Variables that Affected Voter Turnout Rates in the 2012 Presidential Research Paper

Variables that Affected Voter Turnout Rates in the 2012 Presidential Elections In the United States - Research Paper Example Did various demographic variables affect the voter turnout during the 2012 presidential elections of the United States? The 2012 presidential elections voter turnout rate was lower compared to the previous 2008 elections, as shown in the diagram below. According to many scholars and academicians, various demographic factors were responsible for the decreased voter turnout. This research, therefore, seeks to provide a concrete answer or response to this question, putting into consideration various demographic variables associated with elections and voter turnout rates. At this juncture, it is worth noting that the actual voter turnout was 66.65%, a figure that is arrived at after comparing the 129,067,662 individuals who voted out of the 193,653,908 registered voters (I.D.E.A 1). A number of scholars and academicians alike have attributed various factors, both demographic and demographic, to the decreased voter turnout rate in the year 2012. In his article, â€Å"why is turnout so low in United States elections†, Eric black has considered two major non-demographic factors. Black attributes the low turnout rates to the legal requirement of voter registration. According to him, many people are unable to vote simply because they do not like the cumbersome and complex procedure of voter registration. The other factor he considers is the voluntary voting, which allows people the liberty to choose whether to vote or not. The United States citizens are not compelled to exercise their civic and political right of voting, and therefore the voter turnout rates will always remain low. The Institute of Democracy and Electorate Assistance (IDEA) has also conducted a research and compiled data regarding the same issue.

Should Companies Subscribe to Codes of Corporate Social Responsibility Assignment

Should Companies Subscribe to Codes of Corporate Social Responsibility - Assignment Example Elementary interpretation of the phrase ‘Corporate Social Responsibility’ calls for an investigation into the ‘supposed’ relationship between business and society. The hypothesis that there is a tangible link between business and society is the basis for the whole issue of Corporate Social Responsibility. One comes to the conclusion that the hypothesis is not true, when business, as all business, is considered. For instance, take the example of a logistics service, of any type for that matter. For example, in the case of a grocery supplier that charges farmers for transporting vegetables to the local market, there is little relation if any between business and the society at large. At least no responsibility in this case seems to arise directly from a business of this kind. According to Carroll & Buchholtz (2001), â€Å"when we speak of business and society relationships, we usually refer to particular segments or subgroups of society or to business and som e system in our society†. Why this consideration is important is because it rules out the possibility of applying any holistic theories of corporate morality and conduct to business – meaning all business. Conventional Social Responsibility Anyhow, there are businesses that can be considered to be linked to society. However a non-living body cannot be expected to ‘act responsibly’. Social responsibility is a doubtlessly well-understood term in educated communities. The description and limitations of the phrase are cemented concepts. One definition of social responsibility states that being socially responsible means â€Å"acting with concern and sensitivity, aware of the impact of your actions on others, particularly the disadvantaged† (Entrepreneur Magazine). Understandably a human can use his... Regardless of the current conditions of Corporate Social structures around the world, Corporate Social Responsibility is an issue that ought to be advocated. By most contemporary definitions, CSR is the â€Å"duty of every corporate body to protect the interest of the society at large†. It is not only a responsibility of corporations to keep a check on the potential environmental damage they might be doing but after the recent boom in communication systems it is becoming an ever larger necessity for organizations as people learn to care more about the world and its inhabitants. A simple rule to follow for publicly owned companies is to obey the principles of what Geoffrey P. Lantos calls ‘Ethical’ and ‘Strategic’ Corporate Social Responsibility and leave out those of ‘Altruistic’ CSR. This classification of CSR by Lantos is derived from the theories of ethics of duty (non-consequential). It is easy to see that the only condition in which CSR adherence is to be avoided is when it curtails the rights of the shareholders. As the human race moves towards greater organizational transparency in general and ever greater public access to information, indicators of greater influence of morality on the profitability of corporations are getting ever profounder. â€Æ'

Unit 4 Individual Project Essay Example | Topics and Well Written Essays - 500 words - 2

Unit 4 Individual Project - Essay Example on creates the incentive to trade the products you are good at producing in exporting transitions and the goods and services a country is not efficient at producing are imported into an economy. The end result of the trade activity among nation is a better standard of living of all the participating nations in international trade (Nobelprice, 2008). The Ricardian theory was derived from the principles of the Heckscher-Ohlin theory as far as its objectives. The theory is better than Heckscher-Ohlin because it adds the element of labor theory of value into the demand and supply approach used in the Heckscher-Ohlin economic model (Gontijo, 2000). Another major difference is the inclusion of the concept of competitive advantage into the Ricardian theory. Trade activity among trade partners positively affects the distribution of income of the countries involved in the transactions. The Heckscher-Ohlin model demonstrates the positive outcome of trade which increases the distribution of income the resident of nations. The way distribution of income is improved through trade is due to the appreciation of value as direct consequence of trade transactions. For example Argentina is able to produce apples at $1 a pound, and sells them in the open market at $1.75 per pound. In Brazil it cost $2 to produce the same apples, then Brazil has no incentive to produce apples since it can purchase them at $1.75 from Argentina. In the transaction Brazil acquired value in the form of $0.25 which is distributed in the economy of the nation and which positively affects the standard of living of all Brazilians. Factor endowment theory equalizes the relative costs between nations as well as the prices of factors of production (Csus). The principle assumption of the theory is that price equalization is derived from international activity trade among nations. The applicability of endowment theory is greatly enhanced by Leontief theory. The Leontief theory says that a country specialized in

Customer Needs And Expectations Tourism Essay

Customer Needs And Expectations Tourism Essay Lists of different places with different prices whether it is cheap or expensive or either it has a hotel or car package for the customers flights. It helps the customers to choose what they really like or what they can afford. British Airways did this because they knew that people have different taste, different needs and status in life. *British Airways achieved their customers expectations and needs by serving the main expectations and needs of their customers. E.g. they gave you an opportunity to book a flight; choose from their list of different places with different prices; you can change your booking and etc. They EXCEED their customers expectations and needs by doing things like: BA on your mobile -The British Airways app gives you all the information you need about your next flight in the palm of your hand- you can check in for flights; download and use mobile boarding passes; view the latest arrival and departure information; see upgrade offers for future flights; track any British Airways flight and Book a new flight by just using your phone. Mobile boarding pass All British Airways customers can now download a boarding pass on their phone, within 24 hours of flight departure. There is no need to print it as all the details are in the mobile boarding pass. The barcode is scanned as you move through the airport. With their mobile boarding pass, you will be able to store your boarding pass in your clear security; access British Airways lounges and board the aircraft *British Airways exceed the customers expectations and needs by giving their customers an easy way to access some informations about British Airways like they can book a new flight by just using their phone plus they can now download a boarding pass on their phone which is convenient for their customers. That was also unique for the customers because not all of the airlines have that kind of customer service. Information at the airport -London Heathrow, London Gatwick, London City and other airports Making a smooth getaway They know how busy any airport can be so they give a few pieces of information that could help ease the experience for their customers. Information that include: Where you can find their lounges Whether you want to catch up on work before you travel, enjoy a snack or simply unwind, youll find an area in one of their lounges to relax away from the busy airport environment with Wireless broadband provided by  Spectrum Interactive is free in all British Airways UK lounges.   Safety and security Checking-In Theyve made checking in fast and easy so you can spend more time doing what you want to do. -Mobile check-in . You can check in whilst travelling to the airport, or choose seats for tomorrows flight home without leaving the beach by just using your phone. *They exceed customer service by telling to their customers where can they see the lounges which is convenient for their customer because it can also allow them to surf internet and eat while waiting for their flight. It is useful especially for the business men/women and to the people rushing just to go to the airport so they can do their work by not just wasting time waiting for their flight and they can eat especially for the people who rushed to go to the airport that dont have time to eat. For their airports and other airports Terminals Check-in facilities at the airport Bag drop desks Terminal map Flight connections Transport links *They exceed their customer service by giving informations like where are their terminals checks in facilities, bag drop desks and terminal map which is really helpful for their customers because sometimes customers got lost at the airport because they dont know where they would go. In addition, usually instead of just waiting for their flights customers were still looking for their destinations at the airport to check in so it was an exceeding customer service and need especially when they also gave informations on some airports where customers over stop. On Board Childrens activities on board They understand that keeping your children happy will play a large part in making your flight as relaxing and enjoyable as possible. They have a number of activities designed to keep them entertained whilst flying with them. *They exceed their customer service by helping the parents of the children to make their children happy that really helps the parents to just relax and enjoy their flights without having some concerns that their children might get bored and irritated because usually children cried and got irritated during the flight that can cause an unpleasant experience for the parents. It was also an unusual customer service. In-flight meals All of their meals are carefully created by leading chefs, and wherever they can they incorporate seasonal produce in their dishes to ensure they use the freshest ingredients with the fullest flavour. Special and medical meals If you have special dietary requirements, you can let them know in advance and they will provide you with a suitable meal. You can request a special or  medical meal  through  Manage My Booking. Travelling with food allergies Theyre passionate about their food and work hard to ensure the meals you enjoy with them are prepared to the highest standard and with the finest ingredients. That includes providing a wide range of special meal options to cater for many food sensitivities and clear labelling of all their meals.   *They exceed their customer service by automatically giving the customer a special/dietary food that access foods that they require. This exceeds the customers expectations as the customer needs have been met without the customer requesting or having to ask as the proactive thinking of the staff have already acted on the customers needs before they have needed to ask or they can also ask you what are your dietary foods or foods that are not allowed for you. Travel Preparation Disability assistance To help us provide you with the necessary service for your needs please let us know how we can help you -Mobility assistance at the airport and in-flight -Mobility assistance provided at the airport Visually impaired passengers If you are visually impaired, they can offer: An escort to and from the aircraft. Individual safety briefings and assistance during the flight. Hearing impaired passengers If you are hearing impaired, they can offer: An escort to and from the aircraft. Separate briefings about safety procedures. Subtitles on the English version of the in-flight safety video. Induction loop facilities are available at most airports and on board through their in-flight headphones. Headphones compatible with standard hearing aids switched to the T position. Transporting your pet When you want to transport your pet, you can rest assured that they will take the very best care of them.  Pets must be booked to travel with British Airways World Cargo, and they will be carried in the aircraft hold.   -Travelling with a Guide/Assistance Dog They will make special arrangements for your Guide/Assistance Dog, to ensure they are able to travel with you in the aircraft cabin.   Certified  Assistance  Dogs for blind, deaf or disabled passengers travel free of charge in the aircraft cabin on most flights from the UK; and provided dogs are compliant with the Pet Travel Scheme, on all British  Airways routes approved by DEFRA to the UK. *Automatically booking the customers that have disabilities into a suit that has access facilities that they require. This exceeds the customers expectations as the customer needs have been met without the customer requesting any assistance or having to ask as the proactive thinking of the staff have already acted on the customers needs before they have needed to ask. They can also do that for the customers pets like dog/ cat. Flying with confidence The UKs most experienced fear of flying course. Is fear of flying holding you back? They can help you The  Flying With Confidence  courses are run by British Airways people who want to help you conquer your fear of flying. Their courses have been running for more than 25 years and have helped more than 45,000 people like you. Customer feedback shows that they have a 98% success rate in helping people like you to overcome their fear of flying. -Stop worrying, start flying Their one day course caters for many different needs, whether you have mild anxiety about flying or are unable to set foot on an aircraft. The courses are run by experienced British Airways pilots and crew as well as a Clinical Psychologist. At the end of the course, you will join others in  conquering your fear of flying  on a short flight with their team of experts. *It is an exceeding customer service because they not just booking you a flight but they also helping you to conquer your fear of flying which is really helpful. It helps because it makes their customer enjoy their flight without having a fear especially for those who has an anxiety of flying. The good thing is the effect of their help affect you throughout your life which really helps you to enjoy travelling without having a fear. This is not just a service for them but they also concern that your fear of flying can affect your work and life especially for business men/women because they are more likely to travel often and for the outgoing people that afraid to travel by a plane. Thorpe Park They MEET their customers expectations and needs by doing things like: Full Ride Listing THORPE PARK has so many awesome rides that we have had to stick them in a big list for your viewing pleasure. Book a Ticket Online/Phone and Book a ticket with Hotel Ticket Deals Opening Times *They meet their customers expectations and needs by serving the main expectations and needs of their customers. E.g. they gave you different ticket deals; look at the list of their rides; you can book a ticket with hotel; look at their opening hours and etc. They EXCEED their customers expectations and needs by doing things like: Park Map *Thorpe park exceed their customer service by giving/allowing their customers to print out a Park Map which help them to know the locations of the rides, food and drink stalls. It helps the customers to easily find the rides, toilets, food and drink stalls. Usually, for some amusement parks do not give a map of their amusement park that makes a hard time for the customers to find the rides, food and drink stalls. Therefore it is an exceeding customer service that they actually giving a park map to the customers without the request of the customers. Thorpe Park official APP THORPE PARK brings you the official iPhone and iPod Touch App. Its packed full of features to keep you entertained and informed at the nations Thrill Capital. You can also grab exclusive offers like: Park Map Interactive Park map that shows your exact location in relation to the rides, food and retail units, cash points, toilets and lockers†¦all via the iPhones GPS Ride Information See all the extreme thrills waiting for you on their rides, as well as videos and photos to really get the adrenaline pumping in anticipation. Offers Exclusive discounts and promotions to the Park as well as at the retail and food units. Park Info Information on THORPE PARK, including: opening times, upcoming events and directions to the Park. * Thorpe Park exceed the customers expectations and needs by giving their customers an easy way to access some informations about Thorpe Park like Park Map, ride information, offer and other park info. It really helps the customers because they can now browse some informations about Thorpe Park by just using their phone which is really accessible. Thorpe Park exceeds it by browsing the informations about Thorpe Park by just using a phone which is really preferable for their customers. DISABLED GUIDES BEFORE YOU ENTER THE PARK Parking Those holding a blue disability badge are required to pay  £3 for car parking. When a guest displays a blue disability badge, they can park in the disabled area of the car park, next to the Admissions area on a first come first served basis. Ticket Concessions We offer a concessionary admission price for disabled guests and one accompanying helper. We will require proof of entitlement before the concessionary rate is given. Such proof includes a blue/orange badge, Attendance Allowance book etc. Please note this is for Admission to the Park only and does not guarantee entitlement to a disabled Ride Access Pass from Guest Services. If you require any assistance when purchasing your tickets, please do not hesitate to speak to a staff member in the Admissions area. Guests using wheelchairs who have not pre-booked tickets in advance should use the access ramp at the Annual Pass Building to purchase tickets for THORPE PARK . When entering the Park please use the right hand gates at the turnstiles which have a wider access point. Annual Pass Holders with a registered disability have the option of a free helper pass. Please see ENJOYING YOUR DAY AT THORPE PARK Ride Access Passes Disabled guests who are unable to queue may be eligible for a Ride Access Pass for themselves and one helper. The wristband given will allow the disabled person and the helper to bypass the queuing system usually via the exit or designated entrance designed for ease of access. Proof of entitlement will be required before the Ride Access Passes are given. Such proof includes: Documentary evidence in the form of a letter from a GP or hospital consultant, which details reasons that the guest is unable to queue. Please note this must be seen by THORPE PARK every year, and this is different documentation to that required for admission to the Park. In certain situations (such as extreme weather conditions, mechanical problems or power interruptions) it may be necessary for guests to be evacuated from the rides, possibly from the highest point. We ask that any helpers are a minimum of 14 years old, and physically able to assist in the event of an evacuation. We can advise but it will always be up to the individual guest to decide whether or not they should ride. Ride Safety Several rides are unsuitable for guests with heart, back, or neck conditions, or expectant mothers and we strongly recommend those guests who have had recent surgery or an injury do not ride some of our more Thrilling attractions. On many of our rides guests need to have the ability to brace themselves in an upright position, and all rides require guests to keep their arms and legs inside the ride carriages, and remain seated at all times. Not all of our rides are suitable for all guests. Each ride has a strict operating requirements that all riders must meet. Please do not ask our staff to break these rules as they are there for your safety. As well as taking note of the ride restrictions, we also strongly suggest that you watch our rides in motion before making a decision on whether to ride. Toilet All toilet locations around the Park have access for guests with disabilities, and we operate the Nationally recognised RADAR key system to access them. If you dont have your own key, you can hire one from Guest Services for a  £10 refundable deposit. Guest Services Located in the lower level of the Dome, we are able to offer advice on ride access and restrictions along with offering guests with disabilities several options to make their experience at THORPE PARK both enjoyable and comfortable. *Thorpe Park automatically recommends the customers that have disabilities into a suit that has access facilities that they require. Thorpe Park recommends the annual pass and the wristband that allow them to park in the disabled area of the car park and allow those who are unable to queue may be qualified for a Ride Access Pass for themselves and one helper that they may be able to bypass the queuing system usually via the exit or designated entrance designed for ease of access. In addition, they tell what rides are suitable for them; all their toilets have access for guests with disabilities; they tell where the disabled toilet is and they offering several options for guests with disabilities. This exceeds the customers expectations as the customer needs have been met without the customer requesting any assistance or having to ask as the proactive thinking of the staff have already acted on the customers needs before they have needed to ask plus they really concern about the securi ty and safety of their guests.

Teaching Adults: Is it different? :: Education School Essays

Teaching Adults: Is it different? The adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents. The assumption that teachers of adults should use a different style of teaching is based on the widely espoused theory of andragogy, which suggests that "adults expect learner-centered settings where they can set their own goals and organize their own learning around their present life needs" (Donaldson, Flannery, and Ross-Gordon 1993, p. 148). However, even in the field of adult education, debate occurs about the efficacy of a separate approach for teaching adults. Some believe that adult education is essentially the same process as education generally (Garrison 1994) and therefore does not require a separate teaching approach: that is, all good teaching, whether for adults or children, should be responsive in nature. The question of whether teaching adults is different remains ambiguous. For example, research summarized in an ERIC Digest(Imel 1989) has shown that even those educators who say they believe in using an andragogical approach do not necessarily use a different style when teaching adults. Additional myths and realities related to teaching adults are explored in this publication. Two areas are examined: types of adult learning and what learners themselves want from teachers. Different Types of Adult Learning One way to approach the question of whether teaching adults is different is by examining the types of learning in which adults engage. Drawing upon the work of Habermas and Mezirow, Cranton (1994) classified adult learning into three categories: Subject-oriented adult learning-In adult learning contexts that are subject oriented, the primary goal is to acquire content. The educator "speaks of covering the material, and the learners see themselves as gaining knowledge or skills" (ibid., p. 10). Consumer-oriented adult learning-The goal of consumer-oriented learning is to fulfill the expressed needs of learners. Learners set their learning goals, identify objectives, select relevant resources, and so forth. The educator acts as a facilitator or resource person, "and does not engage in challenging or questioning what learners say about their needs" (ibid., p. 12). Emancipatory adult learning-The goal of emancipatory learning is to free learners from the forces that limit their options and control over their lives, forces that they have taken for granted or seen as beyond their control. Emancipatory learning results in transformations of learner perspectives through critical reflection (Mezirow 1991). The educator plays an active role in fostering critical reflection by challenging learners to consider why they hold certain assumptions, values, and beliefs (Cranton 1994).

Health care challenges Essay

Our country is set to face a new way of managing health which could potentially change the environment on how nurses deliver care. As our nation prepares for the implementation of Patient Protection and Affordable Care Act, nursing as a healing profession has to be open to what the future of health management holds. The goal is to have all registered nurses reach a high level of understanding and acquire tools necessary to provide the best possible way at a low cost. It is both moral and professional obligation of our leaders to ensure that highly competent and well trained nurses are available throughout this transition. To achieve this goal, nurse educators are the key players to train both novice and seasoned nurses to the change based on the new policies and evidence-based research. However, our Nurse Educators are overwhelmed with their current workload hence causing faculty shortage in the country. A recent study published on 2011 aimed to explore the relation of nursing faculty shortage to their workload, determine if there are evidences that the faculty workload is not equitable and the implication/effect to the nursing research and nursing academic. According to this study, there are multiple factors that influence the nursing faculty shortage such as lack of interest from the nurses to try academic careers, time spends to clinical practice defers pursuance into academic positions, low salaries, high educational costs, nursing education dissatisfaction and most importantly low institutional funding for additional nurse educator positions. Nancy Falk stated in her article that â€Å"despite current critical shortage and growing demand for nurses and nurse educators, federal funding falls far short of addressing these healthcare workforce challenges. Workforce projections suggest that the US will face a shortage of 285,000 nurses by 2015 and 500, 000 by 2025.† (Mason, Leavitt & Chaffee, 2012, p 58). Also, American Association Colleges of Nursing reported on 2011-2012, that nursing schools turned away 75,587 applicants who are qualified for baccalaureate and graduate nursing programs because of inadequate nursing faculty including clinical preceptors. These challenges ultimately impact the future of patient care if not addressed. Faculty leaders must work in partnership to create a strategy that will help prevent further faculty shortage by focusing on balanced faculty workload to avoid burnout. This article emphasized on the continuous support by government officials especially adequate funding to nursing education. AACN is allocating its resources to protect federal funding for academic development programs, identify strategies to prevent nursing educator shortage. Additional solution is to create a mentorship program for nurse faculty. This strategy was confirmed by various literature and studies to promote nursing faculty recruitment and retention. Mentorship brings encouragement and direction to clinical educators who are new to the role and prevent burnout. Health care system will be lost without nurses in our society. Statistic shows that there are currently 2.9 million nurses in the United States but nurses with special skills such as in education is extremely needed. Nurse Educators, in some ways, affect the lives of everyone. It is through this role where highly competent, compassionate healers such as nurses are produced. â€Å"The future of the nursing profession depends on a steady supply of nurses to provide the quality care to patients† (Cowen & Moorhead, 2011, p. 60)

How to Safeguard the Wellbeing of Children Essay

1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991, introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework †¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown  that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children.  However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is  not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum †¢Implementing child protection policies and procedures †¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible †¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment †¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember †¢Check that I have understood what the child is trying to tell me †¢Praise  the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of that child or young person. This then helps policies and  procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the  appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting. CYP Core 3.3: Understand how to safeguard the well-being of children and young people 1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991,  introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework  Ã¢â‚¬ ¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff  across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a  safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum  Ã¢â‚¬ ¢Implementing child protection policies and procedures  Ã¢â‚¬ ¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible  Ã¢â‚¬ ¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard  Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment  Ã¢â‚¬ ¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember  Ã¢â‚¬ ¢Check that I have understood what the child is trying to tell me †¢Praise the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will  contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of th at child or young person. This then helps policies and procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove  successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and  doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting.