This programme aims to provide children aged 4-7 years with awareness and strategies for keeping safe. Although it may be difficult to accept, children and young people from any community, including those with disabilities, can be put at risk of harm, abused or hurt, regardless of their age, gender, religion or ethnicity. All children have the right to be safeguarded from abuse or neglect so they have the opportunity to reach their potential and be successful adults. Protective behaviours teaches children to develop an awareness of personal safety; helps them to identify and express their feelings; make choices and solve problems. First Steps to Safety has taken the core protective behaviour principles and created a teaching framework with overarching aims, with supporting lesson plans, resources and activities, in a 10 week programme that can be picked up and used by anyone in school wanting to empower children and young people of any age and any capability to develop personal safety. The information and strategies provided to children are generic and applicable across a range of situations that may arise, for example bullying, internet safety, being harmed, feeling sad or feeling unsafe. Sessions include: my body parts; showing my feelings; my body, thoughts and feelings all go together; feeling safe; behaviour choices; to empower children to feel safe and know they have a right to fee safe; to give children the confidence and ability to assertively manage their own safety; to children the skills to take responsibility for their own bodies, thoughts, feelings and behaviour; to enable children with a range of communication abilities to ask for help; for children to have awareness of their body, thoughts, feelings and behaviour; have a vocabulary to express how their thoughts and feelings affect their bodies; know the early warning signs for feeling unsafe; know they can make different behaviour choices based on feelings; and know who good people are to go to for help and how to ask for help.
The main purpose of this monograph is to provide a comprehensive study of the effects of thermal radiation on both man and materials, for use in the assessment of risks and hazards from fires and fireballs. The study was sponsored by the UK Health and Safety Executive (HSE) with the aim of producing a useful reference document for work connected with major hazards assessment for land-use planning and in developing operational standards. The monograph is based on an earlier report (1984) and revised to include more recent information on the effects of atmospheric transmissivity on thermal radiation, the effects of thermal fluxes incident on clothing materials and the prognosis of burn-injury victims. The Glasstone method previously used to account for atmospheric transmissivity has been replaced by a model which considers the attenuation of radiation by both scattering and atmospheric absorption. A methodology has been included which enables ignition and melting times of fabrics to be predicted. Knowledge of how a fabric is likely to respond to a particular incident flux provides for a more comprehensive means of predicting the consequences of a person's exposure to thermal radiation. The assessment of thermal radiation consequences has been extended to include a section describing the prognosis of burn-injury victims. Given a particular level of injury, it is possible to estimate the mortality probability of a victim knowing the victim's age and percentage body area suffering from burn injury. The first IChemE monograph on thermal radiation, "Calculation of the Intensity of Thermal Radiation from Large Fires", dealt with classification of fires and methods of calculation of thermal radiation for different types of fires. It complements this monograph.
Please note, this resource is suitable for the exams up to June 2022. New revision resources will be available from Spring 2022 for the exams from November 2022. Exam Board: ISEB Level: 13+ Subject: Geography First Exam: Autumn 2015 This book provides ideal preparation for Geography Common Entrance and other entrance examinations at 13+. Geography for Common Entrance 13+ Revision Guide reflects the style and content of the new ISEB Common Entrance syllabus and provides essential support and guidance for thorough exam preparation. - Suitable for all ISEB 13+ Geography exams taken from Autumn 2015 onwards - Endorsed by ISEB - Consolidates all key information required for Common Entrance - Features well-annotated illustration to help convey points - Includes tips, advice and exam-style questions for focused revision - Helps pupils perfect their exam technique and identify any areas requiring further study Also available from Galore Park www.galorepark.co.uk - Geography for Common Entrance 13+ Exam Practice Questions - Geography for Common Entrance 13+ Exam Practice Answers
This concise, easy to understand and learner-friendly book invitesthe readers to actively particpate in the understanding of medicalstatistical concepts that are frequently used in health careresearch and evidence-based practice worldwide. Knowing that the best way to learn statistical concepts is touse them, the authors employ real examples and articles from healthscience literature, complete with the complexities that real lifepresents, in an approach that will help bring researchers andclinicians one step closer towards being statistical savvy andbetter able to critically read research literature and interpretthe results. A practical hands-on workbook for individual or groupexercises Teaches how to understand statistical methods when readingjournals, and how to use them in clinical research Emphasizes the use of statistics in evidence-basedresearch Relevant for anyone needing to use statistics, this workbook isan ideal resource for all health care professionals and students,especially those learning and practising evidence-basedmedicine.
This programme aims to provide children aged 4-7 years with awareness and strategies for keeping safe. Although it may be difficult to accept, children and young people from any community, including those with disabilities, can be put at risk of harm, abused or hurt, regardless of their age, gender, religion or ethnicity. All children have the right to be safeguarded from abuse or neglect so they have the opportunity to reach their potential and be successful adults. Protective behaviours teaches children to develop an awareness of personal safety; helps them to identify and express their feelings; make choices and solve problems. First Steps to Safety has taken the core protective behaviour principles and created a teaching framework with overarching aims, with supporting lesson plans, resources and activities, in a 10 week programme that can be picked up and used by anyone in school wanting to empower children and young people of any age and any capability to develop personal safety. The information and strategies provided to children are generic and applicable across a range of situations that may arise, for example bullying, internet safety, being harmed, feeling sad or feeling unsafe. Sessions include: my body parts; showing my feelings; my body, thoughts and feelings all go together; feeling safe; behaviour choices; to empower children to feel safe and know they have a right to fee safe; to give children the confidence and ability to assertively manage their own safety; to children the skills to take responsibility for their own bodies, thoughts, feelings and behaviour; to enable children with a range of communication abilities to ask for help; for children to have awareness of their body, thoughts, feelings and behaviour; have a vocabulary to express how their thoughts and feelings affect their bodies; know the early warning signs for feeling unsafe; know they can make different behaviour choices based on feelings; and know who good people are to go to for help and how to ask for help.
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