Chemist Work Experience Certificate Work Ready Program South

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					Work Ready Program



   South Western Sydney Region
Overview
 Module        – Out & About
 Module        – The Right Look
 Module        – Act Right
 Module        – Talk the Talk
 Module        – Work Safely
 Module        – Hands Off, Mouths Shut
 Module        – Keep it Quiet
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Module: Out & About
What is Workplace Learning?
   Workplace learning programs encourage young people
    to gain practical experience of work, learn industry and
    workplace skills.
   Direct experience in a workplace helps students learn
    about:
•   The changing nature of work and workplaces,
•   Attitudes and skills employers are looking for,
•   Careers and opportunities that are available and,
•   Training and further education that may be needed.



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Programs Available
   There are two types of programs available:
•   Work experience
•   Mandatory work placement for a range of
    Higher School Certificate (HSC) vocational
    education and training (VET) courses.
   Other workplace learning programs include
    enterprise education programs, community
    learning, and student mentoring programs
    conducted by employers in the workplace.

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Differences in Programs
               Work Placement                                             Work Experience
A planned and mandatory part of HSC VET courses                Gives a general taste of the world of work

Involves participation in the industry relevant to the               Usually undertaken in Year 10
             VET subject you are studying
       Lets you practise & develop the skills                   Involves observing & carrying out tasks
             you have learnt at school                               nominated by your supervisor
  Lets you learn specific skills or competencies                    Lets you experience working life
on the job agreed to by the employer & the school

 Helps you find out more about employment and               Helps you learn about what employers expect,
         training opportunities in the industry            what responsibilities people have in the workplace

              Contributes to the HSC                       Helps you learn about skills that are valued in the
                                                                                workplace


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Benefits of Workplace Learning Programs
With planned & appropriate workplace learning programs, students can:

   Achieve work-related skills & industry        Explore a range of workplace
    specific competencies (in VET                  experiences
    courses)                                      Demonstrate an understanding of
   Develop & practise industry                    employment opportunities within an
    competencies in a real workplace               industry
    setting                                       Develop social & communication
   Experience adult roles &                       skills in a workplace environment
    responsibilities in the workplace             Apply business & industry concepts
   Identify various avenues of entry into         to curriculum & classroom activities
    the world of work & further education         Enhance self esteem, confidence &
    and training                                   maturity through participating in an
   Clarify & evaluate their abilities and         adult work environment
    interests in relation to career choice        Identify what employers are looking
                                                   for in future employees


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Mandatory Procedures 1
 Student Placement Record
 Employers‟ Guide to Workplace Learning
 Parents‟ Guide to Workplace Learning




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Mandatory Procedures 2
Prohibited Activities
   Listed below are workplace learning activities, which are
    prohibited. Suggest the reason for this.
       Service of alcohol if under 18
       Travel by helicopter
       Air travel on chartered flights unless regular route
       Travel outside 12 nautical miles at sea
       High risk construction work
       Use of machinery dangerous for new or young workers
       Work of a sexual or explicit nature
       Any activity requiring a licence permit


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Mandatory Procedures 2 (cont)
Restricted Activities
   List some possible injuries or accidents, which could arise from
    participating in these activities.
       Use of farm or gardening machinery & equipment including
        tractors
       Commercial shipping
       Aircraft maintenance
       Attendance at meat processing plants
       Horse riding
       Long distance transport
       Metal & Engineering worksites
   Although these activities are not prohibited, they are restricted
    and should only be undertaken if the school principal has given
    specific permission for the student to undertake the task.
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Mandatory Procedures 3
Prohibited Activities
   Construction Workplace learning activities
    Students wishing to undertake activities in the following
    construction environment will need to hold an OH&S
    General Induction Certificate (white card) for
    construction work. Students can access this training
    through their school.




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Types of Construction Work
Construction work is defined in Clause 3 of the NSW OHS Regulation 2001 and means any of the
    following:
   excavation: including the excavation or filling of trenches, ditches, shafts, wells, tunnels and pier
    holes, and of caissons and cofferdams,*
   building: including the construction (including the manufacturing of prefabricated elements of a
    building at the place of work concerned), alteration, renovation, repair, maintenance and
    demolition of all types of buildings,
   civil engineering: including the construction, structural alteration, repair, maintenance and
    demolition of, for example, airports, docks, harbours, inland waterways, dams, river and
    avalanche and sea defence works, roads and highways, railways, bridges and tunnels, viaducts,
    and works related to the provision of services such as communications, drainage, sewerage,
    water and energy supplies.
(* Caissons and cofferdams are used in construction activities in marine environments such as rivers.)
Note that the following activities also require successful completion of the OHS General Induction for
    Construction Work :
   all the building trades including repairs carried out in houses (plumbing, electrical, carpentry and
    joinery, roof tiling, wall tiling, painting, plastering, concreting, paving)
   landscaping involving construction activity eg paving, concreting, drainage
   surveying related to a building and construction site. Surveying prior to commencement of
    construction is exempt.
   maintenance work
   installation of air conditioning, security systems, fire sprinkler systems, fire doors, glass
   installation of kitchens and cabinets etc. (Note that working in a factory which manufactures
    cupboards does not require the OHS for the construction industry but installation of the cupboards
    does require it. Students can work in a factory and then observe the installation on the site.)
   installation of vertical blinds
   fencing
   construction of dams.

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Mandatory Procedures 4
Accidents & Emergencies
            STUDENT CONTACT CARD                                  SAFETY & EMERGENCY PROCEDURES
                                                    Safety Advice
                                                    Be aware of risk at all times where you are working.
Name:
                                                    Ask for information, instruction, training and on-going supervision
Address:                                            when undertaking an activity, especially where you are asked to
Telephone:                                          undertake an unfamiliar activity, or an activity in unfamiliar
                                                    surroundings, for example, where there is not much light or
Parent/Carer Name:                                  ventilation.
My Medicare No:                                     Concerns about safety at the workplace are always legitimate and
                                                    always need to be addressed to your satisfaction. Tell your
                                                    supervisor if you have any safety concerns. Make sure they are
                                                    addressed, for example, through a safe work method statement or (if
                                                    you are in a construction industry) a toolbox talk.
My contact from School during normal business       Take responsibility for thinking about occupational health and

hours is:                                           safety.
                                                    Ring your nominated contact if in doubt about your safety.
Name:
                                                    If you are injured in the workplace
Telephone:                                          Seek first aid or medical help immediately.
                                                    Contact the school

For an emergency out of normal business hours       Ask the doctor attending for a medical certificate.

(where applicable) my contact is:                   Use your Medicare number: do not treat as a Worker‟s
                                                    Compensation claim.
Contact name:
                                                    Complete a written report of the accident and forward it to the
Contact number:                                     school.



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Mandatory Procedures 5
Travel Arrangements
   When choosing your workplace be aware of the costs
    involved in travel and the time it will take you.
   You are responsible for finding your own way to the
    workplace. Discuss travel options with your family.
   If you need to use public transport, enquire through the
    school for arrangements which could entitle you to pay
    half fare or use your school bus/train pass. Take extra
    money with you in case this does not happen.
   Students over 16 may request a “student concession
    card” from their school, to use while travelling to and
    from workplacement.


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               Work Placement Anecdotes -
           Payment / Reward / Remuneration / Gift
In groups, discuss these scenarios:
   A student works at night in a bakery for a week. At the end of each long night's work, she is
    given two loaves of bread and a dozen buns, the same as each of the other three bakery
    staff.
   A student undertakes work placement in the clothing section of a large Department store. At
    the end of the week's placement, he purchases $75 worth of clothing from the store, and is
    offered the 10% discount on goods to which all employees are entitled to.
   A country student gains a placement with an architect in the city. The manager of the
    company is so impressed with the student's efforts that she offers the student $100 cash as
    she is about to leave for home at the end of the week. The teacher responsible for work
    placement makes the point that she does not do this with all work placement students.
   A student undertakes work placement in a hairdressing salon, as he is keen to investigate
    the possibility of a career in hairdressing. On the second day, he is offered a free shampoo,
    cut and styling, at no charge, because the salon is not very busy.
   At the end of an enjoyable week-long placement in the local chemist shop, a Year 11 student
    is offered a large gift basket from the shop, containing some perfume, soaps and powder.
    The chemist insists that she takes the basket, which retails at $35, as a token of his and his
    staff's gratitude for her efforts during the week.
   After spending an exciting week on a fishing trawler, a student is given a plastic crate of
    crayfish, in appreciation of the student's willingness to work hard as a deck-hand throughout
    the week. The trawler's captain explains to the student that all other crew members get a
    supply of crayfish like this, weekly.
   A student, who is keen on sport, undertakes a week's work placement at a leading sports
    store. The supervisor is so impressed by her approachable nature and willingness to learn,
    that he gives her two cans of tennis balls at the end of the week.

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Module: The Right Look
Clothing & Accessories
   Clothing                                      Accessories
       Style                                          Jewellery appropriate for
       Colour                                          work, that is not offensive
       Ironed                                          e.g. eye, mouth and tongue
       Clean, comfortable and                          piercings are not
        appropriate for the Workplace                   appropriate
       Appropriate and comfortable                    Bag / Folder
        footwear for work
       3 B‟s – No boobs, bottoms &
        belly
       PPE – personal protective
        equipment as required by the
        workplace


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Personal Presentation
   Hair                                         Personal Hygiene
       Style                                          Daily shower
       Trimmed                                        Clean teeth and breath
       Clean                                          Clean manicured nails
       Appropriate for work – Hair                    Attention to body odour
        off face/tied back                             Clean shaven
   Make-up                                            No overpowering scents
       Appropriate for the
        workplace
       Not overdone (clown face)


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Module: Act Right




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Employer Values
Discuss essential qualities important to the employer




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Employer Survey
   The following table
    lists some of the
    things that employers
    think are important
    when considering if
    they will offer work to
    a school leaver.




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Aggressive Behaviour
    A person behaving aggressively will:
      stand  up for their rights in such a way that they
       violate the rights of the other person
      express thoughts, feelings and beliefs in
       unsuitable and inappropriate ways, even though
       they honestly believe those views to be correct
      believe their opinions are more important than
       anyone else‟s
      blame others or outside factors for mistakes, show
       contempt, be hostile, attacking or patronising.

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Assertive Behaviour
   A person behaving assertively will:
     stand  up for their rights in a way that does not
      violate another person‟s rights
     express themselves in an open, honest and direct
      way
     show that they understand the position taken by
      the other person.




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Non-assertive Behaviour
    A passive (or non-assertive) person will:
      failto stand up for their own rights
      express their feelings or beliefs in an apologetic or
       cautious way
      may fail to express their thoughts, feelings and
       beliefs at all
      believe that their own needs and wants are less
       important
      give long justifying explanations and put
       themselves down while trying to accommodate the
       needs and views of others.
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Module: Talk the Talk
   Communication involves
    the transfer of information
    from one party to another.
    To be successful, both
    parties must receive and
    understand the same
    message.



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Active Listening
 Active listening is listening with intensity,
  empathy, acceptance and a willingness to
  be part of the conversation.
 Effective two-way communication relies
  upon active listening skills.



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Eye Contact
   The face shown has a shaded
    area that indicates the correct
    place to look at a person for
    positive eye contact.
   Think about where else you
    might be tempted to look at
    someone during a
    conversation.
   Looking at someone anywhere
    outside of the triangular target
    zone is likely to cause some
    degree of embarrassment.



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Communication in the Workplace 1




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Communication in the Workplace 2
      Oral                               Written                   Non-Verbal
  Communication                        Communication              Communication

    Conversation                           Letter                 Body language

     Interview                        Diary / Workplace             Listening
                                              Journal
     Telephone                        Message / Memo                  Signs

   Tone of Voice                       Facsimile (Fax)                Cues

Appropriate Language              Electronic mail (E-mail)        Symbols/Logos



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Communication
   In groups play a game of Chinese
    Whispers.




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Chinese Whispers
   Answers
     The  little boy was playing in the mud and his
      red shirt is now brown
     The girl wearing the purple spotted dress is
      about to fall in the pool




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Barriers to Communication
    Steve, can you pick me up in the morning?

    How about dropping around to my place after
     school tomorrow?




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Body Language
      Positive                                          Negative
     Clapping                               Folded arms
  Leaning Forward                       Looking at clock/watch
     Sitting still                            Fidgeting
       Smiling                               Slouching in Chair
       Nodding                                 Hands on Hips
    Handshake                                           Yawning

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Written Communication
MESSAGE:                               Date:    /     /
To: __________________________        Time:    :    am/pm
From: ________________________
Of: __________________________
Telephone No: _________________
 Telephoned       Called to see you  Wants you to phone
 Will call back   Will phone later   Wants to see you
Message:
________________________________________________________
________________________________________________________
________________________________________________________
Taken by: __________________________

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Verbal Language
   Here are some
    common expressions
    you might use in
    conversation.
   Suggest alternatives
    which are more
    appropriate to a work
    situation where correct
    speech & grammar are
    expected.

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Module: Work Safely
   Did you know?
         In NSW during one accident year:
                181 people died at work. This is like three full school buses
                 crashing and killing everyone on board
                58,604 workers were injured or made sick. This is more people
                 than the crowd at the Big Day Out concert. This cost us $2
                 billion for this year alone.
                Of the 58,604, there were 9,209 of these workers under 25.
                30% of injuries were to workers‟ backs.
                Labourers, plant and machine operators and tradespeople have
                 the biggest chance of injury.



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Why is OH&S an important issue?

   NSW Occupational Health and Safety Act
    2001 is a legal requirement which refers to
    being as safe as possible in your
    workplace.



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How does OH&S relate to me in
the workplace?
   In the workplace you are responsible for:
     Your actions – what you do
     Your inactions – what you don‟t do




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What are the employers‟
responsibilities in terms of OH&S?
According to the Occupational Health and Safety legislation, it is the employers‟
responsibility to provide a safe and healthy workplace. In general the employer
must:
   identify potential hazards                   Tell their supervisor about
   Control the hazards                           potential hazards in the
   Evaluate procedures                           workplace
   Follow the health and safety                 Never try to perform work they
    policies provided by the                      are not qualified to do or work
    employer and keep up to date                  they have not been trained to
    with any changes                              do
   Practise safe work habits and                Know emergency procedures,
    obey all safety rules, and never              including fire evacuation, and
    take short cuts or chances                    follow them.


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In case of an accident
   Can I get workers’ compensation?
     NO.  As students are volunteers, not employees, it is
      not classified as workers‟ compensation. (Students
      are not to receive payment for Workplace Learning or
      Work Experience as this will negate the cover of
      insurance supplied by DET.)
     Remember that your work place experience is a
      mandatory component of your HSC. Employers give
      up their time to supervise you while you are at work.



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What should I do if I have an accident?

   NB Emergency procedures are found on your work
    placement I.D card. Carry this card on you at all times.
   Let your employer know immediately an accident occurs.
   Seek medical assistance
   Your medical bills will need to be claimed through
    Medicare and private health insurance.
   The employer will contact the school as soon as
    possible.
   After the school is notified your written statement of the
    accident will be required.

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Module: Hands Off, Mouth Shut
   Harassment is any form of behaviour that is not wanted
    and which:
       humiliates you (puts you down), or
       offends you
       intimidates you, or
       causes you emotional or physical harm.
   Harassment is a type of discrimination
   In some cases, a single act may be enough to amount to
    harassment
   Anyone can be harassed e.g. people of any age, race or
    religion; women or men
   Harassment is often about one person (or a group) using
    power inappropriately over another person or group.
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Examples of Sexual Harassment that
have occurred during Workplace
Learning
   A male worker has shut the door to the office              A female student went to a worksite where most
    and then has come very close to a female                    of the workers were males. In several of the
    student, invading her personal space, to explain            work areas, including the one where she was
    the week's program, and has persisted in                    expected to work for most of the week, there
    rubbing up against her body and touching her.               were posters of naked females in suggestive
   Male workers in the workplace have continually              poses, which offended her.
    leered at a student, have wolf-whistled and                A male student went to a motor garage, at which
    made sexually suggestive comments as a                      there were employed four males. During the
    female work placement student walked past.                  placement, one of the male workers placed a
   A female student was repeatedly asked out by                grease-gun inside the front of the student's jeans
    one of the male workers in the office. When she             and squirted the gun several times.
    refused, he kept teasing that she was playing              A male student went to a workplace where there
    "hard to get" and that he knew that she really              were mainly males working. Some of the
    liked the attention he was giving her. He began             workers considered that the student looked and
    to make offensive suggestions about her sex                 acted in an effeminate way, and made wise-
    life when he realised that she really did mean              cracks to that effect. When the student opened
    no.                                                         his lunch book one lunch-time, he found that one
   The supervisor of a girl persisted in suggesting            of the workers had placed in it a condom and a
    that he wanted sexual favours from her. He                  pamphlet about AIDS.
    made comments such as "Come back and see                   A male student in a factory was continually
    me next week and I'll fix you up with a job", and           made fun of by a group of women workers about
    "I'll really look after you if you'll let me".              his perceived lack of sexual experience.




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Examples of Racial Harassment that
have occurred during Workplace
Learning
   You are an Italian student who has only been in              You are a student of Greek background who
    Australia for a few months. You overhear one of               undertakes a placement in an office
    the workers 'taking you off' and mimicking your               environment. On the third day of your
    accent. What could you do?                                    placement a number of workers call you
   During lunchtime, whilst you are on your                      'Spiros', which is not your name. What could
    placement, you have lunch with a group of                     you do?
    workers who continually poke fun at people of                You have arranged, with your teacher, to
    Irish background by telling Irish jokes. You are              undertake a placement in a medium-sized
    offended by these and similar statements which                bakery, expecting to gain hands-on-experience
    belittle people because of their cultural                     in the baking area. On a pre-visit, you had
    background. What could you do?                                noticed that a number of workers in that area
   You and an Aboriginal student from your school                were of non-English speaking background. On
    attend a placement at the same workplace. You                 the first day of your placement, the supervisor
    overhear the employer informing workers of the                sets you to work in the clerical section after
    presence of "two students on work placement,                  commenting that "the manual jobs are only for
    and one of them is an „Abo‟ ". What could you                 migrants. You should aspire to something a bit
    do?                                                           better than that". What could you do?
   You are a student whose parents emigrated                    You and your parents emigrated from India
    from Vietnam fifteen years ago. You undertake                 when you were four years of age. You
    a placement at a small workplace. On the                      undertake a placement in a small retail store.
    second day of the placement, you go into the                  One customer comes in, selects a variety of
    toilet and find "Asians Out” written in red on the            goods, but demands to be served by someone
    toilet wall. It was not there yesterday. What                 other than you, and mutters that "these
    could you do?                                                 migrants should all go back where they come
                                                                  from". What could you do?

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What Would You Do?
                                   Case Study
1   Another worker continually humiliates you. What should you do?

    A worker who is a junior tells you to do the tasks that his/her boss
2
    has just asked him/her to do. What do you do?
    Another worker always stares at you and stands too close when
3
    talking to you. You feel harassed. What do you do?
    The supervisor asks you to do a task that you don‟t feel capable of
4   doing eg: a computer task such as a complicated mail merge. What
    do you do?
    The supervisor tells you that it is your job to sweep the floors all day.
5
    What do you do?

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If Workers Lodge A Formal
Complaint About Harassment,
What Will Happen?
 Any action which is taken will be in consultation with you.
 No action will be taken against your wishes.
 Any complaints will be completely confidential.
 You will not be blamed.
 Your rights will be respected.
 Any help or support which you require will be provided.
 You will be protected from subsequent victimisation.
Should you suffer harassment whilst on Workplacement or Work
  Experience, notify your family and school as soon as possible.

REMEMBER:           SEXUAL AND RACIST HARASSMENT ARE UNLAWFUL
                    AND IT IS YOUR RIGHT TO BE PROTECTED.

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Module: Keep It Quiet
                                   Case Study
    Jonah, a keen IT student, has been placed with a leading software development
    company. He is working with the development team on a new software package. He is
1   eager to boast to fellow enthusiasts and discusses this on an internet chat line. What
    problem has Jonah created?
    Ayca found workplacement with an accountancy firm. At morning tea break she was told
    about a large tax cheque that had just been put in the mail to a client. She happened to
2   know the person and in her excitement and enthusiasm to share this information she told
    her auntie. Why should Ayca have kept this information to herself?
    Greg enjoyed working in the media company but was very bored one afternoon because
    he had to put a huge pile of letters into envelopes ready for the mail. While his supervisor
    was out of the room he decided to look through the filing drawer (which she had left
3   unlocked) where the personal details of clients were stored. He came across the address
    and personal details of a girl he had met briefly some time ago. He planned to use this
    information to ring her and ask her out. Was this the correct thing to do? Give reasons.
    Lina is given a computer terminal to practise spreadsheets during work placement. She
4   has finished early and her supervisor is unavailable. She decides to look up her email
    messages and sends return messages to her friends. Why is this not appropriate?


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Description: Chemist Work Experience Certificate document sample