Reversals Essays - Startup Cult, Chitto Harjo, Job Options

Reversals annon Youth is wasted on the young. And if I only knew then what I know now! In my teen years I couldn't be bothered with trying to understand those cryptic phrases; didn't I already know everything I needed to know? I never dreamed that the decisions I made in my relatively youthful years would have such an impact on my future. I always felt that I would never look back upon my life and say I wish I had taken more time in considering my choices. But I have found myself doing just that. If I were able to rewrite history, I would pick a different career when I reenlisted in the Army, I would seek out opportunities to enhance my future job options, and finally, I would have done better while in high school. To begin with, it's understandable that I wouldn't know what I was getting into when I first enlisted into the Army. But when the time came for me to reenlist, I knew to research my options better than what I really did. Instead of choosing a new career in the Medic Corps like I knew I should, I elected to keep the same job. Given a second chance, I would choose to be an X-ray Specialist. After I graduated my class, I would take the Florida State certification exam so I could become licensed to work in Florida; by the time I completed my second enlistment, I would have developed very marketable job experience. Secondly, I would have gone to college more while I was in the service. As I've just begun the long walk toward my goal of a Bachelors Degree in Criminal Justice, I can't help but kick myself for not starting sooner. The military pays for seventy-five percent of a college course; after paying my tuition last term, I realized just what a great deal that really was. I also would have taken all the medical correspondence courses that the Army offers. While the courses aren't of much practical use, the points earned for the completion of each course helps greatly when trying to get promoted to Sargent. Instead of just coasting, waiting for opportunity to come knocking, I would go out and tackle that elusive rascal by the ankles. Finally, if I could do it again, I would do better in high school. As a teenager, I was tired of school; I felt I already knew everything I needed to know to carry with my life. Who cared about English, geometry, or foreign languages? Given the chance, I know that I would perform to the best of my ability. High school is simply a proving ground, those that can attain the goals set for them, move onto college AND BRIGHTER FUTURES. tHOSE THAt can't make it, move onto six dollars an hour at Winn-Dixie. After working for a year in the air-conditioning business, I now appreciate the importance of getting the best education possible. Life goes in one direction only, but I don't have to live in the past. I can't undo any of my history; however, I can keep from making the same mistakes over again. The things said and done are gone and past. I can't get on the Way-Back Machine and change what's happened. I have learned that if I don't leave the past behind, I can never move on with my life. Learn from the past, but CARPE DIEM!

A Guide to a Painless Undergrad Econometrics Project

A Guide to a Painless Undergrad Econometrics Project Most economics departments require second- or third-year undergraduate students to complete an econometrics project and write a paper on their findings. Many students find that choosing a  research topic  for their required  econometrics  project is just as difficult as the project itself.  Econometrics is the application of statistical and  mathematical theories  and perhaps some computer science to economic data. The example below shows how to use  Okuns law  to create an econometrics project. Okuns law refers to how the nations output- its  gross domestic product- is related to employment and unemployment. For this econometrics project guide, youll test whether Okuns law holds true in America. Note that this is just an example project- youll need to chose your own topic- but the explanation shows how you can create a painless, yet informative, project using a basic statistical test, data that you can easily obtain from the U.S. government, and a computer spreadsheet program to compile the data. Gather Background Information With your topic chosen, start by gathering background information about the theory youre testing by doing a   t-test. To do so, use the  following function:   Yt 1 - 0.4 Xt Where:Yt  is the change in the unemployment rate in percentage pointsXt  is the change in the percentage growth rate in real output, as measured by real GDP So you will be estimating the model:  Yt b1 b2 Xt Where:Yt is the change in the unemployment rate in percentage pointsXt is the change in the percentage growth rate in real output, as measured by real GDPb1 and b2 are the parameters you are trying to estimate. To estimate your parameters, you will need data. Use  quarterly economic data  compiled by the Bureau of Economic Analysis, which is part of the U.S. Department of Commerce. To use this information, save each of the files individually. If youve done everything correctly, you should see something that looks like this  fact sheet  from the BEA, containing quarterly GDP results. Once youve downloaded the data, open it in a spreadsheet program, such as Excel. Finding the Y and X Variables Now that youve got the data file open, start to look for what you need. Locate the data for your Y variable. Recall that Yt  is the change in the unemployment rate in percentage points. The change in the unemployment rate in percentage points is in the column labeled UNRATE(chg), which is column I. By looking at column A, you see that the  quarterly unemployment rate  change data runs from  April 1947 to October 2002  in cells G24-G242, according to Bureau of Labor Statistics figures. Next, find your X variables. In your model, you only have one X variable, Xt, which is the change in the percentage growth rate in real output as measured by real GDP. You see that this variable is in the column marked GDPC96(%chg), which is in Column E. This data runs from April 1947 to October 2002 in cells E20-E242. Setting Up Excel Youve identified the data you need, so you can compute the regression coefficients using Excel. Excel is missing a lot of the features of more sophisticated econometrics packages, but for doing a simple linear regression, it is a useful tool. Youre also much more likely to use Excel when you enter the real world than you are to use an econometrics package, so being proficient in Excel is a useful skill. Your Yt  data is in cells G24-G242 and your Xt  data is in cells E20-E242. When doing a linear regression, you need to have an associated X entry for every Yt  entry and vice-versa. The Xts in cells E20-E23 do not have an associated Yt  entry, so you will not use them. Instead, you will use only the Yt  data in cells G24-G242 and your Xt  data in cells E24-E242. Next, calculate your regression coefficients (your b1  and b2). Before continuing, save your work under a different filename so that  at any time, you can revert back to your original data. Once youve downloaded the data and opened Excel, you can calculate your regression coefficients. Setting Excel Up for Data Analysis To set up Excel for data analysis, go to the tools  menu on the top of the screen and find Data Analysis. If  Data Analysis  is not there, then youll have to  install it. You cannot do regression analysis in Excel without the Data Analysis ToolPak installed. Once youve selected  Data Analysis  from the  tools  menu, youll see a menu of choices such as Covariance and F-Test Two-Sample for Variances. On that menu, select Regression. Once there, youll see a form, which you need to fill in. Start by filling in the field that says Input Y Range. This is your unemployment rate data in cells G24-G242. Choose these cells by typing $G$24:$G$242 into the little white box next to  Input Y Range  or by clicking on the icon next to that white box then selecting those cells with your mouse.  The second field youll need to fill in is the Input X Range. This is the percent change in GDP data in cells E24-E242. You can choose these cells by typing $E$24:$E$242 into the little white box next to  Input X Range  or by clicking on the icon next to that white box then selecting those cells with your mouse. Lastly, you will have to name the page that will contain your regression results. Make sure you have New Worksheet Ply selected, and in the white field beside it, type in a name like Regression. Click OK. Using the Regression Results You should see a tab at the bottom of your screen called  Regression  (or whatever you named it) and some regression results. If youve gotten the intercept coefficient between 0 and 1, and the x variable coefficient between 0 and -1, youve likely done it correctly. With this data, you have all of the information you need for analysis including R Square, coefficients, and standard errors. Remember that you were attempting to estimate the intercept coefficient b1  and the X coefficient b2. The intercept coefficient b1  is located in the row named Intercept and in the column named Coefficient. Your slope coefficient b2  is located in the row named X variable 1 and in the column named Coefficient. It will likely have a value, such as BBB and the associated standard error DDD. (Your values may differ.) Jot these figures down (or print them out) as you will need them for analysis. Analyze your regression results for your term paper by doing  hypothesis testing on this sample t-test. Though this project focused on Okuns Law, you can use this same kind of methodology to create just about any econometrics project.

To carry out study of Wireless Sensor Network in comparison three Essay

To carry out study of Wireless Sensor Network in comparison three different companies - Essay Example The first company I have chosen is the Petro-Chinas Xinjiang Dushanzi Petrochemical Company manages one of the major petrochemical schemes in China. The current plant will process sulfur-containing rudimentary oil supplied in the course of pipeline from Kazakhstan. This plant has the capacity to sanitize 10 million tons of oil and generate 1.2 million tons of ethylene for each year. This plant has installed the Wireless Sensor Network for several working purposes. For instance fixed gas recognition systems comprise a number of sensor heads that are linked to a programmable logic controller and power lines in the course of an explosion-proof stream. They have adopted the RAE Systems that is a foremost universal supplier of swiftly deployable sensor networks that assist consumers to distinguish security and safety threats in real time. Products contain multi-sensor chemical recognition, wireless gas projection, radiation and digital video inspection networks for homeland safety and man ufacturing applications. It also provides cost effectual way out to lots of industrial works. The application of Wireless Sensor Network provides numerous advantages to the Petro-China. Their average production is better than the average production capability of the Petro-China. The safety and security standards have enhanced. The user friendly wireless interface has facilitated the workers to handle and work more easily. The second company I have selected is the Pemex Gas Petroquimica Basica or PGPB that is the division of the Mexican National Oil and Gas Company that is in charge of exploration and sanitization the gas and fundamental petrochemicals all over the country. PGPB has economically managed its huge network of pipelines with a control centre situated in Mexico City and has a big section of the pipeline incorporated into their

Processing the Crime Scene and Establishing Identity Essay - 3

Processing the Crime Scene and Establishing Identity - Essay Example However, when using this method the investigator must be careful not to overdevelop the finger prints. 2. There are many types of evidence in crime investigation that should be documented, collected and preserve. The impressions such as finger prints and forensic biology such blood, and body fluid must also be collected. The trace evidences and firearms evidences which include gun powder patterns are needed. Lastly, the question documents must be kept safe. When documenting, collecting and preserving evidence of the crime scene we must make sure that we follow local, state and federal laws for collection and admissibility. The evidences such as drugs, paraphernalia or personal property shall be recorded, collected, and safeguarded in presence of a witness. The investigator shall also participate in the scene debriefing to make sure that responsibilities are well communicated especially those that are post-scene. There should also be markings of the detectives because this will be used in trial and this is the way to prevent any contamination of the evidences and assure that the evidences presented are

Equity History Essay Example for Free

Equity History Essay Equity was used to refer to the laws that were followed in the English judicial system which supplemented the strict rules that were used on top of the already existing common laws to pass judgments. The conflicts between law and equity can be traced back to the time when England was ruled by kings. At the start of the 14th century, the courts of law in England could only pass sentences to certain cases and disregarded others that according to the system ‘were not suitable’. On top of this, law officials changed the court procedures of listening to claims. Since the legal claims were based on set restrictions, it made the judicial process unfair to the individuals who were denied justice. Remedies however, could be got when petitions were drafted for the king to consider with the hope that he would have mercy on them. The Court of Chancery The Court of Chancery was one court in England and Wales that followed the Equity system. It was formed under the Lord Chancellors jurisdiction who administered cases on behalf of the King; therefore, he served as the judge. During this period, the rules of equity had become more acceptable in solving cases and that is why they were incorporated in the Court of Chancery. In these courts, decisions were made following stare decisis and since they were based on equity, they did not rely on the law doctrines. These courts however, were not trusted with most people to pass correct rulings because of its inconsistency. The courts concentrated on what the defendants had done and what they were supposed to do so as to be right with the law other than what the plaintiff might have wanted. Therefore it was upon the courts to pass the decision that would make the defendant put matters right. Equity therefore, lightened the strict laws. The jurisdiction of the courts of equity is different from law courts because the methods used to distinguish from what is right and what is wrong are differentiated into two such that what is used in the Courts of Law are legal and were enforced using the common laws while those in the Equity based courts were equitable. The Courts of Equity are based on mercy and justice therefore have helped the poor people to fight for their rights especially in certain suits where they are unable to file suits such that a counsel will be assigned to them by the courts and they can get certain favors such as they are exempted from paying ordinary fees. Differences in Common Law and Equity The difference between the common law and equity ranges from the way they deal with solutions and alternatives used in solving legal matters. In Equity, there is no jury as it is the duty of the judge to decide if a person is guilty or not guilty. Another distinction between law and equity is that there are differences in the rules are used to pass decisions. In law, decisions made will be based upon the documented legal guidelines while in equity, general guidelines are followed that will ensure that the sentence passed is fair and just. Equity therefore has no fixed rules as sentences can be passed by using doctrines that were used in prior similar cases. But as time progressed, the equity laws changed rapidly to become more rigid hence becoming a system that was used in the English courts.

Courage Shown In The Book To K :: essays research papers

Courage Shown In The Novel   Ã‚  Ã‚  Ã‚  Ã‚   Do you think that courage is an important part of a novel? Well in the book, To Kill A Mockingbird, much courage was shown. Courage is standing up for what you believe in, or doing something that is hard and takes many obstacles to overcome, or can be as little as saying, â€Å"No† to someone. Atticus, Jem, and Boo showed much courage in the novel.   Ã‚  Ã‚  Ã‚  Ã‚  First, one of the main characters, Atticus, showed much courage. The first thing in the book that shows it is what he did to a tradition in his family. For many years the Finch family had a custom that the oldest one would stay on the land. Atticus didn’t want to and broke a family tradition that was kept for a long time. I know that I wouldn’t be able to have that much courage to break a tradition that was kept in my family for that long. Another way that Atticus shows courage is by defending Tom Robinson. No other man in Maycomb would defend him. Atticus stood up for what he believed in, and did the right thing.   Ã‚  Ã‚  Ã‚  Ã‚  Also, Jem shows a lot of courage throughout the novel. He was the one that touched Boo’s house and also went to his house late at night to go to the Radley’s house. He also read for one of the meanest people in Maycomb, Mrs. Dubose. Even though it was a punishment to make him read to her, he could have been miserable about it. After a while though he thought it wasn’t to bad. He was reading to the meanest person, and doing it with no complaints, after a little. He also shows a lot of courage by going to the trial of Tom Robinson with Scout and Dill. He knew that he wasn’t supposed to go to it but did anyway, because he wanted to see what it was like.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, Boo Radley showed the most courage, in my point of view. When he went out that night to save Scout and Jem from Bob Ewell, it was the first time in a long time that anyone has saw his face. Also, I think that he

Employment Rights and Responsibilities Template Essay

Information about Employment Rights and Responsibilities ERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ. There are a number of evidence sources for ERR and these can include: †¢ Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) †¢ Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. †¢ Some technical certificates include an externally tested ERR module, which will cover the ERR. How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document? The document includes the required standards in the same layout as the National Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK? Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate. What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for both levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworks The Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: †¢ The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen †¢ Areas of the Technical Certificate will also cover parts of the ERR †¢ Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill) Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. |The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. † | | | |This must conform to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. |Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook. Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | | The health and  safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. |covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-working |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components |Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours etc. ) | | |What should be done when changes in the contract are needed (e. g. changes in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | | The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e.g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. gender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g. Seasonal workers in busy times, such as | | |Christmas) | | |. What your  working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | |Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is and your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | |Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. | |Responsibilities |The procedures you must follow to report a grievance | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | |Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to team activities |. |Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading images from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 |. |NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. uk | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |Department for Education |Overall responsibility for education in England |www. dfes. gov. uk | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |. www. drc-gb.org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. com | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. uk | |Executive | | | |Information | Data Protection and Freedom of Information |www. informationcommissioner.gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. info | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |. If you have any comments or queries regarding this workbook, please email ben. sweetman@e-skills. com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | |Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below: