Health and Safety Executive The event safety guide (Second edition) A guide to health‚ safety and welfare at music and similar events This is a free-to-download‚ web-friendly version of HSG195 (Second edition‚ published 1999). This version has been adapted for online use from HSE’s current printed version. You can buy the book at www.hsebooks.co.uk and most good bookshops. ISBN 978 0 7176 2453 9 Price £20.00 The event safety guide replaces The guide to health‚ safety and welfare at
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CU1521- Support children and young people’s health and safety. 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. The factors that you would need to take into account include * Individual needs depending on their age or abilities‚ for example a child of two years may not be able to do the physical things of a child who id five years old. So you would have to set out different activities for different ages. *
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Define the basic nutritional requirements of children and young people to ensure a balanced diet and meet government guidance The Government recommends that all healthy individuals should consume a diet that contains: • Plenty of starchy foods such as rice‚ bread‚ pasta and potatoes • Plenty of fruit and vegetables; at least 5 portions of a variety of fruit and vegetables a day • Moderate amounts of protein-rich foods such as meat‚ fish‚ eggs and alternatives such as nuts and pulses • Moderate
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showed the toddlers a hat‚ they all began to point at there heads. When I noticed the response I immediately began saying the word hat and what it’s used for. Most of the toddlers were able to repeat the word hat and knew what the hat is used for. 2. The next day I decided to bring in an old hat from home that we could use as an activity for the toddlers. During circle time one of the toddlers began to say the word hat-cold. I began to smile and introduce to the toddlers a different hat. I also
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Kristi Kujawski Ms. Kello CHD 120 September 27‚ 2010 As a childcare provider‚ it can be challenging to obtain established and productive relationships with parents of the young children I care for. My goal as the childcare provider is to have the best relationship with these children’s parents as possible‚ because good and positive relationships lead to success. I have strategized a plan to obtain my goal. What I plan to do is offer the parents all the information and knowledge about myself
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TASK 2 2.1 Proactive Strategies Proactive strategies are the strategies that are already in place to deal with behavioural problems. Proactive behaviour management is about sharing what strategies are with the children to make sure they know what’s expected of them. Reasons children behave as expected could be that they simply ‘know’ what is expected of them or they ‘know’ the consequences for not behaving appropriately. Praise is the best way of promoting a proactive behaviour
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should respect their believes and the variety of food * Muslims – eat halal meat‚ fish and shellfish‚ which is slaughtered and prepared in a certain way‚ they do not eat pork or dairy products that contain rennet and also they fast during Ramadan. * Jews eat kosher lamb‚ beef and chicken which is slaughtered and prepared in a certain way‚ dairy products are not eaten with meat‚ eggs must not have blood spots‚ fish should have fins‚ scales and backbones‚ fast during Yom Kippur * Sikhs
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However‚ others are skeptical and fear that these robots will have negative effects on society. In the following paragraphs‚ I intend to discuss both views. To begin with‚ robots speed up the production process and are very good in repetitive tasks. For example‚ it is a well known fact that the leading products made in the developed countries like Japan are made by the help of intelligent machines or robots. What is more‚ robots can be operated 24 hours per a day which can also raise the
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Assessment 2: Authentic Tasks – Critical Incident Report Executive Summary This report is based around a dissatisfying service incident with Generic Removals. This incident is described by using the Critical Incident Technique questions as a framework for its description. Table of Contents Executive Summary – Page 1 Part 1 Critical Incident Description – Pages 3-4 Part 2 Critical Incident Analysis – Pages 5-6 Part 3 Recommendations for Provider – Pages 7-8 References – Page 9 Part 1 Critical
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Assessment date/s Time/s The Assessment Task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor. Submit this document with any required evidence attached. See specifications below for details. Performance objective You will demonstrate skills and knowledge required to advise applicants of interview outcomes and induct a successful applicant. Assessment description Across three assessment tasks you will support the recruitment‚
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