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ItsHot.com Aqua Master Watches Collection –Affordable Style

The first thing that comes to mind after seeing or hearing the word ‘diamond’ is either “beauty” or “expensiveness”. Despite being adjectives that are poles apart from each other, the high price of beautiful diamonds often keeps people from buying them.

2014_FIFA Public Guidelines_ENG_17052013.indd - FIFA.com

2014 FIFA World Cup Brazil™ FIFA PUBLIC GUIDELINES for use of FIFA’s Official Marks These Public Guidelines will be updated periodically. Please check FIFA’s website www.FIFA.com for the latest version. General © 2010 FIFA Issue #7 May 2013 CONTENT CHAPTER PAGE Section 1 Purpose of these FIFA Public Guidelines 3 Section 2 Official Marks 5 Section 3 Examples of Use (“Do’s and Dont’s”) 8 Section 4 General Benefits (“How to get involved”) 20 Section 5 Contact Information 22 Annex 1 General Background of the 2014 FIFA World Cup™ 23 Annex 2 Media Information 26 These FIFA Public Guidelines will be updated periodically. Please check FIFA’s website www.FIFA.com for the latest version. FIFA Public Guidelines General Edition – Issue #7 © 2010 FIFA 2 SECTION 1 PURPOSE OF THESE PUBLIC GUIDELINES THE 2014 FIFA WORLD CUP™ The FIFA World Cup™ is an event staged on a scale of spectacular proportions. As the largest single sports event and most-watched competition on earth it enjoys phenomenal interest from sports fans and the business world alike. Many entities, organisations, businesses and non-commercial organisations will want to be a part of this event.

Survey Of Flexible Piping Systems - US Environmental Protection ...

March 1997 ICF Incorporated Fairfax, VA BACKGROUND For the purposes of this survey, a flexible pipeline is defined as a pipeline constructed of flexible material that can be installed in single long runs without the necessity of regular joints either to extend the length of the line or change directions. This material is usually shipped in rolls that are hundreds of feet long, with the installer cutting lengths to fit the requirements of each installation. Most varieties of flexible piping are available with secondary containment either as an option or an integral part of the primary piping. In all cases, the secondary containment piping will not serve as primary piping. The secondary containment piping is designed to channel leakage back to a sump or monitor point, where it can be detected. Because these pipelines differ significantly from the more traditional steel and fiberglass reinforced plastic (FRP) pipelines, the U.S. Environmental Protection Agency (EPA) has periodically requested a survey of their characteristics and availability. This is the third installment of this survey.1

Sample Resume - The University of Sydney

SAMPLE RESUME TEMPLATE We have given you an outline of a sample resume as a GUIDE ONLY. It is intended to be read in conjunction with the Careers Centre handout on ‘Resume Writing’ which can be downloaded from the Careers Centre web site. In order to MAKE YOUR APPLICATION COMPETITIVE AND UNIQUE, you should take into account your own experience and background and compile your resume in a way that you feel best reflects those. This may mean that the length of your resume varies. YOU MAY FIND THAT YOU NEED TO: • change the order of the headings • change the wording of the headings • leave some sections out that are not relevant to you or • add new sections (such as “Major Projects” or “Awards and Achievements” or “Leadership”) to capture certain experiences you have had. Also, bear in mind that employers will sometimes state what they want in a resume for a specific job application. They might specify length of resume, content required, number and type of referees required etc. In this instance, you should ALWAYS MEET THE EMPLOYER’S REQUIREMENTS for the specific job application.

YOUR NAME - Boston College
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YOUR NAME yourname@bc.edu (no hyperlink/line), 617-656-0000 Your Boston College address here, Chestnut Hill, MA 02467 Your home address here, Any Town, CA 01000 EDUCATION Boston College Chestnut Hill, MA College of Arts and Sciences (optional full, formal name of school you are in) Bachelor of Arts /Science in Major Minor (if you have one) anticipated May 200x GPA 3.xx (incl. GPA if > 3.00, do NOT round up) Honors/Awards: Dean’s List, Golden Key, AHANA Honor Roll Relevant courses (optional) (if applicable - no more than 4-5 upper level classes ) Abroad University, City, Country Studied (courses/subjects included) Spring Semester, 200x EXPERIENCE Name of Organization City, State Start date - end date Job title • Describe any accomplishments that you achieved at your job • Explain what you did, how you did it, why you did it, and what the results were • Whenever possible, quantify the number of people/items/data that you worked with ( Use present tense for verbs describing jobs that you are currently performing) Name of Organization City, State Start date - end date Job title • Describing Accomplishments: Result + Action + Problem/Project = good bullet point • Sample vague bullet point: Assisted with general upkeep and organization of homeless shelter • Sample good bullet points: Prepared and served meals to 50 homeless male residents; Maintained organization of supply closet and distributed resources to residents as needed; Acted as a liaison between program participants and staff members. VOLUNTEER EXPERIENCE and/or ACTIVITIES Name of first Organization City, State Start date - end date Title • Focus on a few key skills that your industry is looking for, and demonstrate how you used those skills through the description of the tasks/projects you accomplished at your job. Name of second Organization (brief description if necessary) City, State Start Date - end date Title • Remember to be consistent; punctuation at the end of the phrases is not necessary unless you are using paragraph formatting ACTIVITIES Section: List each organization (add an action verb phrase describing an acquired skill if you have space) SKILLS Computers: Microsoft Excel, PowerPoint, Word, and any other relevant computer skills or languages Language: List all languages you are fluent or proficient in or currently studying, if listed as fluent, should be able to conduct interview in that language. The resume samples included in this packet should be used as a starting point for visual models and general guidelines. Be sure to view all of the samples below for various styles/formats and resume tips. Please note that a small number of examples are show below. Each student is encouraged to construct a resume that fits his/her need.

Functional Resume Sample
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Functional Resume Sample John W. Smith 2002 Front Range Way Fort Collins, CO 80525 jwsmith@colostate.edu Career Summary Four years experience in early childhood development with a diverse background in the care of special needs children and adults. Adult Care Experience Determined work placement for 150 special needs adult clients. Maintained client databases and records. Coordinated client contact with local health care professionals on a monthly basis. Managed 25 volunteer workers. Childcare Experience Coordinated service assignments for 20 part-time counselors and 100 client families. Oversaw daily activity and outing planning for 100 clients. Assisted families of special needs clients with researching financial assistance and healthcare. Assisted teachers with managing daily classroom activities. Oversaw daily and special student activities. Employment History 1999-2002 1997-1999 1996-1997 Counseling Supervisor, The Wesley Center, Little Rock, Arkansas. Client Specialist, Rainbow Special Care Center, Little Rock, Arkansas Teacher’s Assistant, Cowell Elementary, Conway, Arkansas Education University of Arkansas at Little Rock, Little Rock, AR • • • • BS in Early Childhood Development (1999) BA in Elementary Education (1998) GPA (4.0 Scale): Early Childhood Development – 3.8, Elementary Education – 3.5, Overall 3.4. Dean’s List, Chancellor’s List

YMCA of Metro North Camp pre-interview for Camp Counselors.

YMCA of Metro North Camp pre-interview for Camp Counselors. As part of the pre-interview process please answer and submit the following questions below along with your employment application and resume (optional). You can use the provided space or submit typed answers. You can scan and email your paperwork to Gregg Ellenberg at gellenberg@metronorthymca.org or drop them off at the YMCA camp you are applying to. Once your responses are received, we will determine whether we feel that you would be a strong candidate for our camps. If so, we will contact you to set up an interview. Please note that there are mandatory training dates on Saturday, June 14th and Saturday, June 21st (Camp Eastman and Camp Sachem) that are required to work camp for the summer. The safety and well-being of our campers is of utmost importance. Before you can work at the YMCA of Metro North, you must undergo an intensive background check that includes but is not limited to an examination of your criminal history (a CORI and SORI check) and the National Sex Offender Registry; 4 references checked; two in person interviews; several hours of Child Abuse prevention training; and First Aid and CPR/AED certification. If you are not comfortable with this process, please seek employment elsewhere.

METRO-NORTH RAILROAD CAREER OPPORTUNITIES

Summer Internship Opportunities Multiple opportunities are available. Work location will vary per position. Positions will be launched over the next 4-5 weeks and will be open until filled.  12 week program runs from 5/28-8/16.  Undergraduate pay rates are $15 per hour. Graduate and Law student pay rates are $17 per hour.  Free commuting on Metro-North Railroad.  Working knowledge of Microsoft Office Suite (Word, PowerPoint, Excel).  Position may require limited travel to our various New York and Connecticut locations.  To qualify for credit earning internships applicants must obtain approval from your Student Career Placement Office.  Good oral and written communication skills.  Good analytical and organization skills.  Excellent interpersonal and customer service skills to include dealing with the general public.  Flexibility to work as a team member, supportive of all Metro-North Railroad initiatives.  Must be dependable and a self-starter.  Monthly journal entries and final project assignment will be required as part of the Internship program.  A background check is required.  A physical abilities test and medical exam will be required for selected candidates at our NYC facility.  Students will be required to attend New Hire Orientation and Speaker Series meetings in our NYC facility.  All Interns are required to complete a Final Group Project and presentation. PREFERRED EDUCATION/EXPERIENCE Applicants must be a matriculating Undergraduate, Graduate, or Law student with a GPA of 2.5 or higher and a focus in the following fields:  Accounting  Communication/Journalism  Economics  Engineering (Civil, Mechanical, Electrical, Structural, Computer, Industrial)  Environmental studies  Finance  Hotel/Hospitality Management  Human Resources / Training/ Organizational Behavior / Industrial / Organizational Psychology  Information Technology/Computer Science ...

Psychology and global climate change - American Psychological ...

Table of Contents 4 Executive Summary........................................................6 Preface.............................................................................10 Introduction..................................................................13 . Addressing Climate Change: Psychology’s Contribution.......14 Mobilizing the Diverse Field of Psychology to Address Climate Change............................................15 Background Information.........................................................16 Literature Review...................................................................18 Section 1: How Do People Understand The Risks Imposed by Climate Change?........21 . Detection of Climate Change.................................................21 Concern About Climate Change............................................22 (Not) Feeling at Risk..............................................................23 Discounting the Future and the Remote................................24 . The Role of Culture in Climate Change Understanding and Reactions........................................25 . Research Suggestions...........................................................27 Summary...............................................................................27 Section 2: What Are the Human Behavioral Contributions to Climate Change and the Psychological and Contextual Drivers of These Contributions?..................29 . Ethical Concerns...................................................................29 . Overview................................................................................30 Quantitative Models...............................................................30 Population..............................................................................32 Consumption.........................................................................33 . Research Suggestions...........................................................40 From Causes to Impacts........................................................40 Section 3: What Are the Psychosocial Impacts of Climate Change?.............................42 Psychosocial and Mental Health Impacts of Climate Change..........................................................43 Social and Community Impacts of Climate Change...............46 Moderators of Climate Change Impacts................................46 . Psychosocial Mediators of Climate Change Impacts.............47 Global Climate Change in Context of Other Environmental Challenges......................................................................48 Psychological Benefits Associated With Responding to Climate Change......................................48 Research on Psychosocial Impacts of Climate Change.........49 The Relationship Between Psychosocial Impacts and Coping.....................................................................49

Climate Change 2014: Impacts, Adaptation, and Vulnerability ... - IPCC

ASSESSING AND MANAGING THE RISKS OF CLIMATE CHANGE Human interference with the climate system is occurring,1 and climate change poses risks for human and natural systems (Figure SPM.1). The assessment of impacts, adaptation, and vulnerability in the Working Group II contribution to the IPCC’s Fifth Assessment Report (WGII AR5) evaluates how patterns of risks and potential benefits are shifting due to climate change. It considers how impacts and risks related to climate change can be reduced and managed through adaptation and mitigation. The report assesses needs, options, opportunities, constraints, resilience, limits, and other aspects associated with adaptation. Climate change involves complex interactions and changing likelihoods of diverse impacts. A focus on risk, which is new in this report, supports decision-making in the context of climate change, and complements other elements of the report. People and societies may perceive or rank risks and potential benefits differently, given diverse values and goals. Compared to past WGII reports, the WGII AR5 assesses a substantially larger knowledge base of relevant scientific, technical, and socioeconomic literature. Increased literature has facilitated comprehensive assessment across a broader set of topics and sectors, with expanded coverage of human systems, adaptation, and the ocean. See Background Box SPM.1.2 Section A of this summary characterizes observed impacts, vulnerability and exposure, and adaptive responses to date. Section B examines future risks and potential benefits. Section C considers principles for effective adaptation and the broader interactions among adaptation, mitigation, and sustainable development. Background Box SPM.2 defines central concepts, and Background Box SPM.3 introduces terms used to convey the degree of certainty in key findings. Chapter references in brackets and in footnotes indicate support for findings, figures, and tables. Figure SPM.1: Illustration of the core concepts of the WGII AR5. Risk of climate-related impacts results from the interaction of climate-related hazards (including hazardou...

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