Seasonable vs. Seasonal

The words seasonable and seasonal both relate to the seasons of the year, but their meanings arent quite the same. The adjective seasonable means usual or suitable for a particular season of the year; taking place at an appropriate time. The adjective seasonal means relating to, dependent on, or characteristic of a particular season of the year. See Usage Notes, below. Examples After enduring two years of severe drought, we are finally enjoying some seasonable weather this summer.The old English song â€Å"John Barleycorn Must Die† describes the seasonal ritual of rendering grain into ale. Usage Notes Heat and humidity are seasonable here in summer means theyre normal for this season of the year. Sentimentality is seasonal at Christmas means its typical or characteristic of Christmas seasons. Seasonable can also mean opportune or in time, as in Their arrival was seasonable, just when we hoped for it. If people arrive seasonably, they are on time or even a bit early; if they arrive seasonally, they visit annually at about the same season of the year. Never use seasonable for seasonal (the other possible confusion almost never occurs.) Unseasonable, unseasonal, unseasonably, and unseasonally are precise antonyms of seasonable, seasonal, seasonably, and seasonally respectively.(Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia University Press, 1993)Seasonal is used much more frequently than seasonable. A seasonal job is one that is available only at a particular time of the year: seasonal employment such as selling ice-creams in the summer. A seasonal chan ge is one that takes place at a particular time of the year: Allowing for seasonal factors, unemployment dropped slightly last month.(Martin H. Manser, Dictionary of English Spelling. Wordsworth, 1999)If youre talkin winter, spring, summer or fall, youre talkin seasonal; only if youre talkin about whats right and proper for those times are you correct to use seasonable.(William Safire, The Right Word in the Right Place at the Right Time. Simon Schuster, 2004) Practice (a) The lack of _____ clothing was one of the greatest hardships experienced by the children of the frontier.(b) In the early nineteenth century, there was a significant increase in the scale of _____ migration from Ireland to Britain during the harvest season. Answers (a) The lack of  seasonable  clothing was one of the greatest hardships experienced by the children of the frontier.(b) In the early nineteenth century, there was a significant increase in the scale of  seasonal  migration from Ireland to Britain during the harvest season.

The Hunting Ground An Exploration Of The Issues,...

Within the non-fictitious text of the documentary film The Hunting Ground, viewers witness an exploration of the issues, discourses, and institutional responses –or lack thereof- surrounding on-campus rape in American college and universities. Indeed, a large portion of the filmic text dedicates itself to exploring the overrepresentation of university athletes in perpetuating crimes of rape, sexual violence, and sexual assault against female students. Furthermore, the film seeks to delineate the ways via which university athletes are accorded an equal disproportionate level of leigh way when it comes to institutional responses, and public discourse surrounding crimes of rape and sexual violence. These discourses and institutional non-responses will serve as the starting point for this essay, Indeed, whilst most cases of rape -regardless of the perpetrator’s profession- still largely end in victim-blaming, cases of rape and sexual violence where the perpetrator is a prof essional and/or a university athlete produce a very nuanced and complex set of discourses. This paper will explore how these discourses, in and of themselves, are generated in a manner that circumscribe experiences of embodied masculinized athletic subjectivity vis-à  -vis the rejection, perpetration, and penetration of that which is feminine or feminized. It is important to note here, that a masculine defined by the rejection of the feminine- that is the masculine as an experience of subjectivity requiringShow MoreRelatedOrganisational Theory230255 Words   |  922 Pagesresult oriented but also to be wise in their decision making. 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Forrest Gump Chapter Twenty-One Free Essays

string(138) " most of a hour to git mysef back in a even position, an the ole man be kinda gruntin an shakin his head evertime I improve my situation\." Chapter Twenty-One Well, after that I was one sorry bastid. Dan an me stayed at the apartment that nite, but the nex mornin started packin up our shit an all, cause there wadn’t no reason to be in Indianapolis no longer. Dan, he come to me an say, â€Å"Here, Forrest, take this money,† an helt out the two thousand dollars Mike had give us for rasslin The Professor. We will write a custom essay sample on Forrest Gump Chapter Twenty-One or any similar topic only for you Order Now â€Å"I don’t want it,† I says. â€Å"Well you better take it,† says Dan, â€Å"cause it’s all we got.† â€Å"You keep it,† I says. â€Å"At least take haf of it,† he say. â€Å"Look, you gotta have some travelin money. Get you to wherever your goin.† â€Å"Ain’t you goin with me?† I axed. â€Å"I’m afraid not, Forrest,† he says. â€Å"I think I done enough damage already. I didn’t sleep none last night. I’m thinkin about how I got you to agree to bet all our money, an how I got you to keep on rasslin when it oughta have been apparent Jenny was about to freak out on us. An it wadn’t your fault you got whupped by The Professor. You did what you could. I am the one to blame. I jus ain’t no good.† â€Å"Awe, Dan, it wadn’t your fault neither,† I says. â€Å"If I hadn’t of got the big head bout bein The Dunce, an begun to believe all that shit they was sayin bout me, I wouldn’t of got in this fix in the first place.† â€Å"Whatever it is,† Dan say, â€Å"I jus don’t feel right taggin along anymore. You got other fish to fry now. Go an fry em. Forget about me. I ain’t no good.† Well, me an Dan talked for a long time, but there wadn’t no convincin him, an after a wile, he got his shit an I hepped him down the steps, an the last I seen of him, he was pushin hissef down the street on his little cart, with all his clothes an shit piled in his lap. I went down to the bus station an bought a ticket to Mobile. It was sposed to be a two day an two nite trip, down thru Louisville, to Nashville, to Birmingham an then Mobile, an I was one miserable idiot, settin there wile the bus rolled along. We passed thru Louisville durin the nite, an the nex day we stopped in Nashville an had to change busses. It was about a three hour wait, so I decided to walk aroun town for a wile. I got me a sambwich at a lunch counter an a glass of iced tea an was walkin down the street when I seen a big sign in front of a hotel say, â€Å"Welcome Grandmaster’s Invitational Chess Tournament.† It sort of got my curiosity up, on account of I had played all that chess back in the jungle with Big Sam, an so I went on into the hotel. They was playin the chess game in the ballroom an had a big mob of people watchin, but a sign say, â€Å"Five dollars admission,† and I didn’t want to spend none of my money, but I looked in thru the door for a wile, an then jus went an set down in the lobby by mysef. They was a chair across from me with a little ole man settin in it. He was all shriveled up an grumpy-lookin an had on a black suit with spats an a bow tie an he had a chessboard set out on a table in front of him. As I set there, ever once in a wile he would move one of the chessmen, an it begun to dawn on me that he was playin by hissef. I figgered I had bout another hour or so fore the bus lef, so I axed him if he wanted somebody to play with. He jus looked at me an then looked back down at his chessboard an didn’t say nothin. A little bit later, the ole feller’d been studyin the chessboard for most of a half hour an then he moved his white bishop over to black square seven an was jus bout to take his han off it when I says, † ‘scuse me.† The feller jumped like he’d set on a tack, an be glarin across the table at me. â€Å"You make that move,† I says, â€Å"an you be leavin yoursef wide open to lose your knight an then your queen an put your ass in a fix.† He look down at his chessboard, never takin his han off the bishop, an then he move it back an say to me, â€Å"Possibly you are right.† Well, he go on back to studyin the chessboard an I figger it’s time to get back to the bus station, but jus as I start to leave, the ole man say, â€Å"Pardon me, but that was a very shrewd observation you made.† I nod my head, an then he say, â€Å"Look, you’ve obviously played the game, why don’t you sit down an finish this one with me? Just take over the white in their positions now.† â€Å"I cain’t,† I says, cause I got to catch the bus an all. So he jus nods an gives me a little salute with his han an I went on back to the bus station. Time I get there, the damn bus done lef anyway, an here I am an ain’t no other bus till tomorrow. I jus cain’t do nothin right. Well, I got a day to kill, so I walked on back to the hotel an there is the little ole man still playin against hissef, an he seems to be winnin. I went on up to him an he look up an motion for me to set down. The situation I have come into is pretty miserable – haf my pawns gone an I ain’t got but one bishop an no rooks an my queen is about to be captured nex. It took me most of a hour to git mysef back in a even position, an the ole man be kinda gruntin an shakin his head evertime I improve my situation. You read "Forrest Gump Chapter Twenty-One" in category "Essay examples" Finally, I dangle a gambit in front of him. He took it, an three moves later I got him in check. â€Å"I will be damned,† he say. â€Å"Just who are you, anyway?† I tole him my name, an he say, â€Å"No, I mean, where have you played? I don’t even recognize you.† When I tole him I learnt to play in New Guinea, an he say, â€Å"Good heavens! An you mean to say you haven’t even been in regional competition?† I shook my head an he says, â€Å"Well whether you know it or not, I am a former international grand master, and you have just stepped into a game you couldn’t possibily have won, and totally annihilated me!† I axed how come he wadn’t playin in the room with the other people, an he says, â€Å"Oh, I played earlier. I’m nearly eighty years old now, an there is a sort of senior tournament. The real glory is to the younger fellows now – their minds are jus sharper.† I nodded my head an thanked him for the game an got up to go, but he says, â€Å"Listen, have you had your supper yet?† I tole him I had a sambwich a few hours ago, an he say, â€Å"Well how about letting me buy you dinner? After all, you gave me a superb game.† I said that woud be okay, an we went into the hotel dinin room. He was a nice man. Mister Tribble was his name. â€Å"Look,† Mister Tribble say wile we is havin dinner, â€Å"I’d have to play you a few more games to be sure, but unless your playing this evening was a total fluke, you are perhaps one of the brightest unrecognized talents in the game. I would like to sponsor you in a tournament or two, and see what happens.† I tole him about headin home an wantin to get into the srimp bidness and all, but he say, â€Å"Well, this could be the opportunity of a lifetime for you, Forrest. You could make a lot of money in this game, you know.† He said for me to think it over tonight, an let him know somethin in the mornin. So me an Mister Tribble shook hans, an I went on out in the street. I done wandered aroun for a wile, but they ain’t a lot to see in Nashville, an finally I wound up settin on a bench in a park. I was tryin to think, which don’t exactly come easy to me, an figger out what to do now. My mind was mostly on Jenny an where she is. She say not to try to find her or nothin, but they is a feelin down deep in me someplace that she ain’t forgot me. I done made a fool of mysef in Indianapolis, an I know it. I think it was that I wadn’t tryin to do the right thing. An now, I ain’t sure what the right thing is. I mean, here I am, ain’t got no money to speak of, an I got to have some to start up the srimp bidness, an Mister Tribble say I can win a good bit on the chess circuit. But it seem like ever time I do somethin besides tryin to get home an get the srimp bidness started, I get my big ass in hot water – so here I am again, wonderin what to do. I ain’t been wonderin long when up come a policeman an axe me what I’m doin. I says I’m jus settin here thinkin, an he say ain’t nobody allowed to set an think in the park at night an for me to move along. I go on down the street, an the policeman be followin me. I didn’t know where to go, so after a wile I saw an alley an walked on back in it an foun a place to set down an rest my feet. I ain’t been settin there more’n a minute when the same ole policeman come by an see me there. â€Å"All right,† he say, â€Å"come on outta there.† When I get out to the street, he say, â€Å"What you doin in there?† I says, â€Å"Nothin,† an he say, â€Å"That’s exactly what I thought – you is under arrest for loiterin.† Well, he take me to the jail an lock me up an then in the mornin they say I can make one phone call if I want. Course I didn’t know nobody to phone but Mister Tribble, so that’s what I did. Bout haf a hour later, he shows up at the police station an springs me out of jail. Then he buys me a big ole breakfast at the hotel an says, â€Å"Listen, why don’t you let me enter you in the interzonal championships next week in Los Angeles? First prize is ten thousan dollars. I will pay for all your expenses an we will split any money you win. Seems to me you need a stake of some sort, and, to tell you the truth, I would enjoy it immensely mysef. I will be your coach and adviser. How bout it?† I still had some doubts, but I figgered it wouldn’t hurt to try. So I said I woud do it for a wile. Till I got enough money to start the srimp thing. An me an Mister Tribble shook hans an become partners. Los Angeles was quite a sight. We got there a week early an Mister Tribble would spend most of the day coachin me an honin down my game, but after a wile of this, he jus shook his head an say there ain’t no sense in tryin to coach me, cause I got â€Å"every move in the book† already. So what we did was, we went out on the town. Mister Tribble took me to Disneyland an let me go on some rides an then he arranged to get us a tour of a movie lot. They is got all sorts of movies goin on, an people is runnin aroun shoutin â€Å"take one,† an â€Å"cut,† an â€Å"action,† an shit like that. One of the movies they was doin was a Western an we seen a feller get hissef thowed thru a plate glass winder about ten times – till he got it right. Anyway, we was jus standin there watchin this, when some guy walk up an says, â€Å"I beg your pardon, are you an actor?† I says, â€Å"Huh?† An Mister Tribble, he says, â€Å"No, we are chess players.† An the feller say, â€Å"Well that’s kind of a shame, because the big guy here, he looks ideal for a role in a movie I’m doing.† And then he turn to me an feel of my arm an say, â€Å"My, my, you are a big strong feller – are you sure you don’t act?† â€Å"I did once,† I says. â€Å"Really!† the feller says. â€Å"What in?† â€Å"King Lear.† â€Å"Marvelous, baby,† he says, â€Å"that’s just marvelous – do you have your SAG card?† â€Å"My what?† â€Å"Screen Actors Guild – oh, no matter,† he say. â€Å"Listen, baby, we can get that, no trouble. What I want to know is, where have they been hiding you? I mean, just look at you! A perfect big strong silent type – another John Wayne.† â€Å"He is no John Wayne,† Mister Tribble say sourly, â€Å"he is a world-class chess player.† â€Å"Well all the better,† the feller say, â€Å"a smart big, strong, silent type. Very unusual.† â€Å"Ain’t as smart as I look,† I says, tryin to be honest, but the feller say none of that matters anyhow, cause actors ain’t sposed to be smart or honest or nothin like that – just be able to get up there an say they lines. â€Å"My name’s Felder,† he says, â€Å"an I make movies. I want you to take a screen test.† â€Å"He has to play in a chess tournament tomorrow,† Mister Tribble say. â€Å"He has no time for acting or screen tests.† â€Å"Well, you could squeeze it in, couldn’t you? After all, it might be the break you’ve been looking for. Why don’t you come along, too, Tribble, we’ll give you a screen test as well.† â€Å"We’ll try,† Mister Tribble say. â€Å"Now come along, Forrest, we have a little more work to do.† â€Å"See you later, baby,† say Mister Felder, â€Å"don’t forget now.† An off we go. How to cite Forrest Gump Chapter Twenty-One, Essay examples

Knowledge Questions for Unit Hsc free essay sample

As a candidate, make sure you describe and explain your actions. | | | | | | | |Knowledge Questions for Unit HSC 44 | | | | | | | |5 | | | |Who draws up the Code of Practice for Social Care? | | |The General Social Care Council. | | | | | | | |6e | | | |Outline features of systems used in Lincolnshire in respect of confidential reporting of issues of concern. | | | |The council has its own policy which helps to inform on bad practice, difficulties between staff members and complaints ect. This is| | | |the ‘whistle blowing’ policy and it was designed in order to protect those wishing to make a complaint and to avoid such things as | | | |victimization. Although anonymous, complaints are still dealt with the same seriousness as named complaints although it is preferred| | | |that applicants with complaints should not be anonymous. | | | | | | | | | | |7 | | | |When the Children’s act 2004 was published it contained some major changes for the way in which services were to be delivered. Take | | | |one and explain in your own words the advantages this brings for the wellbeing of children and their families. We will write a custom essay sample on Knowledge Questions for Unit Hsc or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page | | | |The Childrens Act 2004 brought about many changes and most significant was the Every Child Matters campaign that runs along side the| | | |2004 act. For the Act itself the main change that helps in the work that I do is the implementation of the CAF. This works in line | | | |with the need for inter-agency working. I think this is one on the most crucial changes of the Act, and as the Victoria Climbie | | | |inquiry showed many agencies were involved with the case and through lack of communication, information sharing and joint working | | | |Victoria Climbie died at the hands of her aunt. One of the many advantages is local authorities drive for inter-agency working. | | |Through this many agencies are trying to change their way of working and with the help of the CAF more agencies are invited to the | | | |first meeting when a child has been shown to have additional needs. On the whole the process is proving to be more focussed on the | | | |child and family and this reduces any stigma for the families as in the past most cases where always referred to social workers. | | |Families and children are now seen more often and social workers can now focus on the more complex and child protection cases. | | | |Through inter-agency wo rking families and children are given the help that meets their needs and reduces the need for long term | | | |involvement. | | | | | | | | | | |8a | | | |Outline the features of the Dfes initiative â€Å"Building a Culture of Participation† | | | |This initiative is led by the government in their commitment to allow children to have a say in how policies affect them and to | | | |contribute to how a service is delivered. By listening to children and young people it ensures that policies and services are | | | |designed around their needs. This leads to better outcomes for children, young people and families. It also allows for policies to | | | |be effectively evaluated and evolve as necessary. | | | | | | | | | | | |9a | | | |Outline the Common Assessment Framework. Explain why this Government initiative has been introduced and its purpose. | | | |The CAF was implemented in 2006 in order to have a universal assessment form that could be used by all agencies and professionals. | | | |This was in line with some of Lord Laming’s recommendations after the Victoria Climbie enquiry. As a universal document it reduces | | | |the need for repetitive assessments and focuses more on the child and family and multi agency working. The CAF process can start at | | | |any time once it has been identified that a child has an additional need. Once agreed all information is shared between the agencies| | | |involved again reducing the chance of a child ‘falling through the system’. As the CAF is aimed at early intervention some one such | | | |as a school teacher can be the lead professional allowing more serious cases to be dealt with by social workers. As children can | | | |often have what was once deemed as minor issues and not warrant the classification as a child in need, through the CAF they are | | | |classed as having additional needs which allows professionals to work with the child and family. Once a child that has been | | | |highlighted as a CAF they can move in and out of the system as identified issues arise. | | | | | | | | | | |9bc | | | |Summarise the targets of the combined health and education initiative â€Å"Healthy schools†. | | | |The national healthy schools programme promotes a whole school approach to health. The programme is a joint initiative between the | | | |department of health and the department for children, schools and families. It aims to deliver benefits for children on improvement | | | |in health, raise pupil achievement, more social inclusion and a closer working between health promotion providers and education | | | |establishments. | | | |The public health white paper choosing health (2004) set a challenging target for 75% of schools to achieve healthy school status by| | | |2009 and for all schools to work towards this target. Through a planned curriculum schools can promote learning and healthy | | | |lifestyle choices. The four core themes within the programme are: | | | |Healthy eating | | | |Physical activity | | | |PSHE | | | |Emotional health and well-being. | | | | | | | | | | | | | |12 | | | |How does the Joint Annual Review shape the way in which Children’s Services are delivered locally. You may wish to discuss | | | |Lincolnshire’s last JAR and comment on how the recent Service restructuring has been a result of this. | | | |The Children’s Act requires joint area reviews to be conducted in each children’s services authority area. The multi-disciplinary | | | |team of inspectors review all services provided to children and young people aged 0 – 19. There are around 42 key judgements which | | | |relate directly to the five outcomes highlighted in the every child matters framework. Through the Lincolnshire JAR report published| | | |in March 2007 it was proved that there was a need for better facilities for all children aged 0 – 19. There are now plans to develop| | | |a further 23 children’s centres by 2008. Through this service restructuring the aim is to shift the balance of services from | | | |interventionist to a preventative approach. The strengthening families will work with partner agencies to deliver the five outcomes | | | |for the every child matters. This is where children’s services as a targeted service interface as part of a universal service. | | | | | | | | | | |16e | | | |Identify the risks to effective working caused by stresses on the work force and recommend what action can be taken. | | | |When work becomes too stressful for an individual it can cause a knock on effect throughout the staff team and the cases in which | | | |the individual is working on. The individual can start to have more days off sick which could cause other staff members to add to | | | |their workload in taking on those individuals cases. Stress can also cause the individual to lose direction and focus in the cases | | | |they work on and this can result in a reduced quality of service for those particular families. | | | |Stress in the work place can be identified early and then reduced by regular supervision. Supervision gives the individual a chance | | | |to discuss their cases and anything that might be causing them to feel stressed. Supervisors are then able to help supervisee’s in | | | |managing there stress before it gets to the point where it affects all that they do. Staff meetings are another opportunity to get | | | |together on a regular basis with other team members as it’s a chance for everyone to discuss their working role as well as any | | | |difficult cases they may have. This gives a chance for positive reinforcement by the manager on the work that is being done and also| | | |a chance to ‘brainstorm’ ideas that might help with the work. | | | | | | | | | | | | | | | |17 | | | |Explain in a short paragraph how the Social Model of disability affects children and their families which you work. | | |The social model of disability says that people are disabled not by their impairment, but by society that does not take account of | | | |their needs and prevents them from having full access to society due to physical, communication and social barriers. A large | | | |majority of the families that I work with fall into the category of being disabled by society. Those families that are most | | | |disadvantaged are those living in poverty. Families face multiple stresses which can affect a child’s needs. If a parent struggles | | | |to provide an adequate environment for a child this will impact on the child’s developments and the parent’s capacity to care for | | | |the child. | | |CHILD A | | | |CHILD B | | | | | | | |No dependence on social security benefits | | | |Household receives multiple enefits | | | | | | | |Two parent family | | | |Single adult household | | | | | | | |Three or fewer children | | | |Four or more children | | | | | | | |White | | | |Mixed ethnic origin | | | | | | | |Owner occupied home | | | |Council or privately rented home | | | | | | | |More room than people | | | |One or more persons per room | | | | | | | | | | | | | | | | | | | |18a/b | | | |See 8a above. | | | | | | | |18d | | | |Using Lincolnshire County Councils Competency framework, explain how you would assist a member of your team to develop skills in | | | |risk management with regards to child protection. You need to be specific to an individual competency. | | |Using competency number 8 –Analysis and Judgement. I would be able to assist the member of staff in the above question. As part | | | |of the competency it requires the individual to look closely at the work they do and how it could be improved. Part of this is | | | |through having a broad range of information about an issue. In this particular instance it would be child protection. This could be | | | |done in-house through regular supervision. This can be through asking the individual to research up to date information and then | | | |having a question answer session on the information they have found. This shows that the indivual has done what is requested and | | | |demonstrates that they have an understanding of the subject that they would then be able to take into their work practice. Another | | | |useful development skill would be to assign the individual to a child protection case that was held by a social worker. The indivual| | | |would gain insight into the process of how child protection is identified and then managed. This hands on approach would give valued| | | |knowledge and development without risk to the family involved. | | | |Finally a child protection training course would be beneficial to the individual to again further develop there knowledge of the | | | |subject. | | | | | | | | | | | | | | |19 | | | |What impact does placement disruption potentially have on the wellbeing of Children In Public Care. You should relate your answer | | | |the recent Government paper ‘Care Matters’ | | | |Most children who end up in care experience multiple moves. It is standard that three or more moves constitutes as placement | | | |stability. Child development theories say that repeated movements jeopardize the opportunity for children to develop secure | | | |attachments with carers and trusting relationships with adults. Children with behaviour problems, prior instability and the age of | | | |the child at placement have all been found to be important factors in placement instability. | | | | | | | | | | | | | | | | | | | | | | |24 | | | |List 3 types of evidence that would be valid in court. Explain your rational behind each one. | | | |1) Video Evidence- For children 14years and under. Also for children classed as a vulnerable witness. Video evidence reduces the | | | |need for a child to be in court and to be face to face with the perpetrator. | | | |2) Court reports – These are factual based evidence which follow a mandatory guideline for completing. | | | |3) Records – Records are an essential source of evidence for investigations and inquiry’s, and may also be used in court | | | |proceedings. Therefore it is essential that any records on a child are clear and accurate and ensure that there is a documented | | | |account of an agency’s or professional’s involvement with a child and/or a family. | | | | | | | | | | |25 | | | |Provide three examples of recording information that might be deemed discriminatory and explain why, in at least one of these | | | |examples, the discrimination might pass without comment. | | |1) The child is ‘missing’ from the record – This doesn’t mean that the child hasn’t been mentioned at all, but that their wishes and| | | |feelings, their views and understanding of their situation, are not recorded. The absence of a child from the record suggests to the| | | |reader that no work has been done with the child, or that the child has not been involved in any work. | | | |2) Facts and opinions are not differentiated – Failing to differentiate between fact and opinions can result in the significance of | | | |some information being overlooked, or opinions becoming accepted as facts and which could influence the management of the case. If | | | |opinions and judgements are not substantiated in the record it can be difficult to explain how these were made to family members who| | | |access the records especially if the case holder who wrote them is no longer working within the agency. | | | |3) The record is not written for sharing. | | | | | | | | | | | | | | | | | | | | | | | | |This account must (except in the case of responses to questions) be authenticated by at least one of the following | |Work products seen | | |List | | |Witnessed by— |Name |Sign |Expert | |Include on witness list | | |Y/N | |I confirm the authenticity of the |Signature of Candidate | |work above |DATE 31. 03. 08 | |I confirm the judgements claimed |Signature of Assessor |TICK IF OBSERVED | |above |DATE | | EV 5