Employment and Line Management Essay Example for Free

Employment and Line Management Essay †¢1.1 Communication is a vital thing in the workshop, it is very important so that jobs are done productively and correctly. If the communication in the workshop was poor mistakes would Begin to take place and accidents could occur. †¢1.2 The different methods of communication to the line management and colleagues are by talking to one another, team meetings, by telephone and even letters. In busy circumstances its best to use the telephone as its time efficient instead of wondering around searching for people. †¢1.3 The different methods of communication to my and colleagues are by talking to one another, team meetings, by telephone, letters and even hand signals. These are all helpful in different circumstances such as when its extremely noisy in the workshop and a person is on the other side of the workshop, hand signals would be best in that situation. †¢2.1 To plan my sequence of work from the relevant information I am given I find out what materials I require, what tools I need to assist me through the job and what PPE I need to protect me from the dangers. †¢2.2 When starting a new job I firstly look for any mistakes in the drawing, once I am satisfied I then carry on by finding out what materials I require to complete the job and then finally retrieve all of my tools that I need to assist me through the work process until I complete the job. †¢2.3 Work is carried out to the workshop using job plans, risk assessments and all other procedures. The resources that I use are job sheets, shop plans, time sheets and drawings. To reduce carbon emissions, there is an extraction system installed into the workshop. †¢2.4 The way our workshop contributes to a low carbon emission environment is that we have extraction systems built throughout the workshop to keep the emission levels at a low level. †¢3.1 The required relevant documentation that I provide is my time sheet. It shows the amount of hours I have spent on a job so that the consultants can then get a price to give to the customers. †¢3.2 I maintain my drawings and time sheets by keeping them in a locked draw. Time sheets are required to be filled in and complete every week and has to be submitted on a Monday morning before 8:00am. †¢3.3 If I do not ensure that my time sheets are not handed in on time, I will not get paid at the end of the week. With my job sheets, if it’s not complete within the given hours the customer has to pay more as the labour cost raises. †¢4.1 I am very able to work productively to the agreed specification and inline with the line management, colleagues and relevant people involved by finding out if they are pleased with the work produced and the quality. †¢4.2 I find that everyone is equal and that no one should be treated different. People tend to treat apprentices with less respect than others as they are not qualified and think they are not capable. Apprentice or not, people should not be treated different. †¢4.3 To maintain a good working relationship in my place of work I do the work that is asked of me and in the required time and in a good quality. With individuals I get on with them by being polite and cleaning after myself. †¢4.4 I think it’s good to keep a good working relation ship with the line management and colleagues as it doesn’t make it a challenge to talk to them or ask them for any information that is required. †¢4.5 Getting on with the line management and other working colleagues is important because it can make your time there difficult and non bearable. It also doesn’t make it a challenge when needing to ask for information or a specification. †¢4.6 When working with others you must never treat them any different than you would like to be treated. You should never talk down to people or think of them as lower than you.

Teenage Years Are Depressing :: essays research papers

Teenage years are depressing because they are going through some of the biggest changes in their life. Teens start high school and have to deal with being little in a school again. They go through major hormonal changes. Their bodies develop and grow. They have to decide whether or not they are going to college or not. If they choose college, then what college will meet their needs the best? Will they even be accepted to the college they want to go to? These are major decisions and changes they have never experienced before. Then there is the daily life. They wake up in the morning dreading school, they know they have to go. They just don't want to go. Then they get ready and go to school. They are depressed about school. They go to all their classes. The end of the day is nearing and they may be depressed about having to go home. Their family life might be bad. They go home and what do you do? Sit down, watch television, play a video game, lock themselves in their room, or just going around being mad at everyone and their life. This really is the pits. They need to change their life whether it be changing their after school activity or changing their attitude. Depression is defined as a psychoneurotic or psychotic disorder marked especially by sadness, inactivity, difficulty in thinking and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings of dejection and hopelessness, and sometimes suicidal tendencies. No two people feel or experience depression the same way. The symptoms and causes of depression are very different for everyone. Lawrence Clayton, Ph.D. and Sharon Carter write, "The National Institute of Mental Health (NIMH) [reported that] for 4 to 10 percent of the American public at any given time the ["downer"] mood doesn't lift." They also reported that one quarter of the population would experience a major depressive period during their lifetime (8). One out of four people will have a problem with depression in the United States. NIMH also reported that "approximately 4 out of a 100 teenagers get seriously depressed each year. Clinical Depression is a serious illness that can affect anybody, INCLUDING TEENAGERS" ("Let's Talk" 1). Gerald D. Oster, Ph.D., Sarah S. Montgomery, MSW, write, "Clinical depression refers to a condition marked by the changes in one's mood and by associated behaviors that range from a mild degree of sadness to intensely experienced feelings of hopelessness and suicidal thought's" (43).

Planning for Hypertexts in the Writing Center…Or No Essay

Michael Pemberton asserts in his article â€Å"Planning for Hypertexts in the Writing Center†¦Or Not†, that this new age of technology brings with it a dilemma facing writing centers that stems from the perceived need for writing centers to assimilate hypertexts into their topics mentored, the willingness of the writing centers to accommodate hypertexts and if there is a need, how would writing centers meet such needs. There is no dilemma here because writing centers need not treat hypertexts any differently than any other text (Pemberton). They already have tutors working in specific areas of expertise. Tutors with expertise in hypertext can be found. Pemberton also brings up the rationale that a relatively small number of clients will be writing hypertexts anyway so centers don’t need to worry about it. Pemberton doesn’t discount the challenges faced by writing centers in assimilating into the technological age. As writing centers had always been primarily interpersonal interaction, many feel that the advancing technology is a threat to this interaction (Pemberton). The advent of chat rooms and email tutoring has lessened this perceived threat. He notes that finding articulate tutors may be very difficult, especially for small schools without many resources (Pemberton). Another challenge lies in providing training for tutors. But the challenges do not appear to outweigh the advantages. Times change; language changes; writing changes. That is a constant we can rely on. Writing centers have adapted and will continue to adapt to the changes coming their way. Critique/Comments Michael Pemberton in his article â€Å"Planning for Hypertexts in the Writing Center†¦Or Not† provides a comprehensive history of the goals and functions of writing centers from the 1930s-1990s. He presents a possible problem facing writing centers and possible solutions to the problem, without bias or emphasis on one or the other. His straightforward writing allows the reader to come to a conclusion about the future of writing centers and the necessity of assimilating hypertext into tutoring topics. Pemberton provides much commentary from experts in the field of writing centers and tutoring so his own take does not sway the reader. As change occurred throughout the history involving writing centers, the writing centers and their tutors adapted to the needs of their clients. Pemberton assures that no matter what those needs become, writing centers will naturally meet those needs. While some worry that the computer age will depersonalize the interaction between tutor and tutee, it is clear that the communication tools available via the Internet have not hindered interpersonal relationships in or out of writing centers. Pemberton, a director of the Georgia Southern University Writing Center does not appear to have any motive in his article save to inform readers that â€Å"writing centers will hold† ( ) as the title of one of his books says. Perhaps he merely wants to put to rest any fear felt by the technologically hesitant. Technological advancement is here to stay but rest assured by Michael Pemberton that the writing centers will advance right along with it. Pemberton, Michael A. â€Å"Planning for Hypertexts in the Writing Center†¦ Or Not† In The St. Martin’s Sourcebook for Writing Tutors. 3rd Ed. Christina Murphy and Steve Sherwood. Boston. New York: Bedford/ St. Martin’s, 2008:294-308.

How To Blow an Unpoppable CD Bubble

Ready for some fun with the old CDs you have sitting around the house? You can make giant unpoppable bubbles from them. CD Bubble Materials CD (blank, used, audio, digital... makes no difference)lighterknife or any hard edge Procedure Use a blade or fingernail to scrape away the metal film on the labelled side of the CD. You dont need to scrape the top of the entire CD -- just a couple of centimeters.Apply a flame to the cleared area. It doesnt matter which side of the CD you heat.Continue heating the plastic until it starts to look shiny, like a puddle.Blow forcefully into the molten area to form a bubble. Dont touch the hot area with your lips or fingers! Depending on how well you liquefied the plastic and how hard you blew, youll either get a small rounded bubble, a giant bubble extending  several feet, or somewhere in between.