Treatment Options for Fracture Types

Treatment Options for Fracture Types Leah Jenkins There are many different treatment options for an oblique type fracture, a lot of it has to do with how severe the fracture is and what area of the body it is located. Many doctors will will different types of pain medication to handle the pain, in severe cases the doctor may need to give surgery and reset the bone. In other cases a cast may be a easy option. A plaster or fiberglass cast is usually the most common type of cast used for features, most bones are able to heal in their own if the broken part are positioned back to where they need to be. External fixation may also be used, the is a type of operation in which metal pins and screws are placed into the bone above or below the fracture site holding a frame that connects the bones in the proper position while they heal. Fractures may take many weeks to heal. Even after your cast or brace is removed you still will need to limit your movement until the bone is strong enough for everyday life. The bone will need time to heal and the ability to regain normal muscle strength, joint motion, and flexibility. Compound Fracture: A compound fracture is best described as an open fracture that breaks the skin. A fracture such as this can be more harmful than most due to the risk of infection, and damage to vital parts of the body. This fracture can take longer to heal as the damages can be more severe than others. A compound fracture is caused by pressure being placed on a thus causing it to snap. This type of fracture can be caused by a fall or a car accident. Due to the high energy needed to cause this fracture, the after effect can cause more injuries. Fractures, such as open, can vary on severity. For example, the wound can be pinpointed and the bone may or may not be visible. You can always bet with a compound fracture that the bone will press against the skin. Due to the bone breaking the skin the risk for complications such as soft tissue damage and infections such as staff are at higher levels than a fracture that doesnt break through the skin. With the risk, you need urgent surgery with treatment options of Internal and External Fixations, followed by further medical instructions by your surgeon. 2. Explain how a specific type of injury caused this fracture. To have a spiral fracture to your radius you have to have a pretty specific type of fall or impact. A spiral fracture is a fracture that wraps around the bone in the shape kind of like a spiral notebook. One example of how this can happen is, if a child or teenager (because there bones are more easier to fracture than adults) was in-line skating at a roller rink and fell on an outstretched hand. The energy from the falling would travel up the arm and fracture the arm. So typically a spiral fracture is due to falling or impact. An example of a spiral fracture due to impact is if a teenager hit a volleyball with their forearm with their radius facing up and the impact of the ball travelled to the arm and the bone has no choice but to fracture because there is no outsource for the energy to go anywhere else. Typically a spiral fracture takes 4 to 6 weeks to heal, depending on the severity, age, and health. To help prevent a spiral fracture, be sure to take calcium and get the daily reco mmendation of vitamin D. Having good bone health is a good way to make your radius stronger and the chances of these examples will go down drastically. 3. Explain how a specific type of injury caused this fracture. To have a spiral fracture to your radius you have to have a pretty specific type of fall or impact. A spiral fracture is a fracture that wraps around the bone in the shape kind of like a spiral notebook. One example of how this can happen is, if a child or teenager (because there bones are more easier to fracture than adults) was in-line skating at a roller rink and fell on an outstretched hand. The energy from the falling would travel up the arm and fracture the arm. So typically a spiral fracture is due to falling or impact. An example of a spiral fracture due to impact is if a teenager hit a volleyball with their forearm with their radius facing up and the impact of the ball travelled to the arm and the bone has no choice but to fracture because there is no outsource for the energy to go anywhere else. Typically a spiral fracture takes 4 to 6 weeks to heal, depending on the severity, age, and health. To help prevent a spiral fracture, be sure to take calcium and get the daily reco mmendation of vitamin D. Having good bone health is a good way to make your radius stronger and the chances of these examples will go down drastically. Greenstick Fractures Greenstick fractures are a type of break in a bone of the body that does not break all the way through but comes close, that is called an incomplete fracture. It also is a small break and is typically not very severe usually they are hairline fractures. When you break a bone as a greenstick fracture there are 2 different types of treatment options. One option is to wear a cast and the other one is percutaneous pinning. If the bone isnt badly fractured, which most greenstick fractures arent, then the orthopedic specialists will put the bone in a cast. The cast helps to immobilize the bone and that part of the body whether it is the arm or leg. Several sources have all agreed that the average time that somebody will wear a cast for a time period of 4-8 weeks depending on the severity of the fracture. The other treatment option of percutaneous pinning is for a more severe fracture. The Mayo Clinic said that if the break is bad enough they will chose to put pins through the bone with an external fixator around it to prevent the bone from breaking more and breaking completely through the bone. Another source stated that if the bone is slightly unaligned the Doctor or specialists will slightly tug on it to straighten it out a little and avoid having to pin the bone. In conclusion the two different treatment options agreed upon by multiple sources for a Greenstick fracture is casting and percutaneous pinning, casting is the largely preferred treatment option, however both treatment options meet the same goal of healing the bone and getting it back healthy for everyday activities.

Brave New World Essay

Aldous Huxley was a writer of several novels, including the most famous Brave New World. He was born on 1894 and died on 1963. His interest includes politics, philosophy, parapsychology, psychology and mysticism. He was known to have close relationship to several people who have inclinations towards science. He has a botanical father and had worked in a chemical plant. Brave New World was written during an era where psychology and genetics play a vital role in explaining human behavior and reactions. It is then not impossible that there will come a time that humans will be experimented using psychology and genetics to be able to determine the extent of its effect. 1)Identify the characteristics (dimensions) of the narrative. A narrative is about telling stories, thus, it consist primarily of a plot structure, conflict, characters, setting, theme and point of view. The plot structure is basically the outline or the framework of the whole narrative; it includes the introduction followed by the rising action and the climax and then the falling action and finally the resolution. The conflict on the other hand is the disagreement in the narrative; usually it is where the whole plot revolves. The characters are the players or those who perform in the narrative. The setting is where the narrative takes place. The theme is the topic or the issue/s being portray or shown as the narrative progresses. The point of view is what the characters or the author seems to think from their perspective. 2)Discover an explanation for how the narrative creates meaning. The narrative creates a meaning by putting all of its dimensions together. Weaving one with another, it generates an idea that later result to a series of story which are connected with one another. 3)What is the setting? Where does the story takes place? Brave New World starts in ‘Central London Hatchery and Conditioning Centre’, there is a tour in the Hatcheries. The director is explaining to the students the process of reproduction of ‘customized’ human beings. The story takes place during A. F. otherwise known as After Ford. 4)Who are the characters? Are they human? Fleshed out? Known and unknown traits. The first character to be shown was the ‘Director’ Tomakin. He was the director of Central London Hatchery and Conditioning Centre. As the story succeeds, he was shown to be a part of a scandal involving his impregnation of Linda, a second caste or Beta and having a son with her named John, some 25 years ago. The next character was Linda Crowne, she is another Beta which depicts the typical female in the Brave New World. She is nineteen years old and is a lab worker at the Conditioning Center. She is Bernard’s love interest and she also like Bernard. Bernard is the main character in the story, he works as a psychologist in the Conditioning Centre and belongs to the Alpha class or the first class. He is the one to expose the son and wife of Director Tomakin. John or more commonly known as ‘the savage’ is the son of Linda and Tomakin. He lives in the savage Reservation along with her mother. He causes the big embarrassment for the director. He found his mother in the dying bed. He serves as the character who lives in the old world or something like that. Mustapha Mond is one of the World Controller. At the beginning of the narrative he told the students who are touring the Control Center about monogamy and the bond between mother and child, which he remarked as ‘horrifying’. Helmholtz Watson looks like Bernard’s Bestfriend and adviser. He like Bernard is not in favor of the ‘new order’ he thinks that there is something that is not right in the system. Ford is another term or shortcut for Freud which serves as the new ‘God’ as revealed in the story by Mond. Other characters are just minor characters. Among the characters, ‘the savages’ are the only one who is really humans’ or those who become humans in the natural sense. Other characters are fleshed out. Although they are till humans are homo sapiens, they are not created in the normal process. As stated above, they are somehow, customized. 5)Who is the narrator? Attitude toward story? Powers available to narrator? Characteristics? Trustworthy & reliable? The narrator is actually not among the characters thus he/she have the capability to tell the readers what is actually taking place in the narrative. The narrator’s attitude is somehow against the world order but it seems that the narrator is curios of what will happen after things are going this and that way. I could not say for sure if the narrator is trustworthy and reliable since there are instances wherein he/she tries to guess part of the story. Also, since the narrator is not an actual character it is hard to tell how much is his/her if his/her interpretations are coherent. 6)What are the events? Which are important for the story’s development? Which flesh out the story? The first three chapters generally describe that ‘brave new world’. The tour in the Control Center gives us a brief overview of the workings involved in the conditioning and reconditioning of the people, from conception to old age. Then the presentation of Lenina as the typical human being during that time in contrast with Bernard who seems to deviate with what is foreseen as natural. The visit to the Savage Reservation which shows the members of the old world and how they live corresponds to the presentation of a small part or population who still live in the ‘old system’. Meeting John and Linda who turns out to be the Director’s family, John being a child conceived through normal sexual intercourse which the new society or the Fordian society believes to be obscene. The presentation of John as the son followed by the fame of Bernard that was only short-lived since John did not show up in the conference which was arranged to confirm his identity. Then it shows the Shakespearean love that John felt for Lenina while Lenina shows the love she knows, this leads him to beat her. It was then followed by Linda’s death which leads to a riot at the hospital. This leads to the arrest of Helmholtz, Bernard and John. Bernard and Helmholtz were sent to another island far from England. John on the other hand was permitted to live n England. The people in England seems to drive John crazy, thus at the end, he killed himself. 7)How are events related in time? How are they told in the story? (Flashbacks? ) What is the speed or pace of the story? The events are related as the story progresses however there are indeed some flashbacks especially the scenes with John in the savage Reservation. The speed of the story is fast paced but there are enough explanation for every scenes. 8)What are the causes and effects? Are causes human? Supernatural? Are effects caused by accidents? Forces of nature? The Causes are the humans as can be seen since it is the humans who create the ‘brave new world’. Accordingly, the world is patterned to how Freud had conceived family as a disintegration of individual. The new order also aims to promote happiness by controlling everything in the human life. The effects are not merely accidents but an understanding of a ‘utopian’ view. 9)Who is the audience? What can we tell about the audience’s knowledge, personality, and abilities, on the basis of the speaker’s attitude toward audience? The audience is basically the reader which is also the spectators who are looking forward the development and progress in the narrative. The speaker speaks of the audience as someone who wants to join or be included in the ‘utopian like’ world where everything is equal yet individuality is missing. 10)What is the theme? It may be an underlying truth or saying. How obvious and clear is the theme? â€Å"Community, Identity and Stability has been the central theme of the whole novel since it is even the motto of the ‘new order’. The theme is very obvious since it is discussed in the novel. Stability is always mentioned with its reference to control and less conflict. Science seems to be the central source of power in the ‘brave new world’, science is used to provide less conflict through conditioning and minimizing conflicts. 11)Does the narrative fulfill its creator’s purpose? I believe it has fulfilled its creator purpose of delivering a novel that shows a future society if it will be designed or patterned to a ‘communal, scientific capital system’. Everyone will be treated in the same way. People do not experience loneliness because they are conditioned to be like this and do that. People are treated as mechanisms and/or things that can be rejected if it does not suffice its purpose. People live and die with the purpose of living together harmoniously in a fake reality. 12) Does the narrative provide useful ideas for living your life? Yes, it had me thinking of my own view regarding Utopia. It also gives me an insight about the way society has effects on the individual. The way the society can shape and somehow manipulate what an individual will think and how he/she will react. Also, it shows that although science, in general and genetic engineering in particular, may be used to treat illnesses and can improve life, it might also result to artificial human beings which are created in laboratories. Reference: Huxley, A. (1958). Brave New World.

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.

Data Collection Is Necessary For Every Business - 991 Words

Data: Data collection is necessary for every business to run, and companies use many internal and external data sources to collect data and then convert this data into information and using it for the company’s benefit. The type of data used by domino’s pizza and some of the sources through which it collects data is given below: †¢ Forms: These are mostly used to collect data from new users as anybody who wants to enter a promotion or to register on their website needs to fill a registration form or participation form. The information like Name, Gender, E-Mail, Postal address, Telephone numbers, Credit/Debit card numbers, CVV, and most of the times a unique password to be placed by the user is collected through such forms. †¢ Activities and Transactions: After getting registered when someone performs a transaction or use any application of domino’s there is some data that is captured by the company which includes the type of transaction, amount of transaction, location form where the transaction was performed, billing method, contents of the website visited, area of interests, area of the website most visited and the organization through which transactions was facilitated from user’s end. †¢ Emails: Whenever someone corresponds with Domino’s through Email or telephone or even by placing a personal visit, the information about the customer is automatically saved and is used by the management for companies use. (Domino’s Privacy Policy n.d.) 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