itself, from helping the mother through her contractions to delivering the baby.Once the baby has been born, the midwife will help the new mother to adjust. The midwife can advise and assist with her experiences of knowledge. Further support and guidance is provided for the mother by the midwife while she recovers from birth. Question 3: D4: There are many ways on how to keep information safe. The two most effective ways are; to use a filing system if any information is only on paper. The papers should be stored in a locked filing cabinet or cupboard with a key that only the staff can use.If any information is stored electronically then it should always be password protected with a high security password and which will only be known by authorised personal. The most basic way is for staff and families to not gossip outside the setting about anything from their own information or information about the setting. D7 : Every child has different needs whether it’s a disability or a medical issue there is always that chance of a child being slightly different in a way that they may need more help or assistance. For example; if a child is HIV positive no body needs to know this information.If they need medical help the first aider must always wear gloves regardless of what has happened. If the staff, children or family knew a child was HIV positive they may act different towards that child which is extremely unfair. Every one should be treated the same no matter what their condition may be. C1: There are many examples of when you should refer information about children and families to a professional in your setting. Two examples of common scenarios are; †¢If you notice an unusual mark on a child’s body or if they ention something on their own accord. In many cases, any unusual mark has a reasonable explanation such as; the child was running around their home, fell and bumped thei r head on the floor or a hard object. But any mark that didn’t happen in you setting should be reported because children are extremely vulnerable and easily manipulated. Sometimes the family/carer of the child may be hurting them so its important to report any signs as early as possible so that the case can be looked further into without the possible abuse escalating. If a child is extremely disobedient, rude majority of the time, uncontrollable on a daily basis or maybe if the child isn’t developing properly it should be reported because the child may have a certain medical condition such as; autism or ADHD. The first signs of this usually show in young children and it is important to know exactly what’s going on so you don’t address the child in the wrong way or jeopardise the child’s learning. A1: It is extremely important to ensure confidentiality so that no staff, child or family member gets excluded in any situation.In a nursery everyone is w orking in best interest of every child, if a child has a certain disability or medical condition that everybody found out about, that child has a high chance of being treated differently and very unfairly. There are many examples of personal records which must be kept confidential such as; registration and admission forms, signed consents, information concerning the child and/or family, reports from meetings concerning the child from other agencies, observations from the staff on any confidential matter involving the child e. g. development concerns or child protection matters, incident and accident logs. If a family member finds out that something has been said about their personal life or has overheard something about their own child all trust from the family and the nursery will be broken, the information could be a small part or a very important note, regardless, nurseries have policies that state; nothing about a staff member, child or family should be mentioned unless its some one of higher importance, unless someone has concern about a particular child and on a ‘need to know basis’.In a nursery setting it is a professional responsibility to keep all information confidential. If a member of staff were to expose any confidential information it could result in them losing their job and in some cases, banned from having the same job. As a student going into a nursery for your course placement setting you must sign a Data Protection form. If you fail to keep any information confidential and decide to gossip outside of the nursery it could result in you losing your college place and not being allowed to study childcare. In most settings the policy is simply that no one other than the parents, manager or supervisor and any other authorised person is able to view the children’s records† Tassoni. P (2005) (page 74) Question 4: D5: When preparing for placement you should ensure you are fully aware of your setting; B1: In your setting, the first impressions you make are always extremely important. On your first day in the setting you walk in looking a mess, come in late, walk around with an attitude your supervisor will think that you don’t want to be there and he/she will speak to your college tutor and that means your college placement may be jeopardised.If you walk in to your setting on time, dressed suitably, have a hard working attitude and have everything organised your supervisor will realise that you want this opportunity and try help you as much as they can which isn’t a requirement from them. If you do everything in your power especially on your first day you will learn a lot, get on with everyone and get the best out of the course you possibly can. You never get a second chance to make a first impression so what you do when it comes down to meeting anyone is important and in your placement if arents see you not acting like you want this chance they wont want you around their child, they wonâ €™t be polite they will just act how you did. The best way in a nursery to make everyone know that the course is exactly what you want is to get in to the placement 15 or 20 minutes early, sit down talk to your supervisor so that when the parents come you are ready to stand there with a smile and greet them. B2: Showing a positive attitude when working in a childcare setting is important because it shows the staff and families of the children that you are committed and that you know what is expected of you.There are many ways to show this such as; †¢Be responsible and reliable †¢Team work †¢Good communication †¢Non-judgmental †¢Avoiding negative attitudes †¢Being appreciative †¢Enthusiasm †¢Look for opportunities to have fun without over exciting the children †¢Resist sarcasm Showing staff and families you have a positive attitude towards helping, teaching and also learning allows them to trust you and they still feel safe leaving the ir children with you.If you don’t have a positive attitude while being in your placement and the parents aren’t happy they may wish to take their child out of the nursery and put somewhere else which wouldn’t look good for you. Whether you have issues at home, relationship issues or you are stressed out from college you should never under any circumstances take that into your placement. Your supervisor may not know you have personal problems and you may take something out of context.When entering your placement you should be mature and responsible enough to realise it’s not the placements fault, it’s not the children’s fault so the best thing to do is smile and enjoy your day. Question 5 D6: Every child is different, whether it be religious beliefs, gender, race etc but there are many ways you can teach a child that everybody is different but we all are the same (D7). Teaching children about different countries and languages is a good way to get them to accept other individuals.Personally, the easiest way for me is to teach them about different religious holidays such as Lent or Eid. It shows the children that everybody has different beliefs, that everybody does different things but at the same time everybody is the same. D7: Every individual is a unique person but in life this isn’t always accepted by everyone. A nursery for instance has a very diverse and inclusive environment; they accept all children regardless of their gender, race, background, physical abilities and religious beliefs which is extremely beneficial in this day and age.Adults are trying to teach children that no matter how different an individual looks or acts, everybody is equal and everybody should be accepted, everyday people learn to be inclusive and accept any individual. Question 6 A*: I am a visual learner and my learning style is most enjoyable when it comes to being in my placement setting because I can watch the children play whilst learning at the same time. There are many different examples of what I can do to learn my own way such as; †¢Mind-mapping and brainstorming †¢Collages, posters and cartoon drawings Using different coloured pens and highlighters to highlight key points in study notes †¢Using symbols to help me remember things †¢Videos and CD ROMs †¢Use flow charts to see the sequence of things I find it hard to learn by sitting in a classroom and getting spoken to which is why I highly enjoy placement because no matter how busy my day is I will always learn as I go along and I will always remember everything that happened in that day whereas when I’m sitting in a classroom I lose focus easily, I am easily distracted and I don’t take note of what’s being said by my teachers.I have always enjoyed learning visually; it’s a fun and very effective way to learn. My study strategies are quick and simple. All I have to do is highlight important informatio n which I know I will need to remember or put symbols in my margin so I know what bit to start from. Even when it comes down to planning activities I find it easy to mind map anything that needs to be done. D8: Tassoni, P (2007) CACHE Level 2 Childcare and Education (4th edition) Heinmann Tassoni. P (2005) (page 74)