Learning a language can
sometimes go by unexpectedly, thus not the way you’re expecting it to. You
don’t always have to devour grammar manuals in order to excel in a language.
Timothy Allen has experienced this himself when he was able to improve his Vietnamese
language by translating a popular Vietnamese literary creation.
After traveling to Ho Chi Minh
city back in 1999, the writer was able to find a Vietnamese classic work that
would teach him a lot about the culture and language of the country. As such,
he translated it and ended up getting better at his own Vietnamese skills. It’s
a story with a nice conclusion, so here’s how Tim Allen had the ability to
learn a language through translation.
Is Timothy Allen?
Tim Allen is a poet and
translator who became known especially for translating “Kieu: A New Lament for
a Broken Heart”, a Vietnamese verse-novel. Born in Liverpool in 1960, Tim has
worked in many parts of the world, including Albania, Uganda, Liberia,
Mozambique, as well as Vietnam and many others. Not to mention, he has
translated works for multiple languages, such as Spanish, Vietnamese and many
In 2008, he was awarded a prize
thanks to his translation of the opening lines of the popular Vietnamese novel,
as well as a Hawthornden Fellowship later on. The latter allowed him to
continue and, ultimately, complete translating and reworking the poem.
He Learned Vietnamese through Translation
Timothy arrived in Vietnam in
late November 1999, being his first time visiting the country. He was there to
look for some projects, for which he had funds from the NGO. After being picked
up from the airport by his Vietnamese counterparts, he started telling them
about how he’s interested in learning more about their culture and language.
When asking about literature,
one of the counterparts told him about a book that Timothy would definitely
love, and which would be a life-changing experience for him. Of course, upon
hearing the name “Truyen Kieu, the Tale of Kieu”, it didn’t mean much to him,
so he couldn’t know how much of an impact it would have on his life. The tale
was written by Nguyen Du, a diplomat-poet, and published in 1920.
During his time in Vietnam,
Timothy Allen spent enough time analyzing the life of Vietnamese people and was
impressed. They had a special sense of family and solidarity.
One evening at the restaurant,
Timothy engaged in conversation with one of his new colleagues and asked her to
tell him about the “Truyen Kieu” book.
It was revealed that the story
takes place in China and is about a Chinese girl who falls in love with a boy.
However, the boy has to move away due to a family business, after which she is
somehow tricked into working in a brothel. She doesn’t stay there forever – she
manages to escape and has plenty of adventures. But one thing is sure – she
never forgets her first love.
The story is known by all
Vietnamese people, and some even use it as a fortune teller – you open the book
and put the finger on a verse, and that’s what future has in store. So, Tim Allen
traveled the country and asked locals about the story. Many were eager to share
their knowledge about it, and he was even lucky enough to find a bilingual
version of it. Therefore, he started deciphering it.
He was impressed by the message
of the story. The story told you to keep going despite the difficulties life is
throwing at you, and stay true to yourself. It also tells you that bad people
will fade away too.
At the end of the trip, when
Timothy had to leave Vietnam, he brought the book with him, together with a
dictionary. He only wanted to maintain his knowledge of the language, not make
a proper translation. But little did he know that reworking the book will
develop his own Vietnamese skills.
Apparently, what Allen was
aiming for was capturing the essence of the story and being able to deliver the
same magic as Nguyen Du was able to. He wanted to maintain the lyricism, as
well as the characters and the flow of the story while translating it properly.
Now that he translated it, he wishes that many people will be in awe stumbling
upon the wonderful story of Kieu.
A language can be learned
through other methods, rather than simply reading grammar books and
dictionaries. As the story of Timothy Allen has proven, you can start translating
something out of pure fascination, and before realizing it, your skills have
If you’ve been impressed by
this story and now you’re curious about Vietnamese literature, yet you don’t
find translated one, don’t hesitate to seek Vietnamese
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Risk Assessment and Young People Essay
If you care for children of mixed age range you may need to section of certain areas or have activities – Risk Assessment and Young People Essay introduction. This would prevent, for example, a child who is crawling from getting access to a climbing frame or unsupervised water-play. Special needs Some children and young people have special needs related to a physical condition, disability, sensory impairment or a learning difficulty. Keeping these children safe while providing them with equal opportunities to play, explore and be active is an additional challenge that requires careful thought.
You may need to adapt play equipment or find suitable enabling or protective aids. Consider also how to make sure children understand safety instructions and can follow them sufficiently Specific risks There may be particular risks to bear in mind. For example, if you are working with colleague who is pregnant, or individuals with a sensory impairment, you will to make allowances. There may also be specific risks associated with particular activities, so you have to make sure to use the relevant safety equipment and give appropriate safety instructions in preparation.
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For example, if you are starting a baking session, don’t begin without making sure that aprons and oven gloves are available, that children know how who may use matches and how to use them safely, that only open the oven when an adult is present, and understand the importance of personal hygiene while cooking 1. 2 Explain how health and safety is monitored and maintained and how people in your work setting are aware of risk and hazards and encouraged to work safely All care settings must have systems in place so that each aspect of health and safety concerning the workplace and practice re checked regularly.
These should be itemized as part of a health and safety policy and include details about how often the checks should take place, who should make the checks and how information must be recorded and reported. Every member of staff has a right to have their health and safety protected and holds an equal responsibility to protect the health and safety of others. This includes the children and young people in your care, their families, your colleagues, visiting practitioners and Other visitors.
For example, a draftsperson such as an electrician might need to do repair or maintenance work during day of a playgroup. During the electrician’s visit children need to be kept safe from dangers such as tools and exposure to electricity, and the electrician must be kept safe from accidents and incidents, such as falling over a dropped toy or slipping in split juice. 1. 3. Identify sources of current guidance for planning healthy and safe environments and services. There are a number of different sources of information available to you.
Your place of work and your local library are good starting points, and a great deal of information can be found on the internet. People leagues – some of your colleagues may have specialist knowledge or wealth of experience from which you can benefit from visiting practitioners people who practice in other professions but come to your workplace as part of the service provision may be able to give you different insights Documents legislation documents explain ways in which health and safety relates to your work and your work role Policies describe under-running principles for safe working.
There will be specific health and safety policy, as well as other related policies, such as safeguarding and moving and handling procedures et detailed instructions about what must happen in particular circumstances, such as a fire alarm sounding, or if a building is to be evacuated, or in a event of a child or young person going missing other professions such as police, social services or healthcare can be contacted by letter to request specific relevant information Public information Health and Safety Executive (HOSE) is a national independent watchdog for work-related health, safety and illness.
Its role is enforce legislation, provide information and advice and run an advocacy service that supports individuals ho have been injured at work to go through a complaints procedure British Safety Council (BBS) is a UK charity offering information and guidance on health, safety and environmental Health Protection Agency (HAP) is an independent UK organization set up protect up to protect the public from infectious disease and environmental hazards. It others advice and information. 1. Explain how current health and safety legislation, policies and procedures are implemented in own work setting or service. Within my work setting we follow The Health and Safety at Work Act 1974. It is the employer’s duty to put leslies and procedures into place to ensure that the setting is meeting the standards of The Health and Safety at Work Act and the employee’s duty to make sure these are followed. We follow this act by making sure that the building and environment is well maintained, clean and safe.
Equipment is stored properly and is regularly checked to ensure it is safe. Hazardous materials and equipment is locked away and we follow the COACH act. We have systems in place to ensure the safety Of children at all times I. E. Fire procedure, accident and illness procedure. We provide adequate facilities to tit the needs and abilities of all children and young people and all members of staff are qualified, CRY checked and given regular training.
Gloves and aprons are worn at all times when dealing with bodily fluids to prevent cross- infection. All accidents and incidents are recorded are reported to the correct person. Practitioners are first aid qualified and are able to deal with minor injuries within the setting. First aid boxes and fire extinguishers are in every room along with a fire whistle to alert other rooms of a fire. We have a health and safety officer who oversees the running of the setting and ensures that sis assessments are regularly carried out and updated.
Staff members are given guidance on how to protect themselves throughout day to day activities and also regarding manual handling. Risk assessments also have to be signed by each practitioner otherwise they are void because the practitioner can say that they haven’t read them, maybe attend courses on health and safety, food hygiene, manual handling etc. Staff meetings to update health and safety requirements. Display the health and safety poster and make sure it is up to date (recently new updated version in our area). 2. Undertake a health and safety assessment in own work setting or service illustrating how its implantation will reduce risk A health and safety risk assessment is a careful examination of any hazards or situations that could cause harm to people or damage to buildings or equipment. In carrying risk assessments you have the opportunity to recognize potential risk before harm occurs and to take measures to avoid or minimize the impact. You can carry out informal risk assessments many times, often without thinking such every time you cross the road or drive a car.
A formal risk assessment process uses structure to identify and assess the risk and find ways to avoid or reduce it to an acceptable level. The five steps of risk assessment that undertake are, l:  1. Identify the hazards 2. Decide who might be harmed and how 3. Evaluate the risks and decide on precaution 4. Record my findings and implement them 5. Review my assessment and update if necessary 2. 4 Explain how health and safety risk assessments are monitored and reviewed Risk assessment is an ongoing process that needs continuous review until the risk is over.
The law does not expect you to eliminate all risk, UT you are required to protect people as far is reasonably practicable and this means monitoring risk and keeping them under review When you work with children and young people the workplace does not usually stay the same from day to day. Different people are around at different times and each individual will have different needs on different occasions. Also over the weeks, new equipment and new activities will be probably be introduced. This means once for all risk assessment.
Regular monitoring and reviewing keeps up with changes, allowing risk assessments to be adjusted and adapted as necessary. When considering how risk assessment might need to changed, I usually think about: The children and young people taking part The staff members who are going to be involved Other people who are around, such as family members, visitors or strangers The weather conditions Time of day The previous activity and how it may impact on this one Any potential hazard that have arisen will also ask the opinion and advice of others, who may spot things that I may have overlook, or have a different viewpoint.
I will also check what has worked well on other occasions and always learn from previous mistakes. . 1 Explain why it is important to take a balanced approach to risk management As practitioners, our main concern is to keep children safe from harm. Doing this can be very hard, as at the same time we need to encourage them to experience risk and challenges. If we try to remove all risks from children’s lives we could be risking restricting their learning experiences. It is very important that We teach children skills that will help those managing dangers and risk for themselves.
Giving children the opportunity to experience a certain level of risky experiences will help them o develop confidence and competence to make their own balance approach is taken in risk taking, so children are not over protected. Children are allowed to play and explore in safe environment and make right decision about risk with the help of adult. Children need to learn how to control risk themselves; by learning what is a safe boundary are with the help of adult, and showing the children how to recognize the risk and dangers in the safest way possible.
When you do any new activity it does create dilemma and conflict at some point between the duty and care and children rights. The activities we do with children, make they are right age for them, and extra care of children during the activity, because if is any things goes wrong then we have to make balance decision between the risk and child right. 32 Explain the dilemma between the rights and choices of children and people and health and safety requirements: Children learn by trying out new experiences and making choices.
But they do not have the skills and judgment always to make safe choices. Careers have the responsibility to identify potential hazards in any situation and to judge hen it is safe to allow a child to undertake an activity or make a choice. Some children need this freedom to explore risk even more than others. For example a disabled child may be restricted in play at home because of parental concern that the child could hurt themselves. In a well-controlled setting the child can be encouraged to explore and try out new skills. Children are usually very good at deciding what is safe or not.
Using large play equipment is a good example of how children assess and manage risk. In the Outdoor area in Foundation Stage there is a climbing wall where I believe that he children should use with caution but also given the chance to decide whether they can get over without hurting themselves or not, thus they are assessing and managing their own risk. This is a choice that they should make themselves, if they are not happy they will get down. However parents and cares who are being over cautious about children may stop a child trying new things out. 3. Give examples from own practice of supporting children or young people to assess and manage risk All children and people are different, but many do exercise a natural caution when trying a new experience or challenge. This can be seen as a self-protective instinct. Risky behavior often comes about when a child has been over protected and not exposed to any risk, so has not learnt how to asses risk Learning how about risk assessment and risk management is a gradual process in which there should be an increasing number of min-steps along the route to independence.
If a child is allowed to get it wrong sometimes, as long as it within a controlled environment where they cannot come too much harm, they will learn from their mistakes. There are a number of ways that I can help to support a child or young person to asses and manage risks safely Be present to physically support a young child physically as they try out new skills, for example, standing behind a very child to give confidence as they negotiate stairs and to be there if they fall Be positive role model, for example holding a safety rail/wearing a bike helmet/ using safety belts and explaining why these precautions re necessary.
Be encouraging by praising effort and highlighting competence and achievement Create opportunities to practice decision-making such as when crossing a road, suggested a child tells when they think it is safe to do so Talk over the recess of accessing ask as you carrying out task, for example, I’ll use an oven glove so don’t burn myself on the cooker Allow enough time for process of risk assessment to take properly Support parents to let go as they allow children to more independent choices Increase opportunities for independent decision making for children and young people as they get older 4. Explain the policies and procedures of the settings or service in response to accidents, incidents, emergencies and illness In my setting there several policies and procedures that I adhere to which include first aid, fire and accident and emergency. I refer to them at all times. 4. Identify the correct procedures or recording and reporting accidents, incidents emergencies and illness As an early years setting we have policies and procedures in place for how we respond to accidents, incidents, emergencies and illness and procedures for reporting and recording Sickness and illness: The settings policy for the exclusion of children with sick or infectious children is displayed in our waiting room; these include the period of time we require a child to stay home following a bout of sickness or diarrhea or other infectious illness such a chicken pox.
When infectious illness is discovered, such as head lice, parents are notified by signs being put up. If a child, following consultation with a qualified medical professional has an infectious disease which is on the modifiable diseases list then Offset are informed. If a child becomes ill whilst at the setting there parent/career are called, if they are not available we have a list of authorized emergency contacts who can come and collect the child, until such time the child is cared for in an appropriate area of the setting.
If a child becomes unwell and is a cause for serious once then an ambulance would be called. Certain illnesses as Meningitis need rapid action, there are posters in our waiting room to advice people on what to do should meningitis be suspected, age specific symptom lists and aids to diagnose such as the glass test. We have procedures and specific cleaning kit for use on spilled bodily fluids. Accident/First Aid: We have a qualified first eider in the setting or on an outing at any one time.
The first eiders are listed on a notice for everyone to see should they require help. If a child has an accident at the setting and requires first aid then the elevate qualified person will use the settings first aid kit which is easily accessible and regularly checked. When an accident occurs we fill out or accident book which details; where, when, how and what treatment was administered. The parents/career is then informed and asked to sign it at the end of the session.
If the injury is more severe and requires further medical attention then the parent/career or authorized is contacted and informed or following signed consent on the settings registration form the child can be taken to the nearest Accident and Emergency unit. We have a duty to inform Offset and the Health and Safety Executive of any injury that requires treatment by a medical professional or in the event of the death. Reviewing the accident book half termed allows us to identify any potential or actual hazards.
We have an Evacuation Bag which is taken out with us whenever we go outside of the premises or on off site visits/trips the contents of our evacuation bag include: First Aid Kit, Cold Compress, Accident Book, Fire Alarm Whistle, Individual child’s medication in own container, tissues, anti-bacterial hand gel, mobile phones, daily signing in/out sheets, contact details of parents/careers and emergency contacts. Incidents: When an incident occurs at the setting we record it in our Incident book which is kept in the office filing cabinet.
An incident could be a break in or theft, vandalism, dangerous occurrence, injury or fatality. In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it – or if it was reported to the police, and if so a crime number. Any follow up, or insurance claim made, should also be recorded. We comply with current HOSE Regulations and report to the Health ND Safety executive.
Risk Assessment and Young People Essay
Support Children and Young People’s Health and Safety – Risk Assessment and Young People Essay introduction. 1 Understand how to plan and provide environments and services that support children and young people’s health and safety. 1. 3 Identify sources of current guidance for planning healthy and safe environments and services. The Health & safety executive: HSE is the national independent watchdog for work-related health, safety and illness. They are an independent regulator and act in the public interest to reduce work-related death and serious injury across Great Britain’s workplaces
Child accident prevention trust: They are committed to reducing the number of children and young people killed, disabled or seriously injured in accidents. Department for schools and families The Department for Education is committed to creating a world-class state education system. They will work to improve the opportunities and experiences available to children and the education workforce by focusing on the following priorities: Giving greater autonomy to schools Improving parental choice Offering more support for the poorest Whole system improvement
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Great quality provision for children A Workplace’s policies and procedures: Risk Assessment: Risk Assessments are a legal requirement mainly under the Management of Health and Safety at Work Regulations 1999, although most health and safety legislation requires a risk assessment approach. 1. 4 Explain how current health and safety legislation, policies and procedures are implemented in own work setting or service. We have folders with all the policies and procedures for the whole school in them so if we aren’t sure about something we can go to the folder and find out.
Also when we get new staff they are given a hand book with all the policies and procedures in it which they have to read through before they start. Also we as a team make sure we are following policies and procedures on a day to day basis by reminding each other and supporting each other. For example we have two different policies for personal care in the school in my class the policy is one person to attend to a child’s personal care with the door open, whereas in all the other classes they have to have two people with a child but can close the door.