Human resource Management Essay Example | Topics and Well Written Essays - 1750 words

Human resource Management - Essay Example However, this paper has selected â€Å"work groups and teams† issue as the topic for discussion. Despite the fact that not much research has happened on groups and teams in organizations as challenge and issue for Human Resource Managers but it definitely is one of the challenges and issues. Human resource manager in most of the cases assume the responsibility of all the human resource of the organization. However, interestingly, they do not deal with each employee individually rather they also make their policies and strategies considering the work groups and teams (Mathis & Jackson, pp. 23-27). Therefore, it becomes extremely important for them to understand groups and work teams, behaviors of individuals in groups and other myths and variables associated with groups and teams. Often managers fail to understand that dealing with groups is an entirely different dimension and requires special attention and homework from the managers. This paper would now discuss all the important elements, variables, concepts and issues related to groups and individual behavior in groups, follo wed by providing with solutions and tips and tricks for managers to deal with problems and issues presented earlier. One of the biggest issues that the HR managers encounter with groups is of their productivity and activity levels. Groups that are temporary in nature always come into existence for achieving some goals or objectives. However, they HR managers while performance appraisals find out and complain about their inefficiency and tendency to avoid work. They always seem to be complaining that groups do not seem to be achieving their targets within the deadlines. This creates an environment of rift and tension and obviously leads to situations that are even more problematic and complex to handle. Important here to understand that research

Shang Dynasty Essay Example for Free

Shang Dynasty Essay The Shang Dynasty ruled a region of China in the Yellow River valley, an area of land that is now commonly referred to as the cradle of Chinese civilization?. The Shang Dynasty ruled their empire from around 1500-1050 B. C. E. and existed during the time of China’s Bronze Age. The Shang is the first Chinese Dynasty to leave behind sufficient evidence of its culture. This evidence has come in the form of written documents, several bronze works, and the Shang oracle bones. As a result of discovering these ancient artifacts and translating them, much is known of the Shang Dynasty and how it was run. Government was ran in the style of a monarchy and there was a class system in place as well. Over the course of the nearly 600 years that the dynasty ruled, there were about 30 kings in total that were served by officials who often held specialized positions of authority?. The Shang created a social pyramid not much unlike many other ancient cultures â€Å"with the king at the top, followed by the military nobility, priests, merchants, and farmers†?. The most distinguishable aspect of the culture between the upper classes and lower classes recognizable today is the burial process. It was not uncommon for the upper class to be buried in extremely extravagant tombs that often contained sacrifices and other gifts. It was also not common for the lesser class to be simply buried in pits that varied in size, while the lowest classes of people were occasionally thrown down wells when dead4. This organized government and society was one of the Shang dynasty’s many contributions to Chinese civilization. The Shang also made a few additional historical contributions to Chinese civilization that include the invention of writing in China, advances in bronze technology, and the use of the chariot and bronze weaponry in war. Most of the writings found from the Shang dynasty today are found in the form of the Shang oracle bones. This is most likely due to the fact that other forms of writing during the time was done on bamboo and silk, which have since decomposed, or on bronze where the writing was usually short5. Bronze in the Shang dynasty was used in very specific ways. This is known because â€Å"it is clear that only those with any degree of power in the kingdom had access to using bronze objects†6. These bronze objects ranged from food and wine vessels to military weapons, such as spears and bows. The Shang mastered the art of molding these bronze objects and weapons that helped them to be very religious and, even more importantly, extremely effective in maintaining its military supremecy7. This military supremacy along with the invention of writing and an organized government allowed the Shang dynasty to rule for many centuries and also make it one of the most historically significant times in Chinese history. A. Legalism Legalism is a philosophy in which power is concentrated with the ruler, there are strict laws, and severe repercussions for breaking the laws. Legalism was created by putting together ideas from Confucianism, Daoism, and Han Fei himself. Consequently, the largest advocate of this philosophy was Han Fei himself. He lived from around 280-233 B. C. E. and is said to have studied under a Confucian master named Xunzi. He also served as a minister during the Qin Dynasty which tried to put legalism in place. The whole idea behind legalism is that humans are born evil and selfish in nature and will only act in their own self-interest. For this reason, legalism demands a very strict agenda. Once set in place, â€Å"law must be enforced without any favoritism or exceptions, there must be no consideration of extenuating circumstances, and the law takes on a life of its own and its integrity takes precedence over any individual (except the ruler†¦)†8. Everyone in the society was required to do exactly as the law says and no less. Han Fei also believed that for such a law to be uniformly effective it had inflexible so that everyone could understand it. To this end, he also believed that that best rewards were the ones that were predictable. Legalism and Han Fei also called for severe and inescapable punishments for minor offenses in the hopes that fear would drive anyone away from committing major offenses that would call for unimaginable consequences9. This idea is extremely contradictory to Confucianism ideals, where rulers and their people should rely on morality. Han Fei didn’t believe people could ever change from their selfish state and for this reason didn’t believe Confucianism could be effective. Legalism may conceivably work, but it is not possible to create a set of laws that cover all possibilities and it holds flaws that over time tend to create separation in society that is detrimental to the state10. A. Indus Valley Civilization. The Indus Valley Civilization, more commonly known today as the Harappan Civilization, was the earliest society is South Asia that began at around 3000 B. C. E. and lasted until 2000 B. C. E.. The Harappan Civilization was based in the Indus River Valley where its two largest cities were located. Nevertheless, by about 2500 B. C. E. a uniform culture had â€Å"spread across nearly 500,000 square miles, including parts of Punjab, Uttar Pradesh, Gujarat, Baluchistan, Sind and the Makran coast†11. During the time this civilization was in existence it was extremely stable. The cities were well engineered and contained well designed infrastructures that were host to strong building built from brick and streets that were laid at the correct angles and lined with elaborate systems of covered drains12. The civilization had also grown to domesticate animals such as camels, goats, and water buffalo and cultivate crops such as wheat barley and peas13. In addition to domestication and cultivation, the Harappan people were also avid traders. This is known by the many seals discovered. There have been so many uncovered that it suggests each merchant or mercantile family had its own seal14. The civilization was extremely successful for an extended period of time, but at around 1700 B. C. E. it began to decline. By 1500 B. C. E. the Harappan people and their civilization seemed to disappear. There are many questions as to why this happened and also many theories. Some include ecological changes that forced them to move out of the region. An example could have been flooding along the Indus River. Another theory involves other groups of people, that could involve the Aryans or other barbaric tribes of the region, forcing the Harappan people out. A. Hellenism After Alexander died in 323 B. C. E. his generals divided the land amongst themselves and by around 275 B. C. E it was divided into three powerful Hellenistic monarchies. Hellenistic is defined as relating to Greek culture, language and history. These three monarchies were defined as such because although they lied separately from the former Greek empire, they all still embraced the Greek language and culture while sharing no political uniformity at all. The Hellenism allowed people from any monarchy to travel, speak the native language, and relate to the citizens, creating some uniformity between the three regions. These new states were ruled absolutely by kings, compared to classic Greek states where the people ruled. These kings were extremely interested in amassing large sums of riches and purchased items from all around the world ranging from India, Syria, Spain, and Cornwall15. Once these riches were obtained they were put on display for all to see. The kings made huge donations to zoo and libraries16. An example is the Library of Alexandria. The people of these states were not as satisfied. Not long ago they were involved in the workings of a democratic state and now they were a part of an impersonal empire that sought only wealth17. Many philosophers criticized this saying that money is not what brings happiness. The Hellenistic age did not last long and ended in 36 B. C. E. when the last of the Hellenistic people fell to the Romans. B. 1. The Origin of Death The story of the origin of death created by the Kono people of West Africa tells a story of an old man and a god. The last lines in the story read: In keeping with his promise, Alatangana had no choice but to let his children go and answer Sa, whenever he called. Thus even today, Alatangana’s children still answer to the call of Sa. All because Alatangana didn’t pay a dowry when he marries Sa’s daughter. The story arrives at this point only after a series of events play out between the old man, Sa, and the god, Alatangana. The first event is Alatangana creating a more habitable world for Sa, his wife and his daughter. Alatangana then begins to fall in love with Sa’s daughter and asks Sa for his permission to marry her. Despite being told no by Sa, Alatangana does so anyway. Alatangana and the daughter have fourteen children together, seven of which are male and seven which are female. Every one of them is a different race and every one of them speaks a different language. This is Sa’s doing and he also sends Alatangana’s children to every corner of the world. When his children ask to be taken of out the darkness Alatangana asks Sa for help. He sends birds back to Sa that will sing and bring forth the light of day. However, in return for this gift Sa tells Alatangana that he may now take a child of his whenever he so pleases. Alatangana must agree to this and the deal is done. In this story death is portrayed by Sa, who many now take any of god’s children whenever he sees fit. The last lines of the story demonstrate how the Kono relate such an ancient tale to today by stating that â€Å"†¦Alatangana’s children still answer to the call of Sa†. In addition, the fact that the dowry is once again highly stressed in the final line show the importance of that aspect in their culture at the time. This interpretation of how life and death came to be are historically relevant because it illustrates how earlier civilizations made sense of the world they found themselves in. It also shows us that the Kono believed that death was an equally, if not more significant, part of life compared to gods and other aspects. The story also shows that the Kono believed everyone was a child of god and that death did not choose a certain class to focus death upon, or deny a class death because of something such a wealth or power. The story suggests equality between all people with regards to god and death. B. 3. Purusha The myth of Purusha is one on how the world is created and is from the Rigveda. The Rigveda is the oldest Aryan scripture, being transmitted orally from around 1500-1000 B. C. E. before being written down in Sanskrit at around 800-500 B. C. E. The story of Purusha tell how that world is created but in a very symbolic way. Each part of Purusha’s body is used to make what becomes each of the social classes and gods of old. According to the myth â€Å"The Brahmin was his mouth, of both his arms was the Rajanya made. His thighs became the Vaisya, from his feet the Sudra was produced†. Each body part became a specific class for a specific reason. The Brahmin came from the mouth because they devoted their lives to memorizing all the Veda’s. They were the only ones who knew the Veda’s and therefore were called upon to recite a Veda when someone needed guidance. The Rajanya, or warrior class, was made from the arms because fighting required heavily upon your arms and strength. The Vaisya, or merchant and artisan class, were made from the thighs because they represented hard work and were the pillars on which the civilization ran. The Sudra, or laborer class, was made from the feet because they were the lowest of all the people created and could metaphorically be stepped on by higher classes. In the myth the two higher classes are also described together in the first sentence together, emphasizing the line between the two upper classes and the two lower ones. Along these lines, this myth is to show were these classes lie in society and give the people in the classes a reason to why they are there. This way, the people in power now have a reason to stay in power and give the people in lower classes a reason to stay there. Therefore, the story is used as a validation for the caste system of the time as a whole. It suggests that any other form of social structure would be wrong because it would not be divine. This small exert from the myth of Purusha on how humans were made played an important role on how the caste system was working at the time and gave people a reason not to question it. 3. 6. Analects The Analects is a text that contains hundreds of sayings of Confucius written down by his students after his death and completely out of context. Confucianism was based on the idea that all people had the ability to become good and that society should be run on morality. This is in contrast with other ideals such as Legalism which was based on the idea that everyone was born evil and selfish, could never change, and required to be severely punished for minor offenses. Confucius did not believe that this was an effective way to rule people and his reasoning is shown in the Analects. It is written in Book II, III. 1. â€Å"The master said, ‘If the people be led by laws, and uniformity sought to be given them by punishments, they will try to avoid the punishment, but have no sense of shame’†. By stating this Confucius believes that if a ruler is trying to obtain uniformity to obey a law by punishment people will simply try and avoid the punishment without conforming and will have learned nothing. In the second part of the passage he states â€Å"If they be led by virtue, and uniformity sought to be given them by the rules propriety, they will have the sense of shame, and moreover will become good†¦Ã¢â‚¬ . With this he simply states that upon learning a moral philosophy that people will uniformly want to become good. With this in mind, Confucius also believed that the government should play a small role in the lives of the people and always hold the people in its best interest. The following saying recorded in the Analects go on to state how people should be treated when alive, while being buried, and how they should be sacrificed. All of these things should be dependent on how well you conformed to the acceptable standards of morality that should be set in place. These passages all sum up some of the main points of Confucianism such that morality should play a key role in how one’s life is lived and how ruling should take place. B. 7. The Apology In The Apology written by Plato, Socrates is being put on trial by the city of Athens and is giving his defense. He is on trial for corrupting the youth and being impious, although it is certain he has done neither of these formally accused things. During Socrates defense he states that Athens and other cities need people like him. Someone who would go around and ask questions in order to make people think. Socrates believed that people didn’t truly think about what they were doing and to do so needed to ask more questions. Socrates also believed he was wiser than any other man in that he knew that knew nothing. In fact, his defense against the charge of being impious was that he firmly believed he was carrying out the will of Apollo and was told by the oracle of the god that he was the wisest man. If he believed such things then there is no way he could possibly not be pious. With this that charge was somewhat thrown away. He tried to explain that he was only trying to promote productive thought throughout the city and its people. He felt that he was necessary for the city to be attached to just as a gadfly to a horse. Just as the city was unwilling to think without a being questioned, the horse was too lazy to move without a sting. He ended his defense by stating that instead of killing him they should reward him. With his argument that they needed him more than they knew it and somewhat sarcastic punishment suggestion, he was sentenced to death. This is only an interpretation by Pluto and states that it is beneficial for someone to be asking questions and trying to enlighten others. It also represents the philosophical style which Plato learned from Socrates and advocated during his lifetimes as well. A style that effected Athenian life by making the city more conscious and aware of the actions it partook on a day to day basis when put into practice. C. 1. Paleolithic to Neolithic The Neolithic Revolution marked the beginning of the Stone Age and set up a new form of lifestyle for early humans. The Neolithic Revolution was proceeded by the Paleolithic era. The people that were alive at this time are the oldest know people in existence. These people were hunters and gatherers, relying on the food they could find in the forest or the animals they could kill to eat. They were also nomadic people, never staying in one concrete place but rather moving to wherever the climate and was suitable for their style of life. When the Neolithic Revolution took place people began to work more on their stone working abilities. Thus, the Neolithic revolution coincides with the beginning of the Stone Age. The Neolithic revolution also marked several other large changes in the way people live. People began to farm and produce their own food along with domesticate animals. It is now known that the Neolithic people planted and grew primitive forms of wheat and barley. This crop could have been very useful because it could be stored and used at a later date18. For example, during a drought or dry season one could use their stored crop to help feed their animals. In this way agriculture grew alongside the domestication of animals. This time called for planning that involved picking the most productive grain to plant the next growing season and which of your most powerful animals you should have mate19. This newfound knowledge and ability to stay in one place allowed the human population to grow in concentrated areas. This was a very change from Paleolithic times where groups typically ranged from 20-30 people. During the Neolithic age it was not uncommon for there to be large farming towns and cities with thousands of residents. Almost every of life was changed during the Neolithic revolution and the way of life it brought was effective. Until recently, in the past couple centuries, Neolithic culture had survived in many parts of the world. C. 4. Polis The term polis in Greek means city-state, and its existence during the Archaic age and at the time of Alexander the Great had a large effect on Greek culture. The Archaic age burst from the dark ages in Greece and lasted from around 800-500 B. C. E. and with it brought a revitalized trade, agricultural and urbanization elements. At the height of the Greek colonization there were about 1,500 city-states that occupied a very large Greek speaking cultural zone. These city-states were often run in one of three way that included a democracy, and oligarchy, or a tyranny. The democracy is the one which the power is held in the people’s hands. In this system everyone may have equal power with accordance to the law but it was often recognized that the wealthy still retained more power. The system where the few wealthy and powerful did run the government was called and oligarchy. One in which only one person rules is a tyranny. The city-states at the time had no standing armies, were religiously centered, and also focused on the arts. By the time the Classical age came to be along with the great ruler Alexander the Great Greece was very powerful and rich with culture. This was due impart to the city-states that allowed the Greek culture to spread to all corners of the empire while retaining a stable social and political structure within themselves and therefore the entire empire. Notes 1. Selena Lai and Waka Takahashi Brown, â€Å"The Shang Dynasty, 1600 to 1050 BCE. † FSI Stanford Spice Digests, (2006): Accessed September 29, 2013, http://iis-db. stanford. edu/docs/117/ShangDynasty. pdf. 2. Ibid. , 1. 3. ushistory, 9b. Shang Dynasty — Chinas First Recorded History. Accessed September 29, 2013. http://www. ushistory. org/civ/9b. asp. 4. Ibid. , 1. 5. Lai and Brown, â€Å"The Shang Dynasty, 1600 to 1050 BCE,† 1. 6. Ibid. , 1. 7. Ibid. , 1. 8. Gregory Smits. â€Å"Legalism,† in the web-based book Topics in Premodern Chinese History. (accessed September 29, 2013). http://www. personal. psu. edu/faculty/g/j/gjs4/textbooks/PM-China/ch5. htm. 9. Ibid. , 1. 10. Ibid. , 1. 11. Tripod, The Indus Valley Civilisation. Accessed September 29, 2013. http://sympweb. tripod. com/IndusValleyhistory. htm. 12. Ibid. , 1. 13. Ibid. , 1. 14. Ibid. , 1. 15. The History Channel, Hellenistic Greece. Accessed September 29, 2013. http://www. history. com/topics/hellenistic-greece. 16. Ibid. , 1. 17. Ibid. , 1. 18. Edrene S. McKay, â€Å"Paleolithic Neolithic Societies,† in World Civilizations from Prehistory to 1500. Accessed September 30, 2013. www. Online-History. org. 2 19. Ibid. , 2. Bibliography McKay, Edrene S. , â€Å"Paleolithic Neolithic Societies,† in World Civilizations from Prehistory to 1500. 1. Accessed September 30, 2013. www. Online-History. org. 2 Lai, Selea and Waka Takahashi Brown, â€Å"The Shang Dynasty, 1600 to 1050 BCE. † FSI Stanford Spice Digests, (2006): 1. Accessed September 29, 2013. http://iis-db. stanford. edu/docs/117/ShangDynasty. pdf Smits, Gregory. â€Å"Legalism,† in the web-based book Topics in Premodern Chinese History. 1. Accessed September 29, 2013. http://www. personal. psu. edu/faculty/g/j/gjs4/textbooks/PM-China/ch5. htm). The History Channel, Hellenistic Greece. Accessed September 29, 2013. http://www. history. com/topics/hellenistic-greece Tripod, The Indus Valley Civilisation. Accessed September 29, 2013. http://sympweb. tripod. com/IndusValleyhistory. htm. ushistory, 9b. Shang Dynasty — Chinas First Recorded History. Accessed September 29, 2013. http://www. ushistory. org/civ/9b. asp.

Sophocles Oedipus the King and Cocteaus The Infernal Machine Essay

Sophocles' Oedipus the King and Cocteau's The Infernal Machine   Ã‚  Ã‚   Sophocles' Oedipus the King and Cocteau's The Infernal Machine relate the same story, yet from quite different angles. Sophocles' play is written in heightened language and spends 1,530 lines on an hour of time. On the other hand, Cocteau's characters speak colloquially, and his 96 pages cover 17 years, putting much more emphasis on the events prior to where Sophocles begins his play. Sophocles and Cocteau present Oedipus' character in different lights, and through these characters express contrary themes. Sophocles' proud yet wise Oedipus reveals that a human's future is determined by his actions, while Cocteau's haughty yet immature Oedipus suggests that mortals' fates are completely predetermined by the gods. In both plays Oedipus appears to have extreme pride; while Sophocles' clever Oedipus has reason for his pride, Cocteau's foolish Oedipus is arrogant without cause. Sophocles' Oedipus solves "the (sphinx's) riddle by (his) wit alone."(Soph .O.T. 397) The Sphinx sits on the road to Thebes and kills anyone who can not answer her riddle until Oedipus appears, solves the riddle, and saves Thebes. It is at this point that he becomes King of Thebes and rules his people well. He does not know that he has killed his father, the former king, and married his mother. When his presence in Thebes causes a plague to strike the city, he sincerely seeks out the cure for his city's plight. <block quote>I know you are all sick, yet there is not one of you, sick though you are, that is as sick as I myself. Your several sorrows each have single scope and touch but one of you. My spirit groans for city and myself and you at once. You have not roused m... ...sary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. Cocteau, Jean. (1963). The Infernal Machine and other plays. (Bermel, Albert.). New York: New Directions. Ehrenberg, Victor. â€Å"Sophoclean Rulers: Oedipus.† In Twentieth Century Interpretations of Oedipus Rex, edited by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968. Jaeger, Werner. â€Å"Sophocles’ Mastery of Character Development.† In Readings on Sophocles, edited by Don Nardo. San Diego, CA: Greenhaven Press, 1997. Sophocles. (1991). Sophocles I: Oedipus the King, Oedipus at Colonus, Antigone (Grene, David.). Chicago: University of Chicago.   Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixed new?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi       Sophocles' Oedipus the King and Cocteau's The Infernal Machine Essay Sophocles' Oedipus the King and Cocteau's The Infernal Machine   Ã‚  Ã‚   Sophocles' Oedipus the King and Cocteau's The Infernal Machine relate the same story, yet from quite different angles. Sophocles' play is written in heightened language and spends 1,530 lines on an hour of time. On the other hand, Cocteau's characters speak colloquially, and his 96 pages cover 17 years, putting much more emphasis on the events prior to where Sophocles begins his play. Sophocles and Cocteau present Oedipus' character in different lights, and through these characters express contrary themes. Sophocles' proud yet wise Oedipus reveals that a human's future is determined by his actions, while Cocteau's haughty yet immature Oedipus suggests that mortals' fates are completely predetermined by the gods. In both plays Oedipus appears to have extreme pride; while Sophocles' clever Oedipus has reason for his pride, Cocteau's foolish Oedipus is arrogant without cause. Sophocles' Oedipus solves "the (sphinx's) riddle by (his) wit alone."(Soph .O.T. 397) The Sphinx sits on the road to Thebes and kills anyone who can not answer her riddle until Oedipus appears, solves the riddle, and saves Thebes. It is at this point that he becomes King of Thebes and rules his people well. He does not know that he has killed his father, the former king, and married his mother. When his presence in Thebes causes a plague to strike the city, he sincerely seeks out the cure for his city's plight. <block quote>I know you are all sick, yet there is not one of you, sick though you are, that is as sick as I myself. Your several sorrows each have single scope and touch but one of you. My spirit groans for city and myself and you at once. You have not roused m... ...sary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. Cocteau, Jean. (1963). The Infernal Machine and other plays. (Bermel, Albert.). New York: New Directions. Ehrenberg, Victor. â€Å"Sophoclean Rulers: Oedipus.† In Twentieth Century Interpretations of Oedipus Rex, edited by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968. Jaeger, Werner. â€Å"Sophocles’ Mastery of Character Development.† In Readings on Sophocles, edited by Don Nardo. San Diego, CA: Greenhaven Press, 1997. Sophocles. (1991). Sophocles I: Oedipus the King, Oedipus at Colonus, Antigone (Grene, David.). Chicago: University of Chicago.   Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixed new?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi      

Trespass

TRESPASS TO THE PERSON Aims of Lectures: * OVERVIEW OF THE TORTS COVERING TRESPASS TO THE PERSON * DEFENCES TO TRESPASS TO THE PERSON * ALTHOUGH NOT A PART OF TRESPASS TO THE PERSON WE WILL ALSO ASSESS THE RULE IN WILKINSON V DOWNTON 1. OVERVIEW The aim/s of these torts: Protection from personal interference / protects your bodily integrity and your liberty. The trespass torts are actionable per se (there is no need to prove damage). A trespass to the person may well also be a CRIME and criminal law cases can be helpful but please note that a CIVIL action is designed to achieve a different objective i. . to vindicate your right / claim damages or to prove a point (Halford v Brookes [1991] 1 WLR 428). For a recent case against the police see: ZH v Commissioner of Police [2012] EWHC 604 involving a 16 year old autistic teenager at a swimming pool: http://www. judiciary. gov. uk/Resources/JCO/Documents/Judgments/zh-v-commissioner-of-police. pdf There are three forms of trespass to the p erson: A. ASSAULT B. BATTERY C. FALSE IMPRISONMENT PLEASE NOTE THE DIFFERENCE BETWEEN TRESPASS AND NEGLIGENCE: Trespass is DIRECT and INTENTIONAL. Negligence is INDIRECT and UNINTENTIONAL. Letang v Cooper [1965] 1 QB 232Wilson v Pringle [1986] 2 ALL ER 440 A. ASSAULT â€Å"An assault is an act which causes another person to apprehend the infliction of immediate, unlawful, force on his person. † Robert Goff LJ in Collins v Wilcock [1984] 1 WLR 1172, at 1177 PLEASE NOTE: DIRECTNESS IS ALSO IMPORTANT In everyday language people use the term assault to also describe battery (see below). We will observe the strict legal distinction. Case Law Examples: Hopper v Reeve (1817) 7 Taunt 69 Purcell v Horn (1838) 8 A and E 602 Osborne v Veitch (1858) 1 F and F 317 Tuberville v Savage (1669) 1 Mod 3 Stephens v Myers (1830) 4 C and P 349Thomas v NUM [1985] 2 All ER 1 Darwish v EgyptAir [2006] EWHC 1399 (QB) DPP v Smith [2006] EWHC 94 (Admin) CAN WORDS OR EVEN SILENCE CONSTITUTE AN ASSAULT? R v Meade (1823) 1 Lew CC 184 R v Wilson [1955] 1 WLR R v Ireland [1997] 3 WLR 534 B. BATTERY â€Å"A battery is the actual infliction of unlawful force on another person. † Robert Goff LJ in Collins v Wilcock [1984] 1 WLR 1172, at 1177 PLEASE NOTE (AGAIN): DIRECTNESS IS IMPORTANT IN BATTERY Case Law Examples: Nash v Sheen [1953] CLY 3726 Dodwell v Burford (1670) 1 Mod 24 Haystead v DPP The Times, 2 June 2000, [2000]3 All ER 890DPP v Smith [2006] EWHC 94 (Admin) What constitutes a battery and must the force used be HOSTILE? Cole v Turner (1704) 6 Mod 149 Collins v Wilcock [1984] 1 WLR 1172 Wilson v Pringle [1987] QB 237 F v West Berkshire HA [1989] 2 All ER 545 Wainwright and other v Home Office [2003] UKHL 53 C. FALSE IMPRISONMENT â€Å"Another form of trespass to the person is false imprisonment, which is the unlawful imposition of constraint upon another's freedom of movement from a particular place. † Robert Goff LJ in Collins v Wilcock [1984] 1 WLR 1172, at 1177 T his tort relates to our freedom to move around unhindered.For an alternative definition see Street on Torts (below): â€Å"The trespass rather inadequately known as false imprisonment may be defined as an act of the defendant which directly and intentionally or negligently causes the confinement of the plaintiff within an area delimited by the defendant. † Please note the Human Rights Interface re’ Article 5 of the ECHR (incorporated into UK law by virtue of the Human Rights Act 1998): Austin v Commissioner of Police for the Metropolis [2009] 1 AC 564 Case law and principles on False Imprisonment – Liability is strict and the false imprisonment can result from a mistake (i. . be negligent): R v Governor of Brockhill Prison, ex p Evans (No. 2) [2001] 2 AC 19, HL – The restraint MUST be TOTAL i. e. COMPLETE Bird v Jones (1845) 7 Q. B. 742. – It is unnecessary to show the claimant knew of the imprisonment. It is a question of fact as to whether there is total restraint imposed: Meering v Grahame-White Aviation Co. Ltd (1920) 122 LT 44 Herring v Boyle (1834) 1 Cr M and R 377. Murray v Ministry of Defence [1988] 2 All ER 251. R v Bournewood [1998] 3 All ER 289 See further Williams (1991) 54 MLR 408,411 2. DEFENCES (a) ConsentSidaway v Bethlem Royal Hospital Governors [1985] 1 All ER 643 Chester v Afshar [2002] 3 All ER 552 Gillick v West Norfolk and Wisbech AHA [1986] AC 112 R (on the application of Sue Axon (Claimant) v Secretary of State for Health (Defendant) [2006] EWHC 372 (Admin). Re R [1991] 4 All ER 177 Re W [1992] 4 All ER 627 Re B [1981] 1 WLR 1421 Re M (Child Refusal of Treatment) [1999] 2 FCR 577 (b) Necessity F v West Berkshire HA [1989] 2 All ER 545 Re A (Children) (Conjoined Twins: Surgical Separation) [2001] Fam. 147. (c) Self defence Revill v Newbury [1996] 1 All ER 291 Cross v Kirby (2000) The Times, 5th April, CA 1) James Ashley (Junior) (2) James Ashley (Senior) v Chief Constable of Sussex [2006] EWCA Civ 1085, [2008] UKHL 25 (d) Contributory negligence Revill v Newbury [1996] 1 All ER 291 (e) Ex turpi causa Revill v Newbury [1996] 1 All ER 291 (g) Statutory authority PACE 1984 as amended 3. The rule in WILKINSON V DOWNTON [1897] 2 QB 57 The principle is quite well established and helps fill a gap where the harm is caused INTENTIONALLY but INDIRECTLY. The Case Facts The defendant told the claimant that her husband had been seriously injured in an accident. This was untrue, but was intended as a ‘joke’. The laimant suffered nervous shock. Wright J. held the defendant liable because he had wilfully done an act calculated to cause physical harm to the claimant, i. e. , to infringe her legal right to personal safety, and had thereby caused physical harm. Since the defendant’s act was obviously intended to produce some effect of the kind that it did cause, an intention to produce the harm was imputed to the defendant, and it was no answer to say more harm was done than anti cipated. The problem with treating this as either an assault or a battery is that the harm is indirect and there is no application, or threat, of force.Janvier v Sweeney [1919] 2 KB 316 Khorasandjian v Bush [1993] 3 WLR 476 Wong v Parkside Health NHS Trust [2001] EWCA Civ 1721 W v Home Office [2001] EWCA Civ 2081 Wainwright and Others v Home Office [2003] UKHL 53 The Wainwright case in the House of Lords is now the leading case on Wilkinson v Downton. The case involved prison strip searching of visitors. Per Lord Hoffmann: â€Å"I am†¦in complete agreement with Buxton LJ at [2002] QB 1334, 1355-1356, paras 67-72, that Wilkinson v Downton has nothing to do with trespass to the person. † 4. REMEDIES FOR TRESPASS TO PERSON Damages Injunction Habeas Corpus (for false imprisonment)

Migration Skills Assessment Booklet

MIGRATION SKILLS ASSESSMENT fOR REcOGNITION Of pERSONS INTENdING TO AppLy fOR SKILLEd MIGRATION TO AuSTRALIA wIThIN ThE ENGINEERING pROfESSION July 2012 www. engineersaustralia. org. au Migration Skills Assessment Education and Assessment Engineers Australia, 11 National Circuit BARTON ACT 2600 AUSTRALIA  © Copyright Engineers Australia, 2012 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from Engineers Australia.Requests and inquiries concerning the reproduction and rights should be addressed to the Director Education and Assessment, Engineers Australia, 11 National Circuit Barton ACT 2600 cONTENTS CONTENTS SECTION A Introduction and Background Introduction 1. Assessment for Migration Purposes 2. Occupational Categories in Engineering 3. Pathways to Recognition 4. English Language Requirements 5. Certification of Copies of Documents 6. Steps in the Assessment Applicatio n Process 7. Application Forms 8. The Assessment Process 9.Appealing the Assessment Outcome SECTION B Assessment of Recognised Qualifications 1. Australian Qualifications 2. Washington Accord 3. Sydney Accord SECTION C Assessment of Non-Recognised Qualifications 1. Introduction 2. Steps in preparing a CDR 3. Components of the CDR Summary Statements Professional Engineer Engineering Technologist Engineering Associate Engineering Manager SECTION D Additional Assessment Services 1. Introduction 2. Applicability of additional services 3. Identification of higher level engineering qualifications 4. Work Experience SECTION E Checklists, Fee Payment and Dispatch 1.Checklists 27 28 2. Fee Payment and Dispatch APPENDIX Detailed Description of Competency Elements for each Occupational Category Professional Engineer Engineering Technologist Engineering Associate Engineering Manager ANZSCO occupations designated to Engineers Australia 32 37 42 46 48 24 24 24 25 18 19 20 21 14 14 14 10 10 11 4 4 5 5 5 6 7 7 7 1 2 SEcTION A Introduction and Background 3 SEcTION A Introduction This booklet has been developed by Engineers Australia to assist you in preparing your submission for an engineering qualifications assessment.This section provides you with an introduction to the assessment of qualifications in engineering for migration purposes. You should read this booklet carefully before proceeding to the Application Forms. Professional Engineer Academic qualification is an Australian four year Bachelor of Engineering degree following twelve years of schooling, or equivalent. The Professional Engineer: †¢ Focusesonoverallsystems †¢ Developsandappliesnewengineeringpractices †¢ Appliesleadership&managementskills †¢ Pursuesengineeringopportunitiesinanholisticway,taking environmental,community&socialissuesintoaccount †¢ Solvesdiverseproblems.Engineering Technologist Academic qualification is an Australian three year Bachelor of Engineering Technology degree fo llowing twelve years of schooling, or equivalent. The Engineering Technologist: †¢ Focusesoninteractionswithinthesystem †¢ Modifiesandadaptsestablishedengineeringpractices †¢ Advancesengineeringtechnology. Engineering Associate Academic qualification is an Australian two year Advanced Diploma of engineering following twelve years of schooling, or equivalent. The Engineering Associate: †¢ Focusesonspecificelementsofthesystem †¢Workswithincodesandappliesestablished practices and procedures. Engineering Manager An engineering or engineering-related academic qualification must be held – normally at Bachelor degree level or higher. Engineering Manager: †¢ is a high level position involving the formulation of engineering strategies, policies and plans and the direction, administration and review of engineering operations for an organization †¢ musthavearecordofseniormanagementovera period of three years or more.Letters of reference and organisatio nal charts must be provided †¢ musthavepersonsreportingtohim/herwhoare also at a management level. Applicants should note that this occupation is not an engineering occupation, but rather belongs to the Managers and Administrators’ category. Consequently, a positive outcome will not allow automatic membership of Engineers Australia. Further details on the general role descriptions for each occupational category are presented in the Appendix. 1. Assessment for Migration Purposes Engineers Australia is the designated assessing authority for most engineering occupations.You should first check the ‘Skilled Occupation Lists (SOL)’ to determine that your skilled occupation is listed as being assessable by Engineers Australia, as there are some engineering occupations which are assessed elsewhere. The reference SOL documents, which list occupations and contact details of the designated assessing authorities, are available from the DIAC website www. immi. gov. au/sk illed/sol/. Applicants seeking assessment for migration purposes should first get a copy of the latest ‘General Skilled Migration Booklet (6) – Form 1119’ from the Department of Immigration and Citizenship (DIAC) (www. mmi. gov. au). This booklet will help applicants understand the requirements for General Skilled Migration to Australia. Alternatively, the ‘Employer Sponsored Migration Booklet (5) – form 1131’ may be relevant. Applicants should refer to the Australian Skills Recognition Information (ASRI) site at www. immi. gov. au/asri. This site helps you to find out how to get an assessment of your occupational qualifications and skills. It also contains information on state specific registration and licensing requirements.Applicants should also refer to the Australian and New Zealand Standard Classification of Occupations (ANZSCO) at www. abs. gov. au. This reference provides the definition, skill level and tasks involved in a particular o ccupation. 2. Occupational Categories in Engineering Engineers Australia recognises three occupational categories within the engineering team in Australia: †¢ ProfessionalEngineer †¢ EngineeringTechnologist †¢ EngineeringAssociate For migration purposes, an additional category of Engineering Manager is also recognised.Shown below is a description of the pre-requisite engineering qualifications and the workplace role for each occupational category. 4 SEcTION A 3. Pathways to Recognition There are two pathways to recognition of your qualifications: a) through recognised (accredited) Engineering Qualifications b) through a Competency Demonstration Report (CDR) for non-recognised qualifications. The pathways to recognition are shown schematically below: Read Information on website www. engineersaustralia. org. au download relevant Application formA TRF received before receipt of assessment application is stored alphabetically and matched to the personal file when assessme nt commences. Details of locations where IELTS assessments are conducted may be found on the IELTS website www. ielts. org. The following applicants may be exempt from the requirement to provide an IELTS assessment result: †¢ ApplicantswhoarenativeEnglishspeakers; †¢ ApplicantswhohavecompletedanAustralian undergraduateengineeringqualification; †¢ Applicantswhohavecompleteda2yearMasters degree or PhD program at an Australian university.For the above exemption, documentary evidence is required of successful completion of the Australian degree program. Please note that the above IELTS exemptions are determined on a case by case basis and Engineers Australia reserves the right to require an IELTS assessment result if it is deemed necessary. a) Accredited Qualifications b) Non-Recognised Qualifications Australian Qualifications all three levels washington Accord For Professional Engineers Sydney Accord For Engineering Technologists competency demonstration Report (cdR) 5. Certification of Copies of Documents Accreditation check Re-Submit es No yes No You must provide certified true copies of your original degree/diploma testamur (certificate) and any other subsequent engineering qualifications together with their associated academic transcripts (list of subjects studied and results obtained). Do not send the course syllabus. Certified copies are to be produced direct from the original documents, which the Certifier must sight. An original document is usually different from a photocopy or other reproduction. An original may often contain an official logo, seal, stamp or watermark, or may include a handwritten signature.Please note that colour scanned emailed or facsimile copies are not accepted. The certified copies bearing the Certifier's actual signature must be sent as hardcopy by post (or courier). Where documents are not in the English language, you must provide certified copies of both the original-language document and an English language trans lation which has been made from the original document. All translations must be carried out by an authorised translator. In general translators are not authorised to certify copies of original documents.The signature, name, status and contact details of the translator must be provided on the English language version. If your current name is not the same as that on your degree documents, you must provide evidence of your name change. All submitted documents which are copies of original documents must be certified. Many applications for a skills assessment are delayed because documents are not properly certified. The assessors will contact you by letter or e-mail if there are any omissions in regard to certification. Please make sure your e-mail and contact addresses are up to date.Outcome Outcome Refer to Sections B and C for instructions associated with each pathway. The assessment is primarily focused on the basic tertiary (post secondary) engineering qualification. Any application for assessment of a postgraduate qualification must have an underpinning undergraduate qualification. 4. English Language Requirements All applicants applying to have their skills assessed by Engineers Australia are required to provide evidence of their English language competency. Applicants are required to have achieved a minimum score of 6. in each of the four modules of speaking, listening, reading and writing in either the ‘General Training' or ‘Academic' version of the International English Language Testing System (IELTS) www. ielts. org. Please Note You must arrange for an original IELTS Test Report Form (TRF) to be sent to Engineers Australia directly from the Test Centre. Certified copies are not acceptable. Use the address on the application form – see also page 25. For an IELTS Test Report Form to be valid, it must not be more than 2 years old at the date of receipt of the assessment application in this office. SEcTION A Applicants should note the foll owing points concerning certification of documents: 1. Certified copies of previously certified copies will not be accepted. You must provide a properly certified copy of the ORIGINAL document. 2. Proper certification should appear on each page to be certified, and should show: (a) (b) the signature of the person certifying the document and the date of signing the name of the person certifying the document. This should be clearly printed or evident in the official stamp the contact details of the person certifying the document.This MUST be provided and may be a business address, telephone number or e-mail address, and where possible, an official stamp indicating the status of the person certifying the document, ie. Justice of the Peace, Commissioner for Oaths, Notary Public a statement â€Å"I certify this to be an identical copy of the original document, which I have sighted†, or similar wording Where the name, status and contact details are in a foreign language, an English language translation of these three details needs to be provided. . Steps in the Assessment Application Process This section of the booklet assists you in the preparation and submission of your assessment applications. If you are lodging a Washington Accord, a Sydney Accord, or an Australian Engineering Qualification assessment application, then full details of what to send us are on the relevant application form. Go to Section B for details on preparing an application for assessment of a recognised qualification.Compilation of a Competency Demonstration Report (CDR) If you have non-recognised qualifications, you will need to submit a Competency Demonstration Report (CDR). Section C of this booklet provides you with guidelines for a description of your personal engineering practice and an identification of your engineering competencies. The Competency Demonstration Report or CDR is the substantial component of your application which provides the basis for Engineers Australiaâ€℠¢s assessment of your competencies.Apart from your engineering qualification, the success of your application will depend on your career episodes and your demonstration of the relevant set of competency elements. You should follow the guidelines in Section C carefully when compiling your CDR. Additional assessment services If you require an opinion on a higher level qualification (eg PhD), or your relevant skilled employment for the purpose of claiming points from DIAC, then go to Section D for application details.Note that the standard assessment will include an opinion on the comparable AQF Australian qualification level used in support of the assess outcome. This will enable the relevant points for such to be claimed from DIAC. Checklist of documentation and dispatch Section E of this booklet provides you with checklists of the required material, fees and dispatch address. The current assessment fee is also specified on the relevant application form. (c) (d) (e) (f) 3.The followi ng classes of persons acting within their relevant jurisdiction in the country of certification are authorised to certify copies of documents: †¢ †¢ †¢ †¢ †¢ †¢ AnauthorisedNotaryPublic AnauthorisedCommissionerfor Oaths/Declarations AnauthorisedLawyer,Solicitor,BarristerorJudge AnauthorisedJusticeofthePeace AnofficerofanAustralianDiplomaticPost AcurrentfinancialmemberoftheEngineers Australia other than at the grade of student (membership number must be shown) AstaffmemberofEngineersAustralia †¢ 4. If you employ the services of a legal firm, the solicitor must sign each page.It will not be satisfactory for the name of the law firm to appear in lieu of the actual name and signature of the solicitor certifying your documents. Collective responsibility implied in the use of â€Å"we†, accompanied by the name of the law firm, is not acceptable. 5. Documents are to be certified either in the country of lodgment or in the country of award Please No te Assessment of your application will not proceed if you submit copies of documents where the class of person certifying the copy is not one of those listed above or where the requirements stated above are not complied with. SEcTION A 7. Application Forms Each assessment pathway has its own application form. Make sure you download and complete the application form for the pathway you have selected. Application forms may be downloaded from the website www. engineersaustralia. org. au/migration_skills When applying for a CDR assessment, you should specify the occupational category and field of engineering for which you are seeking an occupational outcome. You may wish to refer to the Australian and New Zealand Standard Classification of Occupations (ANZSCO) dictionary on www. abs. gov. u for the definition of the occupations. Use of an Agent If you have appointed a person to act as your agent you must complete the authorisation form, which may be downloaded from the website (www. eng ineersaustralia. org. au/ migration_skills) under ‘Migration Skills Assessment’. If you are appointing an Agent, a hard-copy version of this form, complete with your original signature, must accompany your assessment application. If you employ an agent, Engineers Australia will communicate only with your agent regarding your assessment. You cannot independently contact Engineers Australia.If you do so you will be referred to your agent. 9. Appealing the Assessment Outcome If you are not satisfied with the assessment outcome you should first contact your case officer and discuss your concerns. The case officer may refer your case to the Associate Director – Migration Skills Assessment for consideration. †¢ ARevieworAppealcanonlybemadewithin 12 months of the date of the original assessment outcome letter †¢ Ifyouhavealreadyusedtheassessmentoutcomeletter for Migration purposes, then the assessment process is regarded as finished and no Appeal can be made.T here are two stages to an appeal: Preliminary (Informal) Review On receipt of request for a preliminary review, the Manager will refer your file to another assessor for an assessment which is independent of the first. Preliminary Reviews are done at no charge. You will be advised of the outcome by the Manager. If you are still not satisfied with the outcome you may go to a formal Appeal. Formal Appeal To lodge a formal appeal you must submit the form â€Å"Application for Formal Appeal of Assessment Outcome†, downloadable from www. engineersaustralia. rg. au/ migration_skills You may include reasons as to why you believe the outcome is not appropriate in your case. You cannot however present any new information/evidence. If you wish to add new material to your submission you must make a new application. You must include the Appeal Fee of AUD$200. This fee is refundable if you receive the outcome you are seeking. It is not refundable if the outcome remains as originally assess ed. All documents on your file will be photocopied and forwarded to an external Committee of engineers for re-assessment.Under Australian Privacy Legislation your permission will be required to forward copies of documents to the Committee. When requesting an Appeal, your signature will denote your consent to dissemination of the file documents. Appeals take about three months to process. The outcome of an Appeal is FINAL. 8. The Assessment Process When your application arrives, a receipt will be posted to you within 5 to 7 working days. The receipt will specify your Contact ID (CID) number. Please use this number in correspondence with Engineers Australia. Assessment turnaround time can vary and regular updates are to be found at ww. engineersaustralia. org. au/migration_ skills Please do not telephone Engineers Australia within this timeframe as this will cause delays to processing. If there are any deficiencies in your submission you will be notified in writing. If the application is successful you will receive an assessment outcome letter suitable for migration purposes. Please note that the assessment outcome letter has no expiry date from Engineers Australia’s perspective. Assessment outcome letters are sent by ordinary post. If you wish to use a courier you must organise that yourself.Please advise Engineers Australia if you intend to use a courier and you will be advised by e-mail when the letter is available for pick-up. Please Note Only one original letter of recognition will be issued. Provision of an additional letter will require a Statutory Declaration explaining the reason for the additional letter together with an administration fee of AUD$100. 10. Fraud Applications will be rejected where there is evidence of fraud, plagiarism or forged documents. We refer applicants to the Engineers Australia Code of Ethics, in particular the demonstration of integrity, available on the website www. engineersaustralia. rg. au 7 8 SEcTION B Assessment of Recognised Qualifications 9 SEcTION B Accredited Qualifications These are accredited Australian engineering qualifications and overseas engineering qualifications that are recognised through formal agreements with engineering accreditation bodies in other countries. These qualifications are readily recognisable through database listings of accredited programs. For overseas qualifications there are two pathways †¢ onedealswithundergraduateProfessional Engineering programs. This is known as the Washington Accord. †¢ andtheotherdealswithEngineering Technologist programs. This is known as the Sydney Accord.In general, all references to ‘qualifications' refer to the undergraduate engineering qualification. However, please note that there are some Australian Masters qualifications that are now being accredited. Please Note For all recognized (accredited) qualifications the occupational classification generally given to you will be according to the engineering discipline s pecified in the program title and/or as reflected in the academic content. If you wish to seek an engineering occupational classification other than the one specified in your qualifications, or have your work experience taken into consideration, you will need to submit a CDR.Application forms for these pathways are available from the Engineers Australia website www. engineersaustralia. org. au/migration_skills 2. Washington Accord The Washington Accord (www. washingtonaccord. org) is an agreement between the engineering accreditation bodies, listed below, to recognise as equivalent the undergraduate professional engineering programs of study which are accredited and delivered in those countries. The following countries are full members of the Washington Accord. While Australia is a signatory country it is not listed here.If you have Australian engineering qualifications you must apply using the Australian Qualifications application form. Some other countries are currently seeking fu ll membership of the Washington Accord. Please refer to www. washingtonaccord. org. Provisional membership does not give entitlement to apply under the Washington Accord. Full membership only provides this entitlement. Canada (1989) Ireland (1989) New Zealand (1989) The Canadian Accreditation Board of the Canadian Council of Professional Engineers www. engineerscanada. ca The Institution of Engineers of Ireland www. iei. e The Institution of Professional Engineers, New Zealand www. ipenz. org. nz United Kingdom The Engineering Council of the UK www. engc. org. uk (1989) (see dual degree accreditation note) United States of America (1989) The Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology www. abet. org 1. Australian Qualifications If you have Australian undergraduate engineering qualifications at the Professional Engineer, Engineering Technologist or Engineering Associate level you should initially apply using the Australian Qualificat ions Application Form.Please note that ONLY accredited Australian qualifications are eligible under this pathway. If your undergraduate engineering qualification is from overseas, and unless your postgraduate (Masters) qualification is FULLY accredited, you cannot apply using this pathway. Persons who hold Australian engineering qualifications at the Trade or Technician level must not apply to Engineers Australia for assessment. Details of the relevant assessing authority for these occupations can be found in the Skilled Occupation Listing (SOL) available from the Department of Immigration and Citizenship www. mmi. gov. au. If your Australian engineering qualification has not yet been awarded you may provide a certified copy of the official academic transcript in lieu of a copy of the actual degree. The transcript must specify that the program of study has been completed and you are eligible to graduate. If the academic transcript does not specify completion you must provide an orig inal letter of completion (not a copy) signed by the Academic Registrar (not someone acting on his/her behalf). Hong Kong SAR The Hong Kong Institution of Engineers www. hkie. org. k (1995) South Africa (1999) Japan (2005) Singapore (2006) South Korea (2007) Taiwan (2007) Malaysia (2009) Turkey (2011) Russia (2012) The Engineering Council of South Africa www. ecsa. co. za Japan Accreditation Board for Engineering Education www. jabee. org The Institution of Engineers Singapore www. ies. org. sg Accreditation Board for Engineering Education for Korea www. abeek. or. kr Institute of Engineering Education Taiwan www. ieet. org. tw Board of Engineers Malaysia www. bem. org. my Association of Evaluation and Accreditation of Engineering Programs www. udek. org. tr Association for Engineering Education of Russia www. ac-raee. ru Please Note The Washington Accord only applies to undergraduate professional engineering degrees accredited and delivered in the signatory countries. The Accord do es not apply to: If you have been given part exemption from an Australian †¢ Qualificationsatloweracademiclevelsor qualification on the basis of recognition of prior learning †¢ Postgraduatequalificationsinengineering. (RPL) at another institution, you will need to provide 10 evidence of that prior learning. SEcTION BYou should first check that your qualification is listed as an accredited Professional Engineering program with the relevant body before applying. Washington Accord accreditation applies for degrees completed on or after the year (shown in brackets) for full signatory status. If you consider your qualifications fall under the Washington Accord you should complete the Washington Accord application form and provide the required documentation and assessment fee. Your qualifications will be checked with the relevant Washington Accord accreditation body.If your qualification is not listed as accredited under the Washington Accord, you will be invited to submit a Co mpetency Demonstration Report (CDR). Please Note Applicants with accredited qualifications from signatory countries where the official language is not English will be required to submit a satisfactory IELTS assessment result. Please Note The Sydney Accord only applies to undergraduate engineering technologist qualifications accredited and delivered in the signatory countries. The Accord does not apply to: †¢ Qualificationsatloweracademiclevelsor †¢ Postgraduatequalificationsinengineering.You should first check that your qualification is listed as an accredited Engineering Technologist program with the relevant body before applying. Sydney Accord accreditation applies for degrees completed on or after the year (shown in brackets) for full signatory status. If you consider your qualifications fall under the Sydney Accord you should complete the Sydney Accord application form and provide the required documentation and assessment fee. Your qualifications will be checked with t he relevant Sydney Accord accreditation body.If your qualification is not listed as accredited under the Sydney Accord, you will be invited to submit a Competency Demonstration Report (CDR). Please Note Applicants with accredited qualifications from signatory countries where the official language is not English will be required to submit a satisfactory IELTS assessment result. 3. Sydney Accord The Sydney Accord is an agreement between the engineering accreditation bodies, listed below, to recognise as equivalent the Engineering Technologist programs of study which are accredited and delivered in those countries.The following countries are full members of the Sydney Accord. While Australia is a signatory country it is not listed here. If you have Australian qualifications you must apply using the Australian qualifications application form. Canada (2001) The Canadian Council of Technicians and Technologists www. cctt. ca Hong Kong SAR The Hong Kong Institution of Engineers (2001) www. hkie. org. hk Ireland (2001) New Zealand (2001) South Africa (2001) The Institution of Engineers of Ireland www. iei. ie The Institution of Professional Engineers, New Zealand www. ipenz. org. nz The Engineering Council of South Africa www. csa. co. za United Kingdom The Engineering Council of the UK (2001) www. engc. org. uk (see dual degree accreditation note) United States of America (2009) The Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology www. abet. org Provisional membership does not give entitlement to apply under the Sydney Accord. Full membership only provides this entitlement. 11 12 Section c Assessment of Non-Recognised Qualifications 13 SEcTION c 1. Introduction This section deals with the compilation of a Competency Demonstration Report (CDR) describing your engineering practice.The purpose of the CDR is to demonstrate: †¢ howyouhaveappliedyourengineeringknowledgeand skills; †¢ thatsuchapplicationmeetsthecompete ncystandards of the relevant occupational category in Australia. You should be aware that the CDR must be all your own work. You must carefully follow the instructions provided in preparing your CDR. You should realise that you are entering into a final assessment. The major assessable features of the CDR are your narratives written in English of three career episodes and a Summary Statement of the competency elements you have claimed.You should, where possible, type your CDR using a word processor and remember to keep a copy. The CDR must not be bound but presented in loose leaf A4 format. Your CDR will be assessed against the competency standards of the occupational category specified by you. Engineers Australia will not assess your competencies against an occupational category higher than the one you have specified, but may consider assessment against a lower occupational category if you are assessed as not suitable for your nominated category.Please Note A submitted CDR which is incomplete when submitted or which does not meet the stated requirements will not be assessed. All submitted material becomes the property of Engineers Australia. Applicants must make copies of all documents sent to Engineers Australia. Applicants who request copies of their submitted documents will be charged a AUD$100 administration fee. Do not present documents in a bound format as they must be dismantled for filing. 2. Steps in preparing a CDR:The flow chart below shows the steps you need to take in preparing your CDR: Complete Application Form Assemble certified copies of academic testamur(s) and associated academic transcript(s) Prepare Curriculum Vitae Identify Continuing Professional Development Write three Career Episodes Prepare a Summary Statement of evidence for the competency elements Instruct IElTS Test Entre to post an original TRF to EA Submit all specified documentation to Engineers Australia for assessment 3. Components of the CDR: You must first complete the CDR Application Form. This is available from www. engineersaustralia. org. au/ migration_skills 3. Declaration Page Your Competency Demonstration Report must include the following declaration (shown below). Declaration: The following declaration must be signed and presented as part of your CDR submission: ‘All statements of fact in this report are true and correct and I have made claims of acquired competencies in good faith. The report is all my own work and is a true representation of my personal competence in written English. I confirm that I understand that members of the engineering team in Australia are required to display a commitment to exercising professional and ethical responsibility in all aspects of their work.I also understand that documentation submitted in support of my application may be referred to the Department of Immigration and Citizenship (DIAC) for integrity checking. ’ Printed Name: Signature: Date: This Declaration Form is on page 3 of the CDR Appl ication Form, which may be downloaded from the Engineers Australia website www. engineersaustralia. org. au/ migration_skills 14 SEcTION c 3. 2 Certified copies of qualifications and academic record(s) Certified copies of the testamur (degree certificate) and transcript are mandatory documents.Many applications for a skills assessment are delayed because documents are not properly certified. See item 5 of Section A for full details of the certification requirements. Documents not properly certified will not be accepted, and your application for assessment will not proceed. Evidence must be provided of any postgraduate qualification completion, or at least enrolment if qualification not completed. This is especially important if material from such study is used in one or more career episode. 3. Curriculum Vitae (CV) or Resume Engineers Australia requires a full summary of your education and engineering work history to gain a full perspective of your engineering workplace practice. Yo ur CV must be a complete record of your activities and must not contain significant periods where no activity is recorded. For each workplace provide: †¢ organisationnameandlocationincludingcontact details where possible †¢ datesanddurationofemployment †¢ titleofpositionoccupiedbyyou †¢ yourdefinedrole(provideadutyorappointment statement where available) and/or a brief description of your activities Your CV should be no more than three A4 pages.The CV is to be a chronological listing of employment, not projects. 3. 4 Evidence of Employment If in your CV/Resume you claim engineering work experience of 12 months or more, then you must provide documentary evidence (originals or certified copies) of employment and certified translations into English where necessary. Thedocumentaryevidenceistoinclude;company letterhead (including name and location details), date of document, name and status of author, dates and duration of employment, title of position occupied and a brief description of duties/tasks/responsibilities.If a career episode is based upon engineering work, then you must provide documentary evidence of employment, as above. This instruction applies to the standard assessment service only. Go to Section D for further instructions on the additional assessment service for the identification of periods of skilled employment. 3. 5 Identification of Continuing Professional Development Continuing Professional Development (CPD) is the means by which you keep up-to-date with developments in your field of engineering after you have gained your undergraduate qualification. A brief summary of CPD you have undertaken must be included in your CDR.This CPD must take the form of a listing (title, date, duration, venue) of: †¢ formalpost-graduatestudy; †¢ conferencesatwhichyouhavedeliveredpapersor attended. †¢ shortcourses,workshops,seminarsanddiscussion groups, conferences, technical inspections and technicalmeetingsyouhaveattended; â € ¢ preparationandpresentationofmaterialforcourses, conferences, seminars and symposia †¢ servicetotheengineeringprofession(volunteerwork, board or committee volunteer, mentoring, etc) †¢ privatestudy(includesbooks,journals,transactions, manuals, etc) Your CPD listing need be no more than one A4 page. There is no necessity to include certificates from each course. . 6 International English Language Test Result All applicants applying to have their skills assessed by Engineers Australia are required to provide evidence of their English language competency. See item 4 of Section A for full details of the English competency requirements. 3. 7 Writing your three career episodes You are required to present an account of your engineering activities on each of three separate career episodes. A career episode is a documented component of your engineering education and/or work experience which captures a particular period or distinct aspect of your engineering activity.It needs t o clearly demonstrate the application of engineering knowledge and skills in the nominated occupation, not the acquisition of knowledge. It may use material from: †¢ anengineeringtaskundertakenaspartofyour educationalprogram; †¢ aprojectyouhaveworkedonorarecurrently workingon; †¢ aspecificpositionthatyouoccupiedorcurrently occupy (in this case, the career episode must comprise morethanameredutystatement); †¢ aparticularengineeringproblemthatyouwererequired to solve. Each career episode must be in your own words and must be written in English. 5 SEcTION c Do not present large amounts of technical material. It is recommended that each narrative be a minimum of about 1000 words and a maximum of about 2000 words. The career episode, being written in your own words, will also provide evidence to the assessor of your communication skills. Please Note Career Episodes must be written in the first person singular clearly indicating your own personal role in the work descr ibed. Remember, it is what ‘I did’, not what ‘we did’ or what ‘I was involved in. Each career episode must clearly demonstrate the application of engineering knowledge and skills in the engineering discipline for which the applicant seeks recognition. That is, state â€Å"what you did† and describe â€Å"how you did it†, with emphasis on your own personal actions, eg â€Å"I designed†¦ â€Å", â€Å"I investigated†¦ â€Å". Excessive technical detail (diagrams, photos, calculations, tables) are not required. Each career episode should emphasise any engineering problems identified and any particular problem solving techniques used by you.The purpose of this is to assess the nature of the contribution which you may have made to the engineering project or task – particularly if that contribution was of a novel nature or critical to the implementation of the task/project. Please note that it is not sufficient to merely d escribe work in which you were involved. Your own role in the work must be clearly described by you, and be identifiable in the assessment. You must number each paragraph in each of your career episodes. Thefollowingsystemisrecommended; Career episode 1 (paragraphs 1. 1, 1. 2, 1. 3 etc) Career episode 2 (paragraphs 2. , 2. 2, 2. 3 etc) Career episode 3 (paragraphs 3. 1, 3. 2, 3. 3 etc) This is necessary to construct the Summary Statement. Each career episode should follow the format shown below: a) Introduction (approx. 50 words) This introduces the reader to the career episode and should include such things as: †¢ thechronology-thedatesanddurationofthiscareer episode; †¢ thegeographicallocationwheretheexperiencewas gained; †¢ thenameoftheorganisation; †¢ thetitleofthepositionoccupiedbyyou. b) Background (200 – 500 words) This sets the scene and provides the context in which you were studying/working.It should include such things as: †¢ thenatureofthe overallengineeringproject; †¢ theobjectivesoftheproject; †¢ thenatureofyourparticularworkarea; †¢ achartoftheorganisationalstructurehighlighting yourposition,inrelationtothecareerepisode; †¢ astatementofyourduties(provideanofficialduty statement where available). c) Personal Engineering Activity (500 – 1000 words) This is the body of the narrative and the key assessable component. In this section you must describe in detail the actual work performed by you. It is not sufficient to describe the activity performed by a team or group – your own role must be clearly identified.Remember it is your own personal engineering competencies that are being assessed. This section should include such things as: †¢ howyouappliedyourengineeringknowledgeandskills; †¢ thetasksdelegatedtoyouandhowyouwentabout accomplishingthem; †¢ anyparticulartechnicaldifficulties/problemsyou encounteredandhowyousolvedthem; †¢ strategiesdevisedbyyouincludinganyori ginalor creativedesignwork; †¢ howyouworkedwithotherteammembers. d) Summary (50 – 100 words) This section sums up your impressions of the engineering activity and your role in it.It should include such things as: †¢ yourviewoftheoverallproject; †¢ howtheprojectfaredinmeetingthegoals/requirements; †¢ howyourpersonalrolecontributedtotheproject. 3. 8 Preparation of the Summary Statement Complete the three career episodes, then analyse them for the presence of ALL of the competency elements for the occupational category you have chosen. The elements for each occupational category are listed in the following pages. The Appendix gives a detailed description of each competency element for each category. 16 SEcTION cThe results of your analysis are to be reported in the form of a Summary Statement of competency elements claimed. The Summary Statement cross-references the relevant set of competency elements with the particular paragraph in your Career Episode where each element occurs. To do this, you will need to number the paragraphs in your career episodes. The process is represented schematically below: 1. Career Episode 2. Career Episode 3. Career Episode Summary Statement of competency elements claimed by you indicating how and where appliedYou must download and complete the appropriate summary statement for your nominated occupational category. The summary statement templates are available at www. engineersaustralia. org. au/migration_skills These are guides only. Do not attempt to restrict your Summary Statement to one page only. Applicants may prepare their own summary table, but must include the complete set of competency elements for their nominated engineering category. Please note, one Summary Statement only is to be provided covering all three career episodes combined. 17 PROFESSIONAL ENGINEER Summary Statement These are the competency Units and Elements.These elements must be addressed in the Summary Statement (see Section C). If you are applying for assessment as a Professional Engineer, you will need to download this page, complete it and lodge it with your application. For details, refer to the Appendix, Pages 33-36. Competency Element PE1 KNOWLEDGE AND SKILL BASE A brief summary of how you have applied the element Paragraph in the career episode(s) where the element is addressed PE1. 1 Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.PE1. 2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. PE1. 3 In-depth understanding of specialist bodies of knowledge within the engineering discipline. PE1. 4 Discernment of knowledge development and research directions within the engineering discipline. PE1. 5 Knowledge of contextual factors impacting the engineering discipline. PE1. 6 Understand ing of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline.PE2 ENGINEERING APPLICATION ABILITY PE2. 1 Application of established engineering methods to complex engineering problem solving. PE2. 2 Fluent application of engineering techniques, tools and resources. PE2. 3 Application of systematic engineering synthesis and design processes. PE2. 4 Application of systematic approaches to the conduct and management of engineering projects. PE3 PROFESSIONAL AND PERSONAL ATTRIBUTES PE3. 1 Ethical conduct and professional accountability. PE3. 2 Effective oral and written communication in professional and lay domains. PE3. Creative, innovative and pro-active demeanour. PE3. 4 Professional use and management of information. PE3. 5 Orderly management of self, and professional conduct. PE3. 6 Effective team membership and team leadership. 18 ENGINEERING TECHNOLOGIST Summary Statement These are the competency Units and Element s. These elements must be addressed in the Summary Statement (see Section C). If you are applying for assessment as an Engineering Technologist, you will need to download this page, complete it, and lodge it with your application. For details, refer to the Appendix, Pages 38-41.Competency Element ET1 KNOWLEDGE AND SKILL BASE A brief summary of how you have applied the element Paragraph in the career episode(s) where the element is addressed ET1. 1 Systematic, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the technology domain. ET1. 2 Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the technology domain. ET1. 3 In-depth understanding of specialist bodies of knowledge within the technology domain. ET1. Discernment of knowledge development within the technology domain. ET1. 5 Knowledge of contextual factors impacting the techno logy domain. ET1. 6 Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the technology domain. ET2 ENGINEERING APPLICATION ABILITY ET2. 1 Application of established engineering methods to broadly-defined problem solving within the technology domain. ET2. 2 Application of engineering techniques, tools and resources within the technology domain. ET2. 3 Application of systematic synthesis and design processes within the technology domain.ET2. 4 Application of systematic approaches to the conduct and management of projects within the technology domain. ET3 PROFESSIONAL AND PERSONAL ATTRIBUTES ET3. 1 Ethical conduct and professional accountability. ET3. 2 Effective oral and written communication in professional and lay domains. ET3. 3 Creative, innovative and pro-active demeanour. ET3. 4 Professional use and management of information. ET3. 5 Orderly management of self, and professional conduct. ET3. 6 Effective team membershi p and team leadership. 19 ENGINEERING ASSOCIATE Summary Statement These are the competency Units and Elements.These elements must be addressed in the Summary Statement (see Section C). If you are applying for assessment as an Engineering Associate, you will need to download this page, complete it, and lodge it with your application. For details, refer to the Appendix, Pages 43-45. Competency Element EA1 KNOWLEDGE AND SKILL BASE A brief summary of how you have applied the element Paragraph in the career episode(s) where the element is addressed EA1. 1 Descriptive, formula-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the practice area.EA1. 2 Procedural-level understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the practice area. EA1. 3 In-depth practical knowledge and skills within specialist sub-disciplines of the practice area. EA1. 4 Discernment of engineering developments within the practice area. EA1. 5 Knowledge of contextual factors impacting the practice area. EA1. 6 Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the area of practice. EA2 ENGINEERING APPLICATION ABILITYEA2. 1 Application of established technical and practical methods to the solution of well-defined engineering problems. EA2. 2 Application of technical and practical techniques, tools and resources to well-defined engineering problems. EA2. 3 Application of systematic design processes to well-defined engineering problems. EA2. 4 Application of systematic project management processes. EA3 PROFESSIONAL AND PERSONAL ATTRIBUTES EA3. 1 Ethical conduct and professional accountability. EA3. 2 Effective oral and written communication in professional and lay domains.EA3. 3 Creative, innovative and pro-active demeanour. EA3. 4 Professional use and management of information. EA3. 5 Orderly manageme nt of self, and professional conduct. EA3. 6 Effective team membership and team leadership. 20 ENGINEERING MANAGER Summary Statement These are the competency Elements. These elements must be addressed in the Summary Statement (see Section C). If you are applying for assessment as an Engineering Manager, you will need to download this page, complete it, and lodge it with your application. For details, refer to the Appendix, Page 47.Competency Element EM1. 1 Contributes to engineering business strategies EM1. 2 Develops client relationships EM1. 3 Manages the implementation of engineering plans within the business EM1. 4 Manages resources EM1. 5 Manages people EM1. 6 Manages suppliers EM1. 7 Manages business information EM1. 8 Monitors engineering business performance A brief summary of how you have applied the element Paragraph in the career episode(s) where the element is addressed 21 22 Section d Additional Assessment Services 23 SEcTION d Additional Assessment ServicesIdentificati on of: – Relevant Engineering Qualifications; and / or – Relevant Skilled Employment for the purpose of claiming migration points 2. Applicability of additional services It should be noted that not all clients will require these additional assessing services. Such services are anticipated to be ONLY of interest to the following clients: †¢ thosewhoholdahigher-levelqualificationthanmaybe strictlynecessarytoprovidethenominatedoutcome; and / or †¢ thosewhohaveatleast1yearAustralianwork experience, and / or at least 3 years Overseas work experience in their nominated occupation or a closelyrelated occupation.Either or both of these services may be applied for if the client wishes to claim the DIAC points. 1. Introduction As part of the introduction of the New Points Test for certain skilled migration visas on 1 July 2011, DIAC has advised applicants that they may request an opinion from their relevant assessing authority in two areas: †¢ identificationofhigh esteducationalqualification, relevant to the nominated occupation †¢ identificationofrelevantworkexperienceofatleast 20hrs/week, both overseas and in Australia See http://www. immi. gov. au/skilled/general-skilledmigration/pdf/points-test. df Generally, the higher the level of qualification and the longer the period of relevant work experience, the greater the number of points claimable under the points test. Engineers Australia can offer opinions in the two areas above, as necessary, on receipt of an application for the additional services (with evidence) over and above the standard assessment. It should be noted that – from 1 July 2011 – the standard assessment WILL INCLUDE an opinion on the comparable relevant Australian level qualification to the client’s overseas qualification used in support of the assessed outcome.However, where a client holds an engineering PhD degree for example, which may not necessarily need to be considered in the assessment pro cess to provide the nominated outcome, then this additional assessing service may be employed to identify the overseas PhD as comparable to an Australian PhD. Please Note Engineers Australia does NOT issue the points for migration. This will be done by the DIAC case officer at the time of their review of the overall migration application, subsequent to assessment. 3.Identification of higher level engineering qualifications The standard assessment WILL INCLUDE an opinion on the comparable relevant Australian level qualification to the client’s overseas qualification used in support of the assessed outcome. However, where a client holds a PhD degree for example, which may not necessarily need to be considered in the assessment process to provide the nominated outcome, then this additional assessing service may be employed to identify the overseas PhD as comparable to an Australian PhD.Applicants who require this service will need to provide: †¢ acompletedapplicationform,wi threlevantfee payment †¢ properly-certifiedcopiesofalloriginalacademic documentation (testamurs and transcripts, as applicable) which shows that the client unconditionally holds the qualification claimed †¢ alistingofdoctoralexaminersanddetails †¢ alistingofpublicationsmadeduringandafterthe doctoral program †¢ thesisabstract. 4. Skilled EmploymentDIAC will award points to applicants based on demonstration of a verifiable skilled employment history undertaken in the last 10 years, in Australia or overseas. For the necessary assessment by Engineers Australia, the experience MUST be in an applicant’s nominated engineering occupation, or a closely related occupation. In determining whether an applicant’s skilled employment is closely related to their nominated occupation, the assessment by Engineers Australia will take into consideration the occupations within one unit group 4 SEcTION d classified under the ANZSCO Classification of Occupations. Engineer s Australia has been authorised by DIAC to provide an opinion about an applicant’s skilled employment claims as part of the skills assessment. However, the decision to award points for skilled employment remains with the DIAC case officer, who may also need to review claims of relevant employment gained subsequent to the formal assessment.For applicants seeking an opinion about their skilled employment claims (as above) from Engineers Australia, submitted work experience documentation must: †¢ beanoriginaldocument,oracertifiedtruecopyofthe original in accordance with the MSA Booklet, Section A,Item5; †¢ bewrittenontheofficialletterheadofthecompany,or governmentdepartment,providingthedocumentation; †¢ indicateclearlythefulladdressofthecompanyand any telephone, fax numbers, email and website addresses; †¢ bedated; †¢ includethenameandpositionofthepersonendorsing the employment document †¦ these should be typed or stamped below that person's signatu re – a reference with an illegible signature will not be accepted: †¢ includethedirectcontactnumberandofficialemail addressofthepersonendorsingthedocument; †¢ indicate: – the main five (5) duties undertaken, – the job title or positions held (positions should not be described by generic titles (eg, Engineer) but according to the nature of the duties undertaken (eg, Assistant Project Engineer – Civil), – the exact period of employment (start and finish date, including day/month/year), – whether full or part-time (including hours/week). For periods of self-employment, the following certified copies or original documents may be acceptable: – commissions that are signed by each of the clients foreachproject; – proof of formal Registration (including duration) as an engineerinthehomecountry; -receiptsissuedforprojects; – third party confirmation of the period of selfemployment, the position held and the individual d uties performed. Only those documents meeting the above requirements will be considered in the provision of formal written advice by Engineers Australia. No further correspondence will be entered into in addressing shortcomings in the submitted documentation.In addition to the above independent confirmation of the claims made, applicants who require this service will need to provide: †¢ acompletedapplicationform,withrelevantfee payment †¢ acompeted'SkilledEmploymentRecord'ofthework experience being claimed in support of the opinion requested from Engineers Australia. The ‘Skilled Employment Record' template is available on www. engineersaustralia. org. au/migration_skills 25 Skilled Employment Record Family or Surname: Given Names: Employer / Company Name Street Address Contact Details Documents include 5 main duties Yes / No Years / Months CID Number Hours/week Total Duration For Engineers Australia Use Only Start Date End Date Job Title Tel / fax / emailSkilled Emp loyment Record to be downloaded and completed as part of the additional assessment service: 26 Note: Please ensure that all columns are completed for each period of employment relevant to your nominated occupation. SEcTION d Employment for which incomplete information is provided will not be considered. Section E checklists, fee payment and dispatch 27 SEcTION E 1. Checklists Before you dispatch your application you should use one of the following checklists to ensure that you have completed all the necessary steps and provided all the required documents. Assemble your submission by placing documents in the order shown below. Please do not bind your documents.Checklist 1: for Washington/Sydney Accord and Australian Engineering Qualifications Assessment Applications Completed Application Form, with passport-style photo Application fee Form to appoint person to act as agent [if necessary] Certified true copy of passport bio-data page only (not the complete passport), and English langu age translation (if not in English) [Where this is not available, a copy of your Birth Certificate and/or National Identify Card may be acceptable in lieu] Certified true copy of name change document [If necessary] Original English language test (IELTS) result [necessary only if application is based on a qualification from a signatory country where the official language is not English]. You must arrange for this to be forwarded directly to Engineers Australia from theTest Centre Certified true copy of academic testamur Certified true copies of academic transcripts Curriculum Vitae (CV) / Resume English language translations of above, where applicable Checklist 2: for Competency Demonstration Report (CDR) Assessment Applications Completed Application Form, with passport-style photo Application fee Form to appoint person to act as agent [if necessary] Certified true copy of passport bio-data page only (not the complete passport), and English language translation (if not in English) [W here this is not available, a copy of your Birth Certificate and/or National Identify Card may be acceptable in lieu] Certified true copy of name change document [If necessary] Original English language test (IELTS) result [if necessary]. You must arrange for this to be forwarded directly to Engineers Australia from the Test Centre. Curriculum Vitae (CV) / Resume Certified true copy of academic testamur(s) Certified true copies of academic transcript(s) Certified evidence of registration under the relevant licensing authority in the country in which you are practising [if necessary] e. g.Philippine Regulations Commission Certified documentary evidence of employment [must be provided if you have relevant work experience of 12 months or more, or if the work experience provides a basis of a career episode(s)] A listing of Continuing Professional Development (CPD) CDR Declaration Page Three Career Episodes Summary Statement of evidence for the competency elements English language transl ations of above, where applicable 28 SEcTION E 2. Fee Payment and Dispatch The assessment fee as specified on the Application Form must accompany your submission. The assessment fee is not refundable and may be subject to change without notice. Goods and Service Tax (GST) †¢ ApplicantswhoarelivinginAustraliaMUSTpay10% GST on the application fee †¢ Applicantslivingoverseas,wholodgetheirapplication from overseas, are NOT required to pay the GST †¢ Applicants living overseas, who lodge an application for assessment through an agent in Australia (Migration Agent, relative or friend living in Australia) are NOT required to pay the GST.Assessment Fees Assessment fees are listed below for each type of application: Australian qualifications AUD$150 or $165 incl. GST Washington Accord Sydney Accord AUD$300 or $330 incl. GST AUD$300 or $330 incl. GST For payment made within Australia, the following methods of payment are acceptable: †¢ Abankchequeorapersonalcheque †¢ AnAustralianmoneyorder †¢ Acreditcardauthorisationasabove Your completed Application Form, submission, and assessment fee should be sent direct to: Migration Skills Assessment Education and Assessment Engineers Australia 11 National Circuit BARTON ACT 2600 AUSTRALIA Please Note Assessment Turnaround Time: The turnaround time for processing assessments can vary, depending on numbers of incoming applications.For guidance on current turnaround time, we refer to www. engineersaustralia. org. au/migration_skills Please DO NOT contact Engineers Australia within this time frame as delays will be caused to the processing time for all applications. Competency Demonstration Report AUD$600 or $660 incl. GST Additional Services (when applied for at the time of above standard assessment): Skilled Employment Overseas PhD AUD$250 or $275 incl. GST AUD$200 or $220 incl. GST Note that extra fees are applicable for the additional services if carried out AFTER the Standard Assessment has been iss ued. In this case, please refer to the Admin Fee payment form for the applicable fees.The following methods of payment are acceptable: †¢ Aninternationalbankdraftorchequemadeoutto ‘Engineers Australia’ in Australian dollars drawn on an Australian office of a bank operating in Australia †¢ Aninternationalmoneyordermadeoutto‘Engineers Australia’ in Australian dollars †¢ AcreditcardauthorisationonyourVisa,Mastercard or American Express card Please Note A cheque/remittance drawn in a currency other than Australian dollars or drawn in Australian currency on a bank outside Australia is not acceptable. 29 30 Appendix detailed description of competency Elements for each Occupational category 31 AppENdIx PROFESSIONAL ENGINEER GENERAL DESCRIPTION OF ROLE Professional Engineers are required to take responsibility for engineering projects and programs in the most far-reaching sense.This includes the reliable functioning of all materials, components, sub- systems andtechnologiesused;theirintegrationtoforma complete,sustainableandself-consistentsystem;and all interactions between the technical system and the context within which it functions. The latter includes understanding the requirements of clients, wide rangingstakeholdersandofsocietyasawhole; working to optimise social, environmental and economic outcomes over the full lifetime of the engineering product orprogram;interactingeffectivelywithotherdisciplines, professionsandpeople;andensuringthattheengineering contribution is properly integrated into the totality of the undertaking.Professional Engineers are responsible for interpreting technological possibilities to society, businessandgovernment;andforensuringasfaras possible that policy decisions are properly informed by such possibilities and consequences, and that costs, risks and limitations are properly understood as the desirable outcomes. Professional Engineers are responsible for bringing knowledge to bear from multiple sources to develop solutions to complex problems and issues, for ensuring that technical and non-technical considerations are properly integrated, and for managing risk as well as sustainability issues. While the outcomes of engineering have physical forms, the work of Professional Engineers is predominantly intellectual in nature. In a technical sense, Professional Engineers are primarily concerned with the advancement of technologies and with the development of new