Safeguards and Policies to Protect Children from Harm

Safeguards and Policies to Protect Children from Harm Protecting children from harm When children are attending school, their parents and carers expect them to be learning and enjoying their day in a safe and secure environment. The Health and Safety at work Act 1974 has been put into place to ensure the environment the children work in is safe and well maintained and safe for children to move around in. The environment in which the children and adults are working within should be safe and clean, and any equipment and resources that are being used by the children should be safe and in good working condition to ensure they are protected from any harm. Children should be able to learn in a safe environment and being able to learn and thrive to their full potential without the risks of illness or injury. Safeguarding is not just about protecting children from harm it also includes issues such the following. Children’s health and safety Bullying Racist abuse Harassment and discrimination Use of physical intervention Meeting the needs of children with medical conditions Providing first aid Drug and substance misuse Internet safety Safeguarding children is the responsibility of all school staff members and governors. They should do the following to protect children from harm. Provide an environment where children feel secure, are encouraged to talk and are listened to Ensure children know that there are adults in school who they can approach with any concerns Provide information that enables children to develop the skills they need to recognise how to stay safe and free from harm Children should be able to feel safe and secure in the school setting. Staff should receive the sufficient training relating to safeguarding children and should identify signs of abuse in order to protect the child from any harm. Children who are protected enjoy and thrive at what they like to do best and this motivates them and gives them a self belief of all the things they enjoy. Children who are not protected in the school setting lack self esteem issues and this would also have a negative impact on their development. Safe guards have been put into place to ensure the following. Protects children and young people from harm and abuse Enables staff to know what to do if they are worried Shows that the group is responsible and has pride in its work Prevents children from under developing Builds children self esteem and self belief Builds confidence in the child Gives the opportunity for the child to enjoy childhood and have no worries that they should not have Gives them a good start to life Prevents them from being under bad influence that could cause long term effects References/bibliography www.gov.uk www.safeguardingchildren (3.4) Policies and Procedures In a school environment there are a range of policies and procedures in place to protect the children and the adults who are working at the school. Policies and procedures are important in schools because they help to ensure that staff and children know what is expected of them, they would receive fair treatment and enjoy the safest conditions possible. Safety in schools is better assured when clear policies and procedures exist. Everyone works better when there are rules that are understood clearly. Policies and procedures set out the rules that must be followed and if not followed there would be consequences. Children behave and perform better when they know the guidelines and when teachers are consistent with enforcing the rules. Some of the procedures set in a school are. Safeguarding and welfare of children policy Safeguarding and school security procedures Statutory school policies School health and safety procedures School improvement policies School support and healthy lifestyle policies General school policies Special educational needs policies School premises policies Educational policies are rules that are used in schools to effectively and efficiently teach children and keep them safe. Policies and procedures enable schools to make good decisions that optimise well being. Schools do this by the following. Involving children in school decision making about governance and policy Involving children and parents in the regular review of school policies and procedures and the determination of computer use, class and playground rules Encouraging children to take active steps in tackling bullying, prejudice and other behaviours that have a negative impact on wellbeing Aligning policy and curriculum References/bibliography www.safenetwork.org.uk (3.5) Reporting poor practice When working with children it is very important that any concerns regarding poor practice are reported. Also to ensure those who’s behaviour is causing concern is reported to protect those who have reported the concern are protected. Reporting concerns about poor practice is very serious and needs to be dealt with as soon as possible. Within the school setting there will be procedures put into place for reporting concerns. When discussing poor practice with the manager poor practice should be accurately identified and if possible, include dates, times and situations when the issue occurred. It is essential to provide as much information as possible. Whistleblowers are protected by law as long as certain criteria are met. The types of whistle blowing eligible for protection (called qualifying disclosures), they include when someone reports the following. That someone’s health and safety is in danger Damage to the environment A criminal offence That the company is not obeying the law That someone is covering up wrongdoing Whistleblowers are protected by law as long as they believe that what they are doing is right and that it is in the public interest. The human resource department will usually play a large role in ensuring that the correct procedures are followed. The human resources department will provide information on the employee’s rights, including their right to representation. If a young person or adult has concerns, it is important that they are able to report them to someone at the school. It is therefore important that the school know how to respond, and who will do this. Once a concern has been reported, it is important that appropriate action be taken. It will not be the school’s responsibility to decide if action needs to be taken, unless a child is at immediate risk of harm. It is however the schools responsibility to respect the concerns appropriately in accordance with the policies, procedures and systems that have been put into place. When someone is reporting their concerns the following should be used to help the situation. Stay calm Reassure the person reporting their concerns that they have done the right thing in telling you Keep an open mind Listen carefully to what is said and take them seriously Explain that the information would have to be shared with others and do not promise to keep secrets. Child abuse can and does occur inside and outside the family environment. It is not always easy for teachers to identify where abuse has occurred. However, all teachers working with children have a duty of care to be vigilant and respond appropriately to suspicions of poor practice, abuse or bullying. Whistle blowing is the process of disclosing wrong doing. Within the school setting this may mean exposing a member of staff to poor practice or behaviour. This could be a member of staff bullying a pupil or a colleague. The way a worker can blow the whistle on wrong doing depends on whether they feel they can tell their employer. A worker cannot be dismissed because of whistle blowing. If they are, they can claim unfair dismissal they will be protected by law as long as certain criteria are met. The following people are protected. Employees A agency worker People that are training with an employer Self employed workers Work in a school A worker will be eligible for protection if They honestly think what they’re reporting is true They think they are telling the right person They believe that their disclosure is in the public interest Reference/bibliography www.whistleblowing.uk www.gov.uk (3.6) Protecting yourself during everyday practice In the school setting there are various policies and procedures in place which support assistants must adhere to in order to protect themselves. The safeguarding if children are usually covered within the induction programme and this will inform teaching assistants of the roles and responsibilities with regard to children and how teaching assistants can be protected against unwanted allegations. Policies within the school setting should be followed to protect you from harm. This includes health and safety policies for example, not standing on the tables to pin a poster on the wall. If an incident is witnessed by another member of staff, they should be asked to document what they have witnessed, sign and date it as evidence When a school trip has been arranged, the teacher and support assistant will usually carry out a risk assessment to ensure that the venue is safe for the class to visit. They will usually need to do the following. Ensure the risk assessments are completed and when appropriate individual safety plans and safe working practices Support the governing body in any decision on approval Assign competent staff to lead and help with trips Verify that all accompanying adults have been CRB checked Make sure that all consent and medical forms are obtained Keep records of visits and provide after visit evaluation to aid future visits All relevant risk assessments must be carried out by the teacher before any proposed visit or activity takes place. Key issues from the risk assessment or safe working procedures completed for the trip must be communicated to all adults before the visit commences. Risk assessments must also be completed for the transport. When hiring a coach or minibus drivers of the transport must have received training within the last four years. The risk assessments are completed to ensure the safety of the teachers and children and are covered if anything does go wrong (insurance). References/bibliography www.gov.uk

The Portryal of Women

This also includes any female emotions they might encounter such as pain, sorrow and frustration leading them to surrender. In Exile of the Son's of Gillis, Dermis's destiny was already determined while she was in the womb. She was raised apart from everyone else and isolated from the world. After she was born all of her power was taken in the hands of society. She was fully under the control of Connector, as he announced â€Å"This Woman I'll keep to myself'(131). As only being seen as an object the types of men she was Introduced to would never eve her, but would take control of her and battle for her ownership.The full year she was taken under Schooner's control she never gave one smile, she had no strength to eat or sleep, or even Lift her head from her knees. At this time, Dredger was taken full advantage of the most by being degraded and raped repetitively by Connector and Eagan. Despite the men that Derider has been through, no one captured her feelings as much as Noises. Thi s is where Derider had taken it upon herself to have Noises convince Connector allow them to escape together.Since Cinchonas made no exceptions, Derider urged Noises to return home where she would remain unprotected. In order for this physical and mental pain she was experiencing to stop, she was left nothing more but to kill herself. One of her last words spoken was, â€Å"Break my heart no more today, In a short while I'll be no more, Grief is heavier than the sea, If you were but wise, Connector†(136). Due to not having any control In this situation she rebelled against them proving her ultimate power over her body, mind and spilt.When Dredger committed seclude, she knew that by taking her own life she would never be dominated by Connector and Eagan, the two men she hated the most. Similar themes are encountered in The Wife's Lament. The main character is also feeling the same emotions as Derider in the Exile of the Sons of Gillis. In the beginning, this poem it describes the wife's resentment she has towards her husband who left her feeling empty and alone in the world. This can be compared to Derider were both of these women do not know how to react to their different tuitions or able to move on from it.Also, they both are longing for a love that they will never have. Since her life was revolved around the well being of her Lord, once he is gone she feels helpless in this unfamiliar and hostile world. Her misery Is expressed when she recites, â€Å"There I weep my exile, the many burdens. Therefore I can never set my cares at rest, nor still all this life's longing, which Is my lot†(1 14). This quote overlooks all her sorrows being left In the dark and deserted, that she will never overcome her suffering pain of separation.She was left with no control under ten solution Ana let to accept near loneliness. Her last tongue was auto near husband and convinced herself that he too was suffering. â€Å"Whether my friend has all the world's Joy his bidding or whether, outlawed from his homeland, he sits covered with storm frost beneath a rocky cliff – my weary – minded friend, drenched in some dreary hall – he suffers great anguish†(114). Overall, this poem is mainly focuses on the speaker's grief suffering through her state of hopelessness.Today, women are till experiencing the issues of degrading and being looked at as an object. Each of the women in The Exile of the Son's of Gillis and The Wife's Lament showing the corruption that degrading had caused. This is where they both took action and tried to escape their feeling of constant misery. They had no control or power in any situations leading them to their feelings of pain, sorrow and frustration. Leading us to have higher hopes for the future that will always be taken into consideration in positions of leadership and appreciated for what they stand for.

Does Fair Value Accounting for Non-Financial Assets

Does Fair Value Accounting for Non-Financial Assets Pass the Market Test? Hans B. Christensen and Valeri V. Nikolaevï€ ª The University of Chicago Booth School of Business 5807 South Woodlawn Avenue Chicago, IL 60637 Abstract: The choice between fair value and historical cost accounting is the subject of longstanding controversy among accounting academics and regulators. Nevertheless, the market based evidence on this subject is very limited. We study the choice of fair value versus historical cost accounting for non-financial assets in a setting where market forces rather than regulators determine the outcome. In general, we find a very limited use of fair value accounting. However, the observed variation is consistent with†¦show more content†¦Evidence from the US prior to 1940 is provided in Fabricant (1936) and ARB (1940). Evidence from Australia is provided in Whittred and Chan (1992), Brown et al. (1992), Easton et al. (1993), Cotter and Zimmer (1995), and Barth and Clinch (1996, 1998). Evidence from the UK is provided in Amir et al. (1993), Barth and Clinch (1996), Aboody et al. (1999), Muller (1999), and Danbolt and Rees (2008). 1 managers have stronger incentives to respond to market demands and commit to the accounting treatment that maximizes the value of the firm (i.e., is more efficient).2 We study valuation practices for arguably the most controversial (non-financial) asset groups: property, plant and equipment (PPE), investment property, and intangibles. Out of the twenty-nine European countries that mandated IFRS from 2005, we select the United Kingdom (UK) and Germany because they have the largest financial markets in Europe and are historically at opposite ends of the spectrum in terms of using fair value accounting under the local GAAP. Specifically, for non-financial assets, German GAAP allows only historical cost accounting, whereas UK GAAP either allows (for PPE) or mandates (for investment property) fair value accounting. As a result, IFRS expands the available valuation practices in both the UK and Germany. Indeed, under IFRS, both fair value and historical cost are allowed for PPE and investment property; and, if an activeShow MoreRelatedUniform accounting standards produce uniform financial reporting. Discuss and evaluate the above statement in the context of the International Financial Reporting Standards (IFRS)1064 Words   |  5 Pagesidentify what the phrases â€Å"accounting standards† and â€Å"financial reporting† refer to. Accounting standards refer to the accounting methods used in an accounting system like the IFRS. 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When did the FASC Codification become effective? According to the Notice to Constituents (v4.7), the FASC Codification was released on July 1, 2009 and became effective for interim and annual periods ending after September 15, 2009. b. Did the FASC change prior GAAP? According to the Notice to Constituents (v4.7), the

Essay on Choice and Free Will - 1511 Words

â€Å"Free will† is the power of acting without the constraint of necessity or fate. Free will has long been debated by scholars, philosophers, and psychologists. It is a subject that has been argued, theorized, and predicted to the extent of human ability, but recent data has been brought up by two psychologists named Shirley Matile Ogletree and Crystal D. Oberle. These two psychologists assess surveys given to college level students to evaluate the â€Å"common† or â€Å"plain† perspective of free will. They also bring up the questions like â€Å"Is free will compatible with determinism?,† â€Å"What is meant by free will and determinism by the average person?,† and â€Å"Does it make a difference what attitudes people have regarding free will and determinism?†Ã¢â‚¬ ¦show more content†¦Yet, another deterministic view held by Dreyfus and Dreyfus (1991), and Velmons (2003) suggests that choices are evaluated on a subconscious level b efore reaching the conscious level and resulting in our final decision. The fact of determinism can be critically thought of as the more intelligent perspective; however, advocates of free will have an advantage. The mere presence of choice cannot be excluded from the equation when deciding one’s own belief. Choice is a vital element to consider when â€Å"determining† whether or not to give sway one side or the other. Yet again, there are varied degrees of the level of belief in free will. 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