Tuesday, June 4, 2019
Child Abuse in Ireland: Policies and Legislation
baby Abuse in Ireland Policies and LegislationIn recent years, churl affront has been acknowledged as a growing occupation in Ireland (DoHC, 1999). Since the mankindation of the small fry Abuse Guide product hunts in 1987 (DoHC, 1987), a number of reforms have been introduced which aim to promote the auspices and welf are of children. Health get by professionals play an of the essence(predicate) role in child protection and care (Crisp and Lister, 2004). Community-based nurses, such(prenominal) as public health nurses, are frequently among the first to let out signs of child abuse and it is therefore important for them to have a full understanding both of their professional responsibilities in relation to this key role, and of relevant legislation, strategies and guide linages. In recent years, the Child Care Act 1991, Children Act 2001, Children First guidelines and the bailiwick Childrens Strategy have served to place children at the forefront of health and social care in Ireland.LegislationThere is a wide variety of legislation relating to children. The United Nations conclave on the Rights of the Child (UN, 1989) was the first leg totallyy binding document to telephone all aspects of human dutys (i.e. civil, cultural, economic, political and social) in relation to children, and recognise that individuals under the age of 18 years require additional care and protection. The Convention states that the bottomlandonical human offices of all children are the correct to survival to develop to the fullest and to participate fully in family, cultural and social life and is underpinned by 4 principles non-discrimination reverence to the best interests of the child the by rights to life and respect for the views of the child.In Ireland, the main legislation relating to child care is the Child Care Act 1991, which contains provisions relating to the care, protection and welfare of children in Ireland (Government of Ireland, 1991). This Act contains 7 parts which covers the promotion of child welfare, including taking children into care, homeless children and adoption services rules on the protection of children in emergencies and care orders jurisdiction and procedures to ensure the welfare of the child is paramount in court proceedings rules relating to children in care and rules on the supervision of pre-school services and childrens re fontntial centres. Under this Act, the Health Service Executive (HSE) has a duty to ensure the welfare of those children who are not receiving adequate care and protection by dint of appellation of children at risk, and the provision of child care and family support services.Other key legislative provisions include the Domestic Violence Act 1996 Protection for Persons describe Child Abuse Act 1998 The Data Protection Act 1988 the Education Act 1998 the Non-Fatal Offences Against the Person Act 1997 and the Freedom of In brass Act 1997.Strategies and guidelinesThe Children First case Guidel ines for the Protection and Welfare of Children guidelines (DoHC, 1999a) aim to move outer assistance in signaliseing, news reporting and responding to child abuse. Importantly, these guidelines promote an understanding of the relevant contribution of the different professions in cases of child abuse in particular, the role of public health nurses in carrying out enquiries in cases where there are child protection concerns and where they already have a close relationship with the family involved. These guidelines highlight the need for family-centred child care and protection and the formation of effective partnerships for consistent service provision, as well as fortune as a framework for multidisciplinary and inter-agency working practices. Th crude(a)out, the welfare of the child is emphasised as of paramount importance. Wider areas addressed within these guidelines include underage pregnancy, peer abuse, bullying, under fire(predicate) children, abuse out emplacement of the home, allegations of abuse against employees and volunteers, and organised abuse.The Best Health for Children Developing a Partnership with Families strategy (DoHC, 1999b) is based on a model that focuses on a holistic approach to child health promotion encompassing emotional and psychological aspects of health in addition to physical health. This strategy likewise acknowledges the importance of the family in this process, particularly the value of enate observations and concerns about their children. This report outlines a core programme for child health surveillance which documents the role of the public health nurse in making home visits soon after birth and throughout the childs early development. A take in-up report published in 2005 (DoHC, 2005) has reviewed the original programme and made recommendations for greater observation of child behaviour and development and increased awareness of the determinants of child health, together with the formation of partnerships betwee n parents and healthcare professionals to improve child health outcomes.Role of the public health nursePublic health nurses often carry out home-based parental assessment and ongoing surveillance, particularly working with high-risk families however, in these situations, it erect be difficult to build a trusting, supportive relationship if parents feel threatened, powerless, or concerned about possible action being taken against them. M bowellus proposed a framework of rational ethics to develop trusting relationships with high-risk families, based on four themes mutual respect, engaged interaction, embodiment and creating environment (M slewellus, 2005).Current legislation, guidelines and strategies emphasise the need for improved child protection and care to ensure the welfare of all children. The public health nurse can play a key role in surveillance of high-risk families and may be among the first to detect child abuse. Competence in procedures for identification, reporting an d responding to child abuse are therefore essential. The public health nurse works as part of a multidisciplinary team and should promote effective inter-agency partnerships for optimum service provision for children and their families.ReferencesCrisp, B. R. Lister, P. G. 2004, Child protection and public health nurses responsibilities, Journal of Advanced Nursing, vol. 47, no. 6, pp. 656-63.Government of Ireland 1991, Child Care Act 1991. Retrieved 11th celestial latitude 2008 fromhttp//www.irishstatutebook.ie/1991/en/act/pub/0017/index.htmlGovernment of Ireland 2001, Children Act 2001. Retrieved 11th December 2008 fromhttp//www.irishstatutebook.ie/2002/en/si/0151.htmlDoHC 1999a, Children First National Guidelines for the Protection and Welfare of Children. Retrieved 11th December fromhttp//www.dohc.ie/publications/children_first.htmlDoHC 1999b, Best Health for Children Developing a Partnership with Families. Retrieved 11th December fromhttp//www.hse.ie/eng/Publications/Children_a nd_Young_People/Best_Health_for_Children_Developing_a_Partnership_with_Families.pdfDoHC 2005, Best Health for Children Revisited. Retrieved 11th December fromhttp//www.google.co.uk/search?hl=enq=Best+Health+for+Children+RevisitedbtnG=Searchmeta=Marcellus, L. 2005, The ethics of relation public health nurses and child protection clients, Journal of Advanced Nursing, vol. 51, no. 4, pp. 414-20.United Nations 1989, UN Convention on the Rights of the Child the articles. Retrieved 11th December 2008 fromhttp//www.unhchr.ch/html/menu3/b/k2crc.htmMaths Teaching Guide Geometrical fixionsMaths Teaching Guide Geometrical Constructions12 Geometrical ConstructionsYou know utilize various instruments of the geometry box-ruler, compass, protractor, divider, fixate square etc. frameion of lines and tends. expression of perpendicular and perpendicular bisector to a lineconstruction of angle bisectors.Construction of special angles like 15,30,45,60,75,90,105,120,135,150,175You will learnconstruct ion of analog lines using different techniques- paper folding, set square and using compass.to identify whether a trilateral can be constructed with the given(p) over up respectments.construction of trigons with given measurement of fonts and angles.We know duplicate lines are lines that never meet. Now let us learn to construct fit lines.Construction of tally lines using ruler and set squaresTo construct a pair line to a given line from a given pointSteps for construction1. father a line l and take a point O outface the line.O2.Place any(prenominal) side of the set square forming the rightlangle along the line l.3.Place the ruler along the other side of the set square forming a right angle as shown. This ruleris to be kept fixed.Ol4.Slide the set square along the ruler upwards such that point O lies along the arm of the set square.Ol5.Remove the ruler and draw a line along the setOmsquare.Name this line as ml m is the required line parallel to l l mOm lConstruction of parallel lines using ruler and compassSteps for construction1. piss a line l and take a point A outside the line.Al2. Take any point B on the line. Join A to B.AlB3. With B as the centre and any convenient wheel spoke, draw an arc intersecting line l at P and AB at Q.AQlBP4. With A as the centre and the same radius draw an arc to intersect AB at R.AQlBP5. With the compass measure the surpass between pointsP and Q.6. With R as the centre and radius equal to PQ, draw an arc intersecting the previous arc at SSAQlBP7. Draw a line through A and S. m is the required line parallel to l passing through the point A.l mSAmQlBPRemember only one line can be drawn through A which is parallel to l. Lab ActivityWe have already studied parallel lines and their properties. We know that when 2 parallel lines are intersected by a transversal, the alternate angles so dupe are equal. The above construction has been done using the same property.When 2 parallel lines are intersected by a transversal, then the corresponding angles so organize are also equal. employ this property, construct a pair of parallel lines.To construct a parallel line to a given line at a given distanceTo draw a parallel line at a fixed distance from a given line follow the steps given belowDraw line l.Construct a perpendicular on the given line.Take a point at the given distance on the perpendicular.Construct a parallel line at that point as in the previous construction. character 1Draw a line l. Draw another line m parallel to l at a distance of 4 cm from it.SolutionTo construct a line parallel to a given line at a fixed distance from it wewill follow the following stepsTake a point C on the line l.Draw a perpendicular at the point C.On the perpendicular mark a point at a distance of 4 cm from C (say G).At G draw a GH perpendicular to CG.Since GH CG and CG l l GHGHmFDElACB(since the supply of the interior angles on the same side of the transversal CG is 180) Thus, m l at a distance of 4 cm from l. Exercise 12.11.Draw a line AB = 6 cm. Mark a point P anywhere outside the line AB. Draw a line CD parallel to lineAB passing through the point Pa.by drawing alternate anglesb.by drawing corresponding angles.2.Draw a line AB. Draw a line CD perpendicular to line AB. Now on CD mark a point P at a distance of 4.5 cm from C. At the point P draw a line parallel to given line AB.3.Refer to the figure given alongside. Construct a line parallel to AB passingDthrough the point P. Draw another line parallel to CD also through thepoint P. Name the geometrical flavourless figure so formedPABC5.Draw a line XY= 8 cm. On the line XY mark a point A, 3 cm from X. At the point A draw a perpendicular AB to the line XY. Mark a point M on AB at a distance of 4 cm from A. draw a line CD parallel to XY passing through M.6.Draw a line parallel to a given line at a distance of 5.5 cm from it.Construction of trianglesAA triangle is a three sided closed figure. It has 6 elements -3 sides and3 angles.For triangle rudiment given alongside, sides are AB, BC, and CA and the angles are rudiment, BCA and CBAHowever to construct a triangle uniquely, we do not need the measureof all six parts. A triangle can be drawn with a definite given size if any BCof the 3 conditions given below are fulfilled. The three sides of the triangle are given SSS criterionTwo sides and the include angle are given SAS criterion.One side and any ii angles are given AAS criterion or ASA criterion.Use a compass to draw angles of special measures 15, 30, 45, 60, 75, 90, 105, 120, 135 etc). For others you can use a protractor to construct triangles with given angles.Remember A triangle cannot be constructed if3 angles are given since the length of sides can vary. The triangles will be of the same shape however the length of the sides will be different.Two sides and the non included angles are given.Before we construct triangles we should make a rough sketch showing all the given measures.Construction of tri angles when 3 sides are given.A triangle can be drawn only when the sum of any two sides is greater than the third side.When three sides of a triangle are given, check whether the sum of any two sides is greater than the third side.If yes, only then the construction is possible.Example 1Which of the following can be the sides of a triangle?a.12,24, 11b.10, 5, 7Solutiona.Add the sides by taking two at a time12 + 24 1124 + 12 15However 11+12 24, indeed these measures cannot be the sides of a triangle b.Add the sides by taking two at a time10 + 5 75 + 7 1010 + 7 5Since the sum of any two sides is greater than the third side hence these measures can be the measures of a triangle.Example 2Construct a triangle ABC such that AB = 6 cm, BC = 5 cm and CA = 9 cm.SolutionIn triangle ABC, 9 + 6 5, 6 + 5 9, 9 + 5 6 triangle ABC can be constructed.Steps of ConstructionDraw a rough sketch of the triangle ABC.C9 cm5 cmA6 cmBDraw a line segment AB = 6 cmA6 cmBWith A as the centre and radius = AC=9 cm draw an arcA6 cmBWith B as centre and radius = BC= 5 cm draw another arc to intersect the previous arc at CA6 cmBJoin A to C and B to C. Triangle ABC is the required triangle.C9 cm5 cmA6 cmBExample 3Construct a triangle PQR with PQ = 7 cm, QR = 6 cm and PQR = 60.SolutionSteps of ConstructionDraw a rough sketch of the triangle PQRR6 cm60-P7 cmQDraw a line segment PQ of measure 7 cm.P7 cmQUsing a protractor or a compass construct an angle of 60at the point P.X60P7 cmQWith P as the centre and the radius = PR = 6 cm draw an arc to intersect XP at a point RX R6 cm60P7 cmQJoin RQ.X Triangle PQR is the required triangle. R6 cm60P7 cmQTo construct a triangle when two angles and the included sides are given- ASA constructionExample 4Construct a triangle ABC with B = 60, C = 70 and BC = 8 cm.Draw a rough sketch of the triangle ABCA6 cm6070B8 cmCDraw a line segment BC of length = 8 cmB8 cmCAt B draw PBC = 60 using a compassP60B8 cmCAt C draw QCB = 70 using a protractor the point off intersection of PB and QC is the vertex A.Triangle ABC is the required triangle.QPA6 cm6070B8 cmCTo construct a triangle when two angles and the side not included between the angles is given- AASconstructionTo construct a triangle when the side is not the included side in the given angles, we will first the third angle using the angle sum property and then consider the given side and the two angles that include that side to construct the triangle using ASA construction criterion.Example 5Construct a triangle PQR with P = 110, Q= 30 and QR = 6.5 cm.SolutionThe given side QR is not the included side between the given angles P and Q. let us find the third angle R, using the angle sum propertyWe know sum of angles of a triangle = 180.P + Q + R = 180 110 + 30 +R = 180 R = 180 140 = 40Now we can use the ASA construction criterion to construct triangle PQR with Q =30, R = 40 andQR = 6.5 cm.The steps of construction will be the same as in the previous constructionRough sketchPAB P3040Q6. 5 cmR3040Q6.5 cmRTo construct a right triangle when the hypotenuse and one side are given.RHS constructionThis construction is only for right angle triangles when the hypotenuse and one side are given. One angle is90 as it is a right triangle.Example 6Construct a right triangle XYZ right angled at X with hypotenuse YZ = 5 cm and XY =3 cmSolutionSince it is a right triangle right angled at X X = 90, YZ = 5 cm and XY = 3Steps of constructionDraw a rough sketch of the triangle XYZZ5 cmX3 cmYDraw a line segment XY = 3 cm.X3 cmYAt X draw AXY = 90 using a compassA90X3 cmYWith Y as the centre and radius 5 cm , draw an arc to intersectAX at Z.A Z90X3 cmYJoin YZTriangle XYZ is the required triangle.A Z5 cm90X3 cmYRemember in a right triangle, the hypotenuse is the longest side. Exercise 12.31.Given below are some measurements of sides, which of the following can be the sides of a triangle. a. 6,8,12 b. 5,9,6 c. 11,6,6 d. 80,15,60 e. 8,6,10 f. 6,6,62.Which of the following measures will form a triangle? Why or why not?a.A = 45, B = 80, C = 65b.X = 30, XY = 5.6 cm, XZ = 3.8 cmc.AB = 7 cm, BC = 10 cm, CA = 6 cmd.B = 60, A = 80, AC = 5 cm2.Construct a triangle ABC with each side measuring 6 cm. Measure the three angles of the triangle so formed.3.Construct a right triangle PQR right angled at P with PQ = 4 cm and PR = 6 cm.4.Construct a triangle XYZ with X = 60, Y = 45 and XY = 7 cm.5.Construct a triangle PQR with PQ = 6 cm, PR = 8 cm and Q = 75.6.Construct a triangle ABC with AB = 5 cm, BC = 6 cm, B = 1057.Construct a triangle LMN with LM = LN = 5.8 cm, MN = 4. 6. What special name is given to such a triangle?8.Construct a right triangle ABC with AB = 5.5 cm, BC =8.5 cm and A = 909.Construct a triangle PQR with P = 45, Q = 75 and PQ = 5.5 cmConstruct a triangle PQR with measures of sides PQ = 4.6 cm, QR = 5.6 cm and PR = 6.5 cm.1.Draw the angle bisectors of P and Q. let these intersect each otherRat the point O.2. From the point O draw a perpendicular to any side of the t riangle. Name the point where it meets the side as M.3. With O as the centre and radius OM draw a circle.O Does the circle see all the sides of the triangle?Such a circle is called an inscribed circle and the centre is known as theincentre.PMQCan you draw another circle larger than this which can fit into the triangle? No the inscribed circle is the largest circle that will fit inside the triangle.Math Lab ActivityObjective to make students familiar with constructionsMaterials required compass, ruler, paper, pencil and colours.Method Each student will work individually to create a drawing of his/her initials using the parallel, perpendicular, and segment bisector constructions1.Make a sketch of your initials and identify where each construction will be used.It is necessary to use at least one perpendicular line through a point on a line, perpendicular line through a point not on a line, parallel line through a point not on the line,other constructions what you have learned canH I J K L M Nalso be used.2.Construct using a compass and a ruler.3.Colour the alphabets and make them as creative as you can.Hint constructions will be easy if you use the square(p) lined alphabets asRecollectionsOPQRSTUV W X Y ZA parallel line can be drawn to a given line from a given pointA parallel line to a given line can be drawn at a given distance from it.A triangle has 6 elements in all- 3 sides and 3 angles.A triangle is possible only if the sum of any 2 sides is greater than the third side.Construction of triangles is possible given the following criterionswhen 3 sides are given. SSSwhen two sides and an included angle are given.SASwhen two angles and the included sides are given.ASA constructionwhen two angles and the side not included between the angles is given. AAS constructiona right triangle when the hypotenuse and one side are given. RHS constructionFormative assessment1.Fill in the blanksa.The sum of angles of a triangle is . b.A triangle has elements.c.If 2 angles a nd the side are given, a triangle can be constructed.d.In a triangle PQR, P = 45, PQ = 7.5 cm and PR = 6.3 cm, then triangle PQR can be constructed using criterion.e.To construct a triangle with given sides, the sum of 2 sides should be than the third side.2.Which of the following can be the sides of a triangle?a.4 cm, 6 cm, 5 cm.b.2 cm, 5 cm, 4 cmc.8 cm, 6 cm, 12 cm d.5 cm, 6 cm, 12 cm3.Construct a triangle ABC with the following measurementsa.AB = 5 cm, BC = 7 cm, AC = 13 cm.b.A = 45, B= 65, AB = 7 cm.4.Draw a line parallel to a given line at a distance of 7.5 cm from it.5.How many lines parallel to a given line can be drawn through a point outside the line? Why?Review Exercise1.Draw a line segment AB = 6.4 cm. On AB take any point P. At P draw perpendicular PQ to AB. On PQ mark a point at 5 cm from P. Draw a line parallel to given line AB.2.Draw a right triangle PQR right angled at Q with PQ = 7 cm , QR = 6 cm. through P draw a line parallel to QR and through R draw a line paral lel to PQ intersecting each other at S. measure PS and RS. What is the name of the figure so obtained?3.Construct an isosceles triangle ABC with AB = AC= 7.5 cm and A = 75.4.Construct an equilateral triangle LMN with each side measuring 6 cm.5.Construct a right triangle XYZ with XY = 6.5 cm, YZ =8.5 cm and X = 90.6.Construct an obtuse triangle ABC with B = 135 , AB = 7 cm, BC = 8 cm.7.Construct a triangle PQR with P = 55, Q = 65 and PQ = 6.3 cm8.Construct a triangle ABC with A = B =75, and AB = 7.4 cm. What is the special name given to such a triangle?9.Construct a triangle XYZ with XY = 5.4 cm and X=60, Z = 60. Measure the length of YZ and XZ. What is the special name given to such a triangle?10.Construct a triangle ABC with the B = 105, AB= 6.3 cm and BC = 5.6 cm.
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