The thesis presents experimental and theoretical results about the surface dynamics and the surface Dirac fermion (DF) spectral function of the strong topological insulators Bi2Te3 and Bi2Se3. The experimental results reveal the presence of a strong Kohn anomaly in the measured surface phonon dispersion of a low-lying optical mode, and the absence of surface Rayleigh acoustic phonons. Fitting the experimental data to theoretical models employing phonon Matsubara functions allowed the extraction of the matrix elements of the coupling Hamiltonian and the modifications to the surface phonon propagator that are encoded in the phonon self-energy. This allowed, for the first time, calculation of phonon mode-specific DF coupling (q) from experimental data, with average coupling significantly higher than typical values for metals, underscoring the strong coupling between optical surface phonons and surface DFs in topological insulators. Finally, to connect to experimental results obtained from photoemission spectroscopies, an electronic (DF) Matsubara function was constructed using the determined electron-phonon matrix elements and the optical phonon dispersion. This allowed calculation of the DF spectral function and density of states, allowing for comparison with photoemission and scanning tunneling spectroscopies. The results set the necessary energy resolution and extraction methodology for calculating from the DF perspective.

The thesis presents experimental and theoretical results about the surface dynamics and the surface Dirac fermion (DF) spectral function of the strong topological insulators Bi2Te3 and Bi2Se3. The experimental results reveal the presence of a strong Kohn anomaly in the measured surface phonon dispersion of a low-lying optical mode, and the absence of surface Rayleigh acoustic phonons. Fitting the experimental data to theoretical models employing phonon Matsubara functions allowed the extraction of the matrix elements of the coupling Hamiltonian and the modifications to the surface phonon propagator that are encoded in the phonon self-energy. This allowed, for the first time, calculation of phonon mode-specific DF coupling (q) from experimental data, with average coupling significantly higher than typical values for metals, underscoring the strong coupling between optical surface phonons and surface DFs in topological insulators. Finally, to connect to experimental results obtained from photoemission spectroscopies, an electronic (DF) Matsubara function was constructed using the determined electron-phonon matrix elements and the optical phonon dispersion. This allowed calculation of the DF spectral function and density of states, allowing for comparison with photoemission and scanning tunneling spectroscopies. The results set the necessary energy resolution and extraction methodology for calculating from the DF perspective.

Many teachers feel overwhelmed and lack confidence when it comes to dealing with mental health and emotional well-being of children these issues in their classrooms. This text supports schools and teachers to develop strategies to enhance the importance of mental health and emotional well-being, to work on preventative strategies and to support children when they need more intervention. The new edition of this important text is now updated to include coverage on the impact of early life experiences on children's mental health as well as more on the influence of technology and social media. This second edition also comes with a new 'critical thinking' feature that encourages students to reflect on these issues. It outlines lots of effective strategies for working with children who are struggling to manage the school day and offers advice for engaging meaningfully with parents. The final chapter 'Who's looking after who?' reminds the reader that schools should seek to support their staff, as well as their pupils.

Aimed at all beginning teachers involved in early years teaching. This text looks at the unique role of the early years teacher and outlines how you can support the development of children as unique individuals through an enabling environment, building success through effective relationships, outstanding provision and purposeful assessment. It encourages you to think about your own development in a holistic sense in order to promote outstanding professional practice. The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.

This title outlines the personal and professional skills and behaviours needed to be an effective early career teacher beyond that of your own subject knowledge and class-based practices. It provides guidance on how to gain the most from mentoring conversations and how to develop good habits around workload and managing priorities. It helps you develop and understand the importance of engaging in self-reflection, professional development, building relationships and managing your well-being, encouraging you to consider your professional identity, values and motivators in order to become the best teacher you can be. The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.

This up to date text addresses primary science teaching in light of the new primary National Curriculum and the latest Teachers' Standards. Aimed at primary trainees and teachers, it provides creative, inspiring and practical ideas and approaches for teaching the full range of science topics. Each chapter is aligned to an area of the new National Curriculum and provides key vocabulary, details of common misconceptions and how to address them, teaching strategies and activities, cross-curricular links and health and safety points. Throughout there is a strong focus on science subject knowledge development and how to translate this into practice in the primary classroom. The book also encourages readers to reflect on their own subject knowledge of science and challenges them to critically evaluate their teaching in order to become more effective.

The mental health and emotional wellbeing of children is fantastically important. It has a huge impact on learning and development and more and more, there is recognition of the importance of mental health for everyone. Despite this, many school staff feel overwhelmed and lack confidence when it comes to dealing with these issues in their classrooms. This new text is written for all those working in primary schools. It supports schools to develop strategies to enhance the importance of mental health and emotional wellbeing, to work on preventative strategies and to support children when they need more intervention. The text explores what we mean by mental health and wellbeing. Many children will not reach the threshold for clinical diagnosis, but they nonetheless need support. This text will outline lots of effective strategies for working with children who are struggling to manage the school day. It offers advice for engaging meaningfully with parents and considers the importance of working with school staff to ensure they are fully supported.

This book is essential reading for your year as a primary newly qualified teacher (NQT). It provides support through advice, reassurance and practical strategies, and encourages you to critically reflect on your experiences so that you can get the most from your induction period. Term by term, the book guides you through the transition from trainee teacher to becoming a confident class teacher responsible for the organisation, management and learning of the pupils in your charge. All aspects of life in the classroom are considered, from the practicalities of setting up and resourcing the classroom and creating displays to more strategic level thinking about leading learning and wider school responsibilities. The text tackles key issues such as classroom organisation, homework, writing Individual Education Plans, record keeping and the use of data for tracking pupil progress, and engaging with pupils, parents, colleagues and outside agencies. The final section focuses on the end of induction and what lies beyond for your future career in teaching.

Schools must actively promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. The Teachers' Standards make it clear that teachers themselves must do nothing to undermine these fundamental British Values. So how do schools and teachers provide educational experiences for primary aged children that explore and promote these values? This text provides trainees, teachers and schools with practice-based advice, informed by current practitioners, relating to the delivery of 'British Values'. The content covers many topical themes and provides a unique insight into delivering 'British Values' in schools. It supports educational professionals to understand their duties around the PREVENT agenda and goes further to explore why this is important. It helps trainees and teachers to see how these 'values' fit within the wider context of education and what we value as educators.

Schools must actively promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. The Teachers' Standards make it clear that teachers themselves must do nothing to undermine these fundamental British Values. So how do schools and teachers provide educational experiences for primary aged children that explore and promote these values? This text provides trainees, teachers and schools with practice-based advice, informed by current practitioners, relating to the delivery of 'British Values'. The content covers many topical themes and provides a unique insight into delivering 'British Values' in schools. It supports educational professionals to understand their duties around the PREVENT agenda and goes further to explore why this is important. It helps trainees and teachers to see how these 'values' fit within the wider context of education and what we value as educators.

The Porsche 993 was styled by English designer Tony Hatter and launched in 1994; the 993 Cabriolet was launched shortly afterwards at the March 1994 Geneva Motor Show. By February 1995, the Porsche 993RS had arrived and it came with bucket-style race seats and three-piece magnesium eighteen-inch wheels. The discontinuation of the 993 marked the end of air-cooled Porsches. This book looks at all the variants with detailed chassis numbers and production figures being given. Models covered are: Porsche 993 Targa and Turbo; Porsche 993RS and 993RSR; Porsche 993 Carrera and Carrera S; Porsche 993 Carrera 4 and 4S; Porsche 993 Turbo S; Porsche 993 GT-2.

Many teachers feel overwhelmed and lack confidence when it comes to dealing with mental health and emotional well-being of children these issues in their classrooms. This text supports schools and teachers to develop strategies to enhance the importance of mental health and emotional well-being, to work on preventative strategies and to support children when they need more intervention. The new edition of this important text is now updated to include coverage on the impact of early life experiences on children's mental health as well as more on the influence of technology and social media. This second edition also comes with a new 'critical thinking' feature that encourages students to reflect on these issues. It outlines lots of effective strategies for working with children who are struggling to manage the school day and offers advice for engaging meaningfully with parents. The final chapter 'Who's looking after who?' reminds the reader that schools should seek to support their staff, as well as their pupils.