Unit 2: Earth Materials LAB: 2-3 Igneous Rock Identification Vocabulary: Igneous: Produced under the conditions involving intense heat. Intrusive: Igneous rock that forms beneath Earth’s surface. Extrusive: Igneous rock that forms at the Earth Surface. Felsic: Igneous rock rich in potassium feldspar and quartz and light color. Mafic: Igneous rocks that are rich in dark Plagioclase feldspar‚ pyroxene and
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TDA 2.9 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. St Oswald’s Catholic Primary School aim to create an environment which encourages and reinforces good behaviour and positive attitudes‚ and this is done through promoting the school ’Behaviour Policy’. Our school maintains a consistent approach to behaviour at all times and by all members of the school community. Aims of the behaviour policy: To promote a
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Symptoms | A. Anxiety Disorders: | | | 1. Generalized Anxiety Disorder (GAD) | A. Excessive anxiety and worry (apprehensive expectation) about two (or more) domains of activities or events (for example‚ domains like family‚ health‚ finances‚ and school/work difficulties)B. The excessive anxiety and worry occur on more days than not for three months or more (APA‚ 2000) Examination of Classifications and SymptomsC. The anxiety and worry are associated with one or more of the following symptoms: 1
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classes/groups‚ you may be asked to work with them to discuss and plan activities for the week‚ and time set aside to do this. You will need to work with teachers to ensure that the work you are covering fits in with activities/topics planned. For some schools‚ it is difficult for teaching assistants to have time to plan with teachers‚ particularly if they are working in multiple classes. Following the teaching session‚ both you and the class teacher should reflect on the effectiveness of the teaching
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TDA Unit 2.9: Support Children and Young People’s Positive Behaviour 1. Know the policies and procedures of the setting for promoting children and young people’s positive behaviour. 1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour The purpose of school policies on behaviour are: • Captures the values and beliefs of the school • Sets out expectations of behaviour • Indicates how good behaviour will be
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| |TDA 2.1 |CHILD AND YOUNG PERSON DEVELOPMENT | CACHE Level 2 Supporting Teaching and Learning in Schools – Work book 1 Contents Learning Outcome 1.1 ……………………………………………… 3.7 Learning Outcome 1.2 ……………………………………………… 8
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any Hazards 2. Follow the school’s Safety Policy 3. Make sure their actions do not harm themselves or others 4. Use any safety equipment provided 5. Ensure equipment is safe or appropriate 1: Reporting hazards – Everyone should be alert to hazards which are likely to cause injury to themselves or others in the school. Annual risk assessments are required to determine the activities and areas of the school that are the most dangerous. Any hazards should be reported to the school health and
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TDA 3.4 Promote children and young people’s positive behaviour A. A summery of the policies and procedures of the school‚ relevant to promoting children and young people’s positive behaviour. Behaviour policy Our behaviour policy begins with a quote from the Elton report – “Discipline in Schools 1989” “Reducing bad behaviour is a realistic aim‚ eliminating it completely is not” Aims • To develop a school behaviour policy supported by the whole school community with shared values
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2-3: Distortion of Results By Human Expectation Human expectation is often a good thing. It’s what makes us work hard and strive for success. In psychology human expectation can be harmful though‚ for both the observer and the subject(s). Human expectation can often distort the results of scientific research. Human expectation can come from the observer in which they unknowingly influence the subject(s) due to their expectation on results. This means that instead of the subject(s) response to something
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adenosine triphosphate (ATP). In this activity‚ you will work with your team to design and build a model of the human digestive system. This model will be used to explain the unique structure and function of the parts of the digestive system to a middle school health class. Each structure and organ along the path has unique properties that make it ideal for its function. For example‚ the stomach is both
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