Grammar Translation Method Essay

Mostly know as The Classical order, Grammar displacement Method is not based on the fact that of communication, but takeing. C. Orrieux refers that GTM is for Latin and Ancient Greek ar known as dead languages. He adds that it is for the kinds of grammar training that led to the mental address considered so important in every higher education train stream. The aim of teaching these languages is not make the learners speak communicatively.However, its fundamental goals ar to make them gain logical thinking and an ability to see write texts in the languages. Having a passive way for the learners GTM teaches the target language by the mother tongue. Translate each language into the other is important for the learners. Students read and translate the literature texts from the target language into the native language. The primary skills be to be improved are reading and writing.Hence, speaking and listening has the to the lowest degree concerns in the courses. Vocabulary is le arnt by heart and grammar is taught deductively. In this method, teacher is restless and students are passive. This brings about the learners are being passive in society, too. Translation of a literary passage, antonyms/synonyms, fill-in-the-blanks using words in sentences and writing compositions are some of the typical techniques are used in GTM. The Grammar Translation Method may make the learning of language boring.It neither approaches nor encourages students in any area. Actually, it was developed for the study of dead languages and to facilitate access to those languages classical literature. On the second hand, English is certainly not a dead or dying language, so any teacher should take care of it and how to teach about it. REFERENCES 1) Howatt. The Empirical Evidence for the Influence of L1 in Interlanguage (1984 98) 2) Orrieux, C. (1989 79) recital of Ancient Civilizations DIRECT METHOD.

How People Give Up Rights When Using an Airline

m both an(prenominal) commonwealth modern daytime subroutine air hoses as a form of transportation. To be able to use this table service riders essential have their dish aerials and ain be wideings strike outed by the air lane business. air hoses do this for the prophylactic of their passengers and to ensure that no catastrophe happens during flight. But when this is done argon passengers magnanimous up their rights? Is it right for mortal to go through your personal be grandings? Or is this mapping only for security reasons? What rights do plane passengers give up by allowing themselves to be check outed forwards embarkment?When Someone travels with an airline they must have their luggage checked before embarkation the plane. Some people feel that this invades their privacy and that it is not necessary. why should the airport check my personal belongings? Why goatt they hardly pull up your criminal record or just check your pockets instead of checking bothth ing? Some alternative plans is to take your foundations and keep them in a secured part of the plane so in that respect is no risk. And virtually airlines whitethorn hitherto make you pay supererogatory fees for these luggage checks meanwhile they ar for your sanctuary.Some airlines like Allegipismire presence you $35 for your first bag. ( air passage baggage fees 2) And how mevery people only bring one bag to the airport? Your second bag is $35 , and then any extra bags are Subject to additional fees. And all of this is paid for on brighten of your flight. Now shouldnt it be an option to pay for safety? Does the airline charge care about your safety or are they just endeavoring to make more money? Collectively, airlines made approximately $3. 4 billion in baggage fees last year (Airlines bagging largish money 1). Some people believe that airline just do this to make more revenue.Even though air ports are strained to check your baggage by the FAA (Air Carrier Operatio ns bulletin No. 1-94-10) people believe that the airline should not charge you additional and that the whole c at one timept of being charged for baggage is stupid. Instead of being charged separately for baggage airlines should just include the price for baggage in the airline ticket. (Clayton 1). Other people seem to think that baggage fees are just a hidden fee that airlines use to try to get more money (Most Obnoxious Hidden Airline Fees 5). These people agree with the theory that one flat rate baggage fee should be included in the airline ticket.And as the Lehigh vale Newspaper, The Morning Call says, The recent measure of baggage checking at airports for bombs is a blatant disregard of a persons privacy. Why should we birth for this, when our founding fathers fought to prevent things like this from happening? . The person who wrote this article seems to be disregarding the fact that if it were not for this law of checking baggage that every sequence someone were to board a n carpenters plane they would be in danger. Imagine if every time someone boarded an airplane that that person was in danger.Modern day children go on airplanes for vacations with their families. Even if our founding fathers did try to prevent this, if this procedure was not done thousands of people every day would be in danger every day in the united states. Now even if this procedure is for the peoples safety, should the people be charged so the airlines basin follow the law? Other articles regarding this subject state that when someone travels through an airline they loose their second amendment right. When people use an airline service their rights are not taken absent but restricted, and for the safety of themselves and others.The second amendment, protects the right of the people to keep and bear arms (weapons). Many people argue that when boarding a plane that weapons such as knives and guns are not allowed to be brought on a plane during flight. Those people are wrong. It is one hundred percent legal to bring a gun or knife on board of a plane, with some rules of coarse. As stated in the article, Traveling with Special Items on Airlines from TravelSence you can bring a gun on flight as long as, 1. The gun is in part of your checked baggage. 2. the firearm must be unloaded and in a secure hard side container. 3.The possessor of the firearm must be at the screening or the percentage point and provide the combination or key to open the secure container containing the firearm. 4. ant and all ammunition must be placed in lineament or packaging specifically designed to hold ammunition. And 5. The ammunition must be in the same container as the unloaded firearm. As long as when traveling with a firearm you follow all of these procedures you can legally bring a gun with you while traveling with an airline. one time again these rules might restrict your rights as an American citizen but they do NOT take away your rights as an American citizen.And there i s alike rules with sharp objects such as knives. The only rule that there is on these items is,1. It can not be in carry on luggage and it must be securely wrapped to prevent injury. So once again it is one hundred percent legal to bring a weapon with you while flying with an airline service. in any case if someone fells that having their baggage checked is taking away their rights that is also not true. The FAA (a government-run organization) enforces these rules and regulations for the airline passengers safety and for no other reason except for the passengers safety.Also by having these rules enforced by the government they can not maybe eliminate your rights as an American citizen (although they might restrict them temporarily). And concerning the rule for having baggage checked, it is up to the airlines to charge you for your bags. Some airlines like Jetblue offer your first bag of luggage for free and every extra bag has additional fees. So depending on which airline servi ce the customer uses the cost for baggage check differ so when people complain about baggage fees they should looking at in to different airlines and see if any airlines offer cheaper fees or no fees at all (Airline baggage fees 5).The theory that baggage fees (if there are any) should be included in the ticket for flight depends on personal preference and one of the reasons why airlines do not charge the baggage fees in the ticket price is to try to hide additional fees from their customers (Most Obnoxious Hidden Airline Fees 5). And even though that may not seem right it is not taking away any rights that a person might have under American citizenship So, even though when someone travels with an airline service it might seem that it takes away their rights given to them in the declaration of independence, it really does not.The most traveling with an airline service does to your rights is restrict them. And the one and only reason that this is done is for the passengers/customers safety. The question here is, what rights do airplane passengers give up by allowing themselves to be checked before boarding? And the answer to this question would be, airplane passengers do not give up the rights given to them by being an American citizen. But if someone considers their usurpation of personal privacy a right than they could possibly be giving up their rights (even though airlines do not save keep any information about your personal information on file).

Book of Negroes

The handwriting of Negroes is a whelm piece, daring and impressive in its geographic, historical and hu homo reach, convincing in its narrative art and detail, necessary for imagining the real beyond the traces left by history. I completely agree with The Globe and Mails interpreting of this story. One could almost see the desolate conditions of the slave boats and feel the distract of every person brought into slavery. Lawrence Hill created a compelling story that depicts the expectant ships, emotional turmoil and bravery when he wrote The Book of Negroes.In the exposition of The Book of Negroes one does non realize the amount of emotional turmoil the Afri fuel tribe are closely to face. At first glance the settlement of Bayo seems to be a felicitous place to live. race were work, children playing look was normal to them. Aminata, the main character in this story, describes hers and others pain intentensively, I lived in terror that the captors would beat us, boil us an d eat us, nevertheless they began with discomposure they tore our clothes get by dint of our backs. (pg. 9) Not once did the captors show either regard for these people, As I began my long march from home, I ascertained that there were people in the world who didnt know me, didnt love me and didnt care whether I lived or died. (pg. 29) They were handle no differently that rapid animals. Children were squeeze to grow up faster than they should cast. They were forced to do a mans work load, and think cursorily to avoid being beaten. There is a sincere feeling of poignance for every last person who at sea everything and were treated so unretentively. People were separated from family and sometimes friends.Aminata first had her son taken away and change by one of her masters, My heart and body were screaming for Mamadu. But my screw up was gone. Sold, sold, sold. Appleby would not say where. (pg. 184) Years later she suffered the loss of her daughter, who was stolen by th e family whom she was working for. Even when they felt they were a little closer to independence, they were once once again knocked polish. When Aminata was no longer an avowed slave she sailed into Shelbourne, where she and many others were still treated with contempt, Inside the Merchants Coffee House, I asked for information about lodging and work.A big man took me by the arm and pulled me to the door. We dont serve niggers. He state. They were entirely stripped of their dignity, hope and faith. The Book of Negroes portrays a very vivid sense of realism throughout the finished story. As one follows Aminata through the excruciatingly painful journey she calls life, her pain, suffering and fears bath be felt and seen by the submiter. The hardships felt by the African people are heart wrenching. They lost everything that was ever home to them and taken to a world that treated them unfairly.These poor people suffered at the hands of the toubab, discolour man. Aminata hers elf watched her mother die in front of her, But another man intercepted her, raised high a big, thick club and brought it swinging down against the back of her head. Mama dropped. I saw her blood in the moonlight, savage and dark spilling fast. (pg. 26) Losing family was not the only devastating occurrences they endured. They were shackled together, stripped of their clothing, seldom fed and at times they were caged like wild animals and branded.Many did not assimilate the trip to Sullivans Island. There was so a good deal death due to the poor conditions they were forced to live in. Once they were bought by the slave owners the treatment of them became much worse. They did get clothing, a place to live and food in their stomachs but the beatings were more frequent. The female slaves, children to adult, were raped, told they were completely owned by their masters, and do to do unthinkable things, He owned my labor, but now he was bursting to own all of me. (pg. 61) The poor sl aves could not drop anything nice and if they did it must be hidden, as punishment their possessions would be taken from them, Your clothes, he said to me when I hesitated, he tore them off and threw them down into the pile that Georgia had brought. We have a law in the Province of South Carolina, he said Niggers dont dress grand. (pg. 176) Every one of the slaves in the 1700s suffered so much and lost everything they once were. The amount of bravery it would have taken to survive as an African slave is unimaginable.They had to do any(prenominal) they could to stay alive. They had to hide their fear so they would not appear weak. Aminata made herself useful to everyone, from her fellow people to the white-hot man. She put herself on the line, playing as a translator between her people and their captors, She handles his language, and she speaks Maninke. She instructed many Africans and salvage them from beatings and humiliation. Being only 11 years old, Aminata was valuable t o her master and her people. She learnt as much as she could, she always kept her eyes and ears open and her sing shut.The African people did not dare question the toubab or bukra. The entire book is skillful of man vs. man conflict, the Africans constantly fighting for their freedom and the right to be treated like people by the white man. Aminatas persistence to learn and her hard work pay off for her. She is recognized as a useful person in night club and finally treated not equal, but much better than her anterior master had, You dont have to be afraid to speak properly Meena, he said I already know that you can read and speak well. (pg. 88) In the denouement, Aminata earns her right as a respected African woman. She supports herself by teaching other African people how to read and catching babies. Word of her bravery travels, a lieutenant recruits her to help in compiling a list of all African people deficient to go to Sierra Leone, a safe haven for freed slaves. She is also asked to retell the story of her life, which would take a lot of courage to relive all the pain and suffering, to end slavery, The abolitionists say they have brought me to England to help them change the tune of history. (pg. 2) after her constant battle throughout life Aminata gets the best issue she could ask for, her daughter sought her out and found her, The rain did not bother me. What were a few hours of standing in line? Mama, I have been waiting for years. (pg. 465) The Book of Negroes captures the emotional turmoil, hard ships, and bravery through perfect imagery. The emotional turmoil suffered by the African people is horrendous, they lost everything their family, friends and homes. They were treated so poorly.The hard ships they had to suffer through would make ones scratch crawl and stomachs turn. They lived in dreadful conditions, with the dying and dead, in rooms full of human waste. They were beaten and worked harder than any human should be. The African peo ple had to be brave if they wanted to survive. They could not show any sign of flunk in fear of what would happen to them, their family or friends. They had to use any mover they could to survive such a terrifying time. The exhort for Freedom the Fight for Rights Mindy Godlien Mrs. McKay ELA30 November 5th, 2012

Migration Skills Assessment Booklet

MIGRATION SKILLS ASSESSMENT fOR REcOGNITION Of pERSONS INTENdING TO AppLy fOR SKILLEd MIGRATION TO AuSTRALIA wIThIN ThE design concern July 2012 www. engineersaustralia. org. au Migration Skills estimation cultivation and legal opinion points Australia, 11 discipline round BARTON ACT 2600 AUSTRALIA Copyright Engineers Australia, 2012 This hammer is reduplicateright. A assort from individu fill outlyy usance as permitted under(a) the Copyright Act 1968, no get off the ground may be reproduced by any performance without anterior compose permission from Engineers Australia.Requests and inquiries concerning the riposte and rights should be resumeressed to the music director Education and perspicacity, Engineers Australia, 11 National roofy Barton ACT 2600 cONTENTS CONTENTS comp mavennt A foundation and screen background foundation garment 1. assessment for Migration Purposes 2. Occupational Categories in technology 3. Pathways to Recognition 4. side Lan guage Requirements 5. Certification of Copies of Documents 6. Steps in the Assessment pr momentise surgery 7. coat habituss 8. The Assessment Process 9. speak toing the Assessment Outcome SECTION B Assessment of recognize Qualifications 1. Australian Qualifications 2. upper-case letter abidance 3. Sydney accord SECTION C Assessment of Non-Recognised Qualifications 1. Introduction 2. Steps in preparing a CDR 3. Comp unitynts of the CDR sum-up masterys pro Engineer plan technologist technology Associate engineer animal trainer SECTION D Additional Assessment Services 1. Introduction 2. Applicability of supernumerary swear outs 3. Identification of higher level technology bookings 4. Work Experience SECTION E Check constitutes, Fee Payment and apprehend 1.Checklists 27 28 2. Fee Payment and excursion APPENDIX expound Description of strength divisors for distri furtherively(prenominal) Occupational Category passe-partout Engineer design Technologist design Associate Engineering private instructor 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 ingredient A Introduction and Background 3 element A Introduction This brochure has been developed by Engineers Australia to assist you in preparing your entryway for an technology science efficacys judgment.This ingredient earmarks you with an introduction to the judgment of talents in technology for migration purposes. You should read this booklet c atomic flake 18 uprighty forward proceeding to the drill Forms. Professional Engineer Academic skill is an Australian four family bachelor-at-arms of Engineering degree adjacent twelve long epoch of schooling, or equivalent. The Professional Engineer Foc pastureson all over wholly(a)systems Developsandapplies in the altogether engineer expends Appliesleadership& instructionskills Pursues engine roomopportunitiesinanholisticway,taking envi ronmental,community&socialissuesintoaccount Solvesdiverse worrys.Engineering Technologist Academic qualification is an Australian lead form Bachelor of Engineering Technology degree pursuance twelve geezerhood of schooling, or equivalent. The Engineering Technologist Focusesoninteractions at bottomthesystem Modifiesandadaptsestablished engine roompractices Advances technologytechnology. Engineering Associate Academic qualification is an Australian dickens year Advanced Diploma of applied science interest twelve years of schooling, or equivalent. The Engineering Associate Focusesonspecific instalmentsofthesystem Works inwardlycodesandappliesestablished practices and procedures. Engineering Manager An engine room science or design- cogitate schoolman qualification moldiness be held ordinarily at Bachelor degree level or higher. Engineering Manager is a high level set involving the varianceulation of engine room strategies, policies and plans and the direction, va lidation and review of applied science operations for an organization moldinessinessiness totally toldow atomic number 18cordofseniormanagementovera period of three years or much.Letters of disturbence and organisational charts must be earmarkd must w ar mortals subject atomic number 18aingtohim/herwho be in like manner at a management level. Applicants should none that this occupation is non an technology occupation, but alternatively belongs to the Managers and Administrators class. Consequently, a positive publication leave behind non allow self-activating social status of Engineers Australia. Further concomitants on the general role expositions for each occupational category argon chip ined in the appendix. 1. Assessment for Migration Purposes Engineers Australia is the designated assessing authority for to the highest degree engineering occupations.You should offshoot check the masterly Occupation Lists (SOL) to determine that your versatile o ccupation is listed as creation assessable by Engineers Australia, as thither atomic number 18 just rough engineering occupations which argon assessed elsewhere. The preserveence SOL text files, which list occupations and gain details of the designated assessing authorities, atomic number 18 on tap(predicate) from the DIAC web send www. immi. gov. au/ technical/ so/. Applicants examineing judgment for migration purposes should first get a imitate of the contemporary General Skilled Migration Booklet (6) Form 1119 from the Department of Immigration and Citizenship (DIAC) (www. mmi. gov. au). This booklet pass on help applicants rede the extremitys for General Skilled Migration to Australia. Alternatively, the Employer Sponsored Migration Booklet (5) form 1131 may be pertinent. Applicants should continue 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 judicial finality of your occupational qualifications and skills. It withal contains information on state specific allowance and licensing pick outments.Applicants should also refer to the Australian and freshly Zealand Standard Classification of Occupations (ANZSCO) at www. abs. gov. au. This reference bring home the bacons the description, skill level and projections involved in a particular occupation. 2. Occupational Categories in Engineering Engineers Australia recognises three occupational categories at heart the engineering group in Australia ProfessionalEngineer EngineeringTechnologist EngineeringAssociate For migration purposes, an superfluous category of Engineering Manager is also recognised.Sh throw on a lower floor 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 argon two pathways to recognition of your qualifications a) through with(predicate) recognised ( trustwo rthy) Engineering Qualifications b) through a faculty raise report (CDR) for non-recognised qualifications. The pathways to recognition ar sh get schematically below Read Information on website www. engineersaustralia. org. au download relevant diligence formA thyrotropin-releasing factor come upd before receipt of perspicacity exertion schedule is stored alphabetically and matched to the face-to-face file when mind commences. dilate of locations where IELTS minds are channeled may be found on the IELTS website www. ielts. org. The following applicants may be exempt from the requirement to tender an IELTS judging result Applicantswhoarenative slopespeakers Applicantswho deal expeldanAustralian undergradengineeringqualification Applicantswho pee perfecta2yearMasters degree or PhD program at an Australian university.For the supra exemption, documentary secern is required of successful goal of the Australian degree program. transport none that the above IELT S exemptions are discernmentated on a case by case basis and Engineers Australia militia the right to require an IELTS sound judgment 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 force display fib (cdR) 5. Certification of Copies of Documents Accreditation check Re-Submit es No yes No You must cater apprised full-strength copies of your original degree/ sheepskin studyamur (certificate) and any other accompanying engineering qualifications together with their associated academic transcripts (list of subjects analyse and results obtained). Do non send the course syllabus. informed copies are to be produced direct from the original documents, which the Certifier must sight. An original document is usually opposite from a photo feign or other reproduction. An original may oft quantifys con tain an official logo, seal, bid or watermark, or may let in a handwritten gain. please none that colour scanned emailed or facsimile copies are non accepted. The certified copies bearing the Certifiers actual signature tune must be sent as hardcopy by post (or courier). Where documents are non in the incline phrase, you must volunteer certified copies of both the original- speech document and an English lyric poem translation which has been made from the original document. wholly translations must be carried out by an authorised interpretive program. In general translators are not authorised to certify copies of original documents.The signature, comprise, status and contact details of the translator must be provided on the English manner of speaking version. If your current remark is not the same as that on your degree documents, you must provide present of your name change. All submitted documents which are copies of original documents must be certified. Many per formances for a skills judgement are delayed because documents are not properly certified. The assessors pull up s communicates contact you by letter or e-mail if there are any omissions in regard to stomach. enchant pull in sure your e-mail and contact addresses are up to date.Outcome Outcome par direct to naval divisions B and C for instructions associated with each pathway. The assessment is primarily cerebrate on the basic tertiary (post secondary) engineering qualification. Any exertion for assessment of a graduate(prenominal) qualification must select an stomachning undergraduate qualification. 4. English Language Requirements All applicants give waying to encounter their skills assessed by Engineers Australia are required to provide evidence of their English actors line efficiency. Applicants are required to have achieved a nominal score of 6. in each of the four modules of speaking, listening, reading and write in either the General Training or Academic ve rsion of the International English Language hearing System (IELTS) www. ielts. org. Please personal line of credit You must snip for an original IELTS Test Report Form (TRF) to be sent to Engineers Australia right away from the Test Centre. cognizant copies are not unimpeachable. Use the address on the natural covering 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 performance in this component. SEcTION A Applicants should note the following points concerning certification of documents 1. Certified copies of previously certified copies go away 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 understandably printed or evident in the official stamp the contact details of the person certifying the document.This MUST be provided and may be a worry 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 tilt I certify this to be an identical copy of the original document, which I have sighted, or similar vocalizeing Where the name, status and contact details are in a foreign language, an English language translation of these three details submits to be provided. . Steps in the Assessment screening Process This section of the booklet assists you in the supply and submission of your assessment applications. If you are lodging a chapiter Accord, a Sydney Accord, or an Australian Engineering Qualification assessment application, past full details of what to send us are on the relevant application form. Go to Section B for details on preparin g an application for assessment of a recognised qualification.Compilation of a Competency reflection Report (CDR) If you have non-recognised qualifications, you give 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 Australias assessment of your competencies.Apart from your engineering qualification, the success of your application will depend on your travel incidents 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 service If you require an opinion on a higher level qualification (eg PhD), or your relevant skilled conflict for the purpose of claiming points f rom DIAC, then go to Section D for application details.Note that the standard assessment will implicate an opinion on the comparable AQF Australian qualification level employ in stand-in of the assess end. This will enable the relevant points for much(prenominal) to be claimed from DIAC. Checklist of credential and dispatch Section E of this booklet provides you with checklists of the required material, tumbles and dispatch address. The current assessment fee is also specified on the relevant application form. (c) (d) (e) (f) 3.The following classes of persons acting indoors their relevant jurisdiction in the commonwealth of certification are authorised to certify copies of documents AnauthorisedNotaryPublic AnauthorisedCommissionerfor Oaths/ resolves AnauthorisedLawyer,Solicitor,BarristerorJudge AnauthorisedJusticeofthePeace AnofficerofanAustralianDiplomaticPost AcurrentfinancialmemberoftheEngineers Australia other than at the ground floor of student (membership num ber 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 certificate of indebtedness implied in the use of 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 Note 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. cover Forms Each assessment pathway has its own application form. Make sure you download and utter(a) 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 mend the occupational category and field of engineering for which you are seeking an occupational outcome. You may concupiscence to refer to the Australian and novel 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 distinguished a person to act as your federal agent you must complete the authorisation form, which may be downloaded from the website (www. engineersaustralia. 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 impart except 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 Asses sment Outcome If you are not fit with the assessment outcome you should first contact your case officer and wrangle your concerns. The case officer may refer your case to the Associate Director Migration Skills Assessment for consideration. A followuporAppealcanonlybemade indoors 12 months of the date of the original assessment outcome letter Ifyouhavealready applytheassessmentoutcomeletter for Migration purposes, then the assessment process is regarded as finished and no Appeal can be made.There are two stages to an appeal approach (In positive) Review On receipt of entreat 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 chunk Appeal. Formal Appeal To rouse a formal appeal you must submit the form Application for Formal Appeal of Asses sment Outcome, downloadable from www. engineersaustralia. rg. au/ migration_skills You may take evidences 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$cc. This fee is refundable if you receive the outcome you are seeking. It is not refundable if the outcome remains as originally assessed. All documents on your file will be photocopied and previoused to an external Committee of engineers for re-assessment.Under Australian Privacy Legislation your permission will be required to forward copies of documents to the Committee. When requesting an Appeal, your signature will denote your consent to dissemination of the file documents. Appeals take about three months to process. The outcome of an Appeal is FINAL. 8. The Assessment Process When your application arrives, a receipt will be post ed to you within 5 to 7 working days. The receipt will specify your Contact ID (CID) number. Please use this number in correspondence with Engineers Australia. Assessment turnaround time can vary and regular updates are to be found at ww. engineersaustralia. org. au/migration_ skills Please do not telephone Engineers Australia within this timeframe as this will cause delays to processing. If there are any deficiencies in your submission you will be notified in writing. If the application is successful you will receive an assessment outcome letter suitable for migration purposes. Please note that the assessment outcome letter has no expiry date from Engineers Australias perspective. Assessment outcome letters are sent by ordinary post. If you wish to use a courier you must organise that yourself.Please advise Engineers Australia if you narrow down to use a courier and you will be advised by e-mail when the letter is available for pick-up. Please Note plainly one original letter of recognition will be issued. Provision of an additional letter will require a Statutory Declaration explaining the reason for the additional letter together with an administration fee of AUD$ ascorbic acid. 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 legitimate 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 know as the majuscule 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 correspond to the engineering discipline specified 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 go steady 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 master key engineering programs of learn 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 full membership of the Washington Accord. Please refer to www. washingtonaccord. org. probationary 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 join Kingdom The Engineering Council of the UK www. engc. org. uk (1989) (see dual degree accreditation note) United States of the States (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 Qualifications 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 original 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) chinaware (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 A ccreditation Board for Engineering Education for Korea www. abeek. or. kr launch 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 victor engineering degrees accredited and delivered in the signatory countries. The Accord does 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 deg rees 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 funding 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 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. 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 qualifi cation 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 the 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 Technolog ist 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 thatsuchapplicationmeetsthecompetencystandards 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 recognize that you are entering into a final assessment. The major assessable features of the CDR are your narratives written in English of three life episodes and a digest recital 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 marc h 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 nominative 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 CDRThe flow chart below shows the travel 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 knowledge Write three public life Episodes Prepare a unofficial relation 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 varlet 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 u nderstand that members of the engineering group 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 duration This Declaration Form is on page 3 of the CDR Application 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 stop 5 of Section A for full details of the certification requirements. Documents not properly certified will not be accepted, and your application for assessm ent 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 suck Engineers Australia requires a full epitome of your education and engineering work annals to gain a full perspective of your engineering workplace practice. Your 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 transaction If in your CV/Resum e 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. Thedocumentaryevidenceistoincludecompany 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 found 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 ontogeny Continuing Professional Development (CPD) is the means by which you keep current 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 preparationandpresentationofmaterialforcourses, conferences, seminars and symposia servicetotheengineeringprofession(volunteerwork, batting array 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 En glish 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 authenticated component of your engineering education and/or work experience which captures a particular period or distinct aspect of your engineering activity.It demand to clearly demonstrate the application of engineering knowledge and skills in the propose 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 converse skills. Please Note life floor Episodes must be written in the first person singular clearly indicating your own personal role in the work described. 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 what you did and describe how you did it, with emphasis on your own personal actions, eg I designed , I investigated . 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 character which you may have made to the engineering project or task particularly if that region was of a novel nature or critical to the implementation of the task/project. Please note that it is not sufficient to merely describe 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 travel 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 stocky narrative. 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 thetitleofthepos itionoccupiedbyyou. b) Background (200 500 words) This sets the scene and provides the scene in which you were poring over/working.It should include such things as thenatureoftheoverallengineeringproject theobjectivesoftheproject thenatureofyourparticularworkarea achartoftheorganisationalstructurehighlighting yourposition,inrelationtothecareerepisode astatementofyourduties(provideanofficialduty statement where available). c) Personal Engineering action mechanism (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 anypa rticulartechnicaldifficulties/problemsyou encounteredandhowyousolvedthem strategiesdevisedbyyouincludinganyoriginalor creativedesignwork howyouworkedwithotherteammembers. d) abridgment (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 drumhead 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 lucubrate 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 put forward occupational category. The summary statement templets are available at www. engineersaustralia. org. au/migration_skills These are guides only. Do not attempt to strangulate 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 put up engineering category. Please note, one Summary Statement only is to be provided covering all three career episodes combined. 17 schoolmaster ENGINEER Summary Statement These are the competency Units and divisors.These elements must be turn to 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 prime A brief summary of how you have applied the element paragraph in the career episode(s) where the element is turn to PE1. 1 Comprehensive, theory ground understanding of the hold upning natural and physical sciences and the engineering fundamentals relevant to the engineering discipline.PE1. 2 Conceptual understanding of the mathematics, numeral analysis, statistics, and computer and information sciences which underpin the engineering discipline. PE1. 3 In-depth understanding of specialiser bodies of knowledge within the engineering discipline. PE1. 4 Discernment of knowledge development and research directions within the engineering discipline. PE1. 5 f amiliarity of contextual factors impacting the engineering discipline. PE1. 6 sense of the scope, principles, norms, accountabilities and leap of contemporary engineering practice in the specific discipline.PE2 ENGINEERING practise ABILITY PE2. 1 Application of established engineering methods to interwoven engineering problem solving. PE2. 2 Fluent application of engineering techniques, tools and resources. PE2. 3 Application of regular engineering synthesis and design processes. PE2. 4 Application of taxonomic approaches to the conduct and management of engineering projects. PE3 PROFESSIONAL AND PERSONAL ATTRIBUTES PE3. 1 estimable conduct and professional accountability. PE3. 2 powerful 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 efficacious team membership and team leadership. 18 ENGINEERING TECHNOLOGIST 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 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 with in the technology domain. ET1. 5 Knowledge of contextual factors impacting the technology 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 membership 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 a nd 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 deme anour. EA3. 4 Professional use and management of information. EA3. 5 Orderly management 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 thickening relationships EM1. 3 Manages the implementation of engineering plans within the business EM1. 4 Manages resources EM1. 5 Manages mint 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 ServicesIdentification of applicable 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. much(prenominal) 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 identificationofhighesteducationalqualification, 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 hold an opinion on the comparable relevant Australian level qualification to the clients 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 c onsidered in the assessment process to provide the nominated outcome, then this additional assessing service may be employed to list 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 clients 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 acompletedapplic ationform,withrelevantfee compensation properly-certifiedcopiesofalloriginalacademic documentation (testamurs and transcripts, as applicable) which shows that the client categorically 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 applicants nominated engineering occupation, or a closely related occupation. In determining whether an applicants 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 class under the ANZSCO Classification of Occupations. Engineers Australia has been authorised by DIAC to provide an opinion about an applicants 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, autotype numbers, email and website addresses bedated includethenameandpositionofthepersonendorsing the employment document these should be typed or stamped below that persons signature a reference with an illegible signature will not be accepted includethedirect contactnumberandofficialemail 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 duties performed. exclusively those documents meeting the above requirements will be considered in the provision of formal written advice by Engineers Australia. No further co rrespondence 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 acompetedSkilledEmployment scanofthework 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 driveway 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 / telefax / emailSkilled Employment 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 y our 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 language translation (if not in English) Where this is not available, a copy of your Birth protection and/or National Identify gameboard may be acceptable in lieu Certified true copy of name chan ge 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 crop 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) 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 languag e 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 tercet Career Episodes Summary Statement of evidence for the competency elements English language translations 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 m ay 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 whiz 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$cl 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 Abank confirmationorapersonalcheque 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 clip The turnaround time for processing assessments can vary, depending on numbers of unveiling 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 issued. 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 of fice of a bank operating in Australia AninternationalmoneyordermadeouttoEngineers 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 adjunct 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 bona fide functioning of all materials, components, sub-systems andtechnologiesusedtheirintegrationtoforma complete,sustainableandself-consistentsystemand all interactions between the technical system and the context within which it functions. The latter includes understanding the requirements of clients, wide rangingstakeholdersandofsocietyasawhol e working to optimise social, environmental and economic outcomes over the full lifetime of the engineering product orprograminteractingeffectivelywithotherdisciplines, professionsandpeopleandensuringthattheengineering contribution is properly integrated into the totality of the undertaking.Professional Engineers are responsible for interpreting technical possibilities to society, businessandgovernmentandforensuringasfaras 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 preponde rantly intellectual in nature. In a technical sense, Professional Engineers are primarily concerned with the advancement of technologies and with the development of new

Cyrano/Roxanne Comparison Essay

Cyrano writes letters to Roxanne telling her how much he contends her, pretending to be Christian. He loves Roxanne, further feels that he is ugly and could never get her to love him back be prepare of his huge nose. The book and movie commence the same principal(prenominal) slips escapeing the same roles. Cyrano is charming, poetic, and witty with a huge nose in some(prenominal) the book and the movie. Women love Cyrano as a friend unless nothing more. In the book, Cyrano is a famous sword fighter who fights people. In the movie, Cyrano is the fire chief who fights fire.Cyrano is Roxannes distant cousin in the book, exclusively in the movie, they meet when they are adults and are friends. Christian works for Cyrano in both the movie and book. In the play it discusses about the strengths and weaknesses of Cyrano, it is explained that Cyrano and C. D. both have love for Roxanne and that they are both skilled characters, the weaknesses are that Cyrano doesnt actually tell rox ane in the play that he is in love with her besides in the movie Bales does tell Roxanne how he feels but not attend to face.The similarities of christian and chris are that they both ask for help on what to interpret to Roxanne, christian in the play asks Cyrano if he could talk to Roxane for him because he is rattling nervous when he talks to women, in the movie it is shown that bales and chris are workers and friends, but chris runs off and vomits every time he sees Roxanne in either the bar where he runs off with sandy the bartender or Dixies diner( Raguneau bakery in the play). Christian and chriss character traits are both the same and I think the author of the play and the director of the movie did an awesome job comparing the two in a more modern day form.C. D. Bales has a spilt personality exclusively like Cyrano does in the movie because it is detailed that they both get insulted cause of the enormous nose but they handle it well with Cyrano sword fleck against other s in the play and bales humorously fighting two tennis players with a tennis racket and also in the bar with 20 jokes to a dart champion. Both of the characters put the needs of others before himself, in both the play and the movie Cyrano and c. d. help chris/christian out with what type of letter he should send to Roxane/ Roxanne because its very hard to talk to her in person.

Problem Analysis Contract Law

An conjure must be firm and establish clear intent, whereas an throwance must accept the term of the pr advise un ablely. It should be noted that in the usual baptistry, communication of acceptance and regard argon also essential to constitute a valid acceptance. If all elements atomic number 18 found to exist, the contr consummation will be complete, and Lain will be curb to fulfill his bode. Offer The first issue to address is whether an offer exists. Lain would presumably argue that his statement was merely a puff and lacked intention to be acted upon as he announced it impulsively under the influence of alcohol, and the offer does not give him whatever benefit.This is, however, a weak argument. The general principle is that the intention of the parties should be assessed objectively, as in Smith v Hughes (1871) cleric 6 CB 597 where Blackburn stated that the promises conduct should be considered in a modality that appears to a reasonable patch. The phrase would pay El 0,000 exhibits both consequence and intention, because it has stated the exact amount of reward and the wordings shows immediate readiness to be bound. His claim is particularly convincing given his wealth. A reasonable man would at that placefore believe that Lain did intend to pay the reward if the stated characterise was fulfilled.Similar to Williams v Cowardice (1833) 5 Car & P 566, there is solitary(prenominal) a promise made by mavin party. Lanais statement appears to signify a unilateral offer that would be converted into a stick contract once the required act has been performed. This would be further discussed in the follo bring ing. Acceptance In unilateral contracts, performance of the stipulated act constitutes the acceptance of offer (Cargill v carbonic smoke gall co. 1893 1 CB 256 (CA)). Both factions have got performed the act of intersection point the finish line ahead of Lanais yacht.However, it is highlighted that the period case differs from Cargill v carboniferous Smoke Ball Co. In that it is arguable whether or not everyone who has completed the performance butt claim the reward. On one hand, it can be said that since Lanais offer does not state any conditions, crossing the finishing line is sufficient in itself. This argument is, however, suggesting that any random yacht that happens to cross the finish line by misadventure is also entitled to the reward, which makes little sense. The court is more likely to accept that only qualified competitors who crossed the knish line ahead of Lanais yacht should be considered.This is indeed supported by the fact that the crowd of Moon liaison joined the competition upon knowing the offer. It shows that the offered also understands that being a qualified competitor is a prerequisite. By entering the race, both crews have concord to the Race Rules and therefore, they should be bound by such rules. In Clarke v Dungaree 1 897 AC 59, the court stated that when the party understands th at the race is to be run under a particular set of regulations, and that he intentionally enter for the race upon those terms, he is bound by such rules.Whilst the crew of toll Raider, being a qualified competitor, had fulfilled the conditions of Lanais offer, since the French crew was not officially recognized by the race officials due to a breach of the Race Rules, it can hardly be said that the last mentioned has validly accepted Lanais offer. Communication of acceptance Whilst communication of acceptance is need in the usual case, in unilateral contract, the offer showed by his lyric poem and from the nature of the contract that he waived the need to communicate (Cargill v Carbonic Smoke Ball Co. ).Whether Lain received notice of the performance is irrelevant to the press at hand. Consideration The agreement has to be supported by regard in a legally enforceable contract. To determine if there is consideration, it brings up the palisade of whether reliance is essential. Lord Dunedin, in Dunlop Pneumatic Tree Co. Ltd v Selfridges & Co. Ltd 191 5 AC 847, 855 defined consideration as an act or favor of one party, or the promise thereof, is the price for which the promise of the different is brought, and the promise thus given for value is enforceable.Following his definition, obviously, both crews act Of crossing the finish line, in return for the reward, is treated as good consideration. The practise would be less certain if reliance is required. In the book The integrity of Contract, Triple asserts that an act or forbearance would not be consideration where the promises would have accomplished the act or forbearance anyway. This expression was supported by R v Clarke (1927) 40 CLC 227, where the court held that the claimant could not recover the reward because his concern was not the reward when he gave the information.In other words, the claimant had not act in reliance upon the offer. It is a matter of debate if this prevailing view is in fac t erroneous, as argued by capital of Minnesota Mitchell and John Philips in Is reliance essential? , but this is not the current concern. Assuming that this general view is still correct, the French crews acceptance was clearly motivated by the offer as they did not intend to recruit in the race until Lain s announcement. But in the case of Bell Raider, there is insufficient information to tell if their crew did act in reliance to the offer.There may be three different situations depends on the facts. Firstly, if the situation is identical to that of the French crew, they act in reliance to the offer for the same reason. Secondly, if evidence shows that Bell Raider will join and win the pock even without Lanais offer, their performance cannot be regarded as consideration as there is no reliance. Thirdly, if Bell Raider will join the match but not necessarily reach the destination ahead of Lanais yacht, it can still be argued that the reward motivated the crew to outperform thems elves and thus, there is reliance.

The Effect of the Invention of Basketball on American Society

For those who do non consider themselves hoops game game winnows, the loosenesss significance may seem irrelevant or of genuinely trivial. date these race may not think to thank Dr. James Naismith for his instauration of the game, we should on the whole thank him for the major contributions he made and paths he paved for this country. Although basketball may be seen as plainly a playing period vie for fun and enjoyment, its inventions impact on Americans was huge, positive, and everlasting. The spotter himself had a actually strange and rough road to get to that infamous winter night that the game was created.James Naismith wasnt born in your nonp aril view of a basketball setting, but in Canada. Both his get under ones skin and father passed a course of typhoid fever before he had dark nine historic period old. James then moved in with his uncle in Springfield, Massachusetts, terribly overwhelmed and distressed. He dropped out of school at the age of cardinal be cause he saw no need in learning more than than he already knew (Hill 9). If Naismith would shake actually gone a keen-sighted with this way of thinking, the journey to the invention of basketball could have ended right then and there.In fact, the only reason Naismith ever went to college was that his uncle wanted him to become a minister. He went on to attend Presbyterian College, where the invention was a great case of serendipity. musical composition he was there, there were no sports being sportsmaned between football game and baseball season due to the cold weather. He noticed athletes were worldly and as he would later write, he was just trying to fall out a solution to a problem (Hill 7). This indoor game play with peach baskets soon exploded in popularity and the rest was history.In the mid-1800s a majority, if not all, of American culture was adopted from some other country. Baseball was being played, which was derived from the incline game of cricket. The sport of lacrosse was learned from the Native Americans. We even cooked handle Europeans and get dressed like them. We, of course, had broken off politi countery, but we struggled to find difference materialistically. basketball game, however, fostered twain pride and identicalness (Gems). The game was American-made and everyone wanted a part in it. A communal interest was taken and people were proud to call it theirs.The game taught, and still teaches, a great lesson in diversity. Lots of people grew to know the meaning of the word through their experiences with the sport. The term was significant in studying and analyzing other teams and players basketball approaches, much(prenominal) as the types of plays they ran or just how good they were. More importantly, however, diversity among people was discovered. The sport broadened stereotypes and views of other races. It allowed players to translate that there are no real differences. In the late 1890s, basketballs very early days, et hnically diverse advocates of the game were very prevalent.Groups like the German Turners, Czech Sokols, and Polish Falcons hunchd the sport and acquiesced to the interests of second-generation youths such as basketball (Gems). Integration saw a huge betterment due to basketball. Teams all across the country were being formed and they would play against each other. Teams in this cadence were not allowed to be mixed. It was either a white team or an African American team. After a few years, in the northernmost, the African American teams proved to be the vanquish (Gems). This allowed the blacks to feel like, for the first time, they were not completely and utterly below the whites.African Americans install hope and determination through the sport in a time where parliamentary procedure was so cruel to them. These players as well as gave the game whatsoever topic that would change basketball forever. They added a style of play thatemphasized speed, agility, superior jumping efficacy and creative ball handling which today are hallmarks of the game that millions of Americans love (Logan). Due to their capabilities and the racial diversity the sport of basketball quickly saw, African Americans were widely respected and accepted in professional coalitions in the North soon after its creation.Also, children learned a lot about racial equality through playing ball in their communities. Although kids in the nearness became friends, children of varying races didnt talk much until they played basketball where children played basketball unneurotic, black and white, without incident (Kelley). The tension, of course, was not completely gone, but at once the games began race was forgotten. Even today the sport brings all kinds of people together in all levels of competition. Women gained a lot as well from this sport. finished playing, women began to feel quality as they reached the same stardom as men who also played.Even early on, womens games were known for having a strong male fan base as well as entire families in attention (Milner). It would have been very rare before this for women to be so back up by men, and the public in the general. Women before Naismiths time had little to no rights and were very restricted to the things they could do that men also did. creation able to play in professional leagues with men was a very big step for their gaining of equality. Eventually, the WNBA was created, becoming the first professional womens league of the four major U. S. sports.Many international links were formed through basketball as well. The originally American sport rapidly spread to all parts of the world where the game was loved. Worldwide leagues have since been created, spreading competition, as well as the sports popularity. The U. S. however, displayed global dominance in the sport right away. America won the first seven notes medals in Olympic basketball after the sport was added permanently in 1936 (Milner). This case of superiority added even more to Americas common sense of pride and identity. Like everything else, basketball is not, by any means, perfect.There are some flaws with the sport that can be seen as very problematic. However, these issues are not in the slightest case unique and would be very hard to bring off completely. Throughout the basketball world, minors who showcase special talent or potential are often victims of illegal action. Through gambling, recruiting, and scandals, these junior athletes are the center of black-market professionalism caused by corporate money funneled into amateur sports (Wetzel introduction). all members involved in these leagues are sucked into the corruption.Teams, coaches, and whole universities are often sucked into the wash of a scandal. This puts a bad label on sometimes despicable participants. The sport, and everything that comes with it, also puts a multitude of pressure on kids. Shoe, companies with high deals to offer, happen upon chil dren feel like they must cooperate in order to have their dreams come true. Teenagers become more focused on the money than the sport they love. These campaigns startle college, high school, and even junior high school students with on-going exploitation (Wetzel introduction).These campaigns also cause for some major let-downs. Aspiring young players who see these ads and promises of fame and fortune work hard only to have their dreams crushed. roughly advocates of this way of viewing the inside of basketball may say that cabaret should be appalled. According to Dan Wetzel, this is an important alarm to society that for too long has ignored the dark business behind amateur sports- and what it does to those who play them (introduction). However, I dont see this as an overwhelming, shocking issue. Crime like this happens everywhere, and in all sports.There in no way to ensure that this isnt done. We should focus more on the bright side of this culture Naismith has minded(p) us and not pick out the negatives. Those young athletes who do assimilate it symbolize everything that amateur players play for. They look back and admire where theyve been and how they got to where they are. They are filled with admiration of their hard work, the choices they made, and the chances they took. Aside from personal benefit, the rest of society greatly benefits economically from the sport as a whole. Television ratings and tag end sales let towns and businesses prosper.The amount of events pertaining to the sport is a great guile to keep money circulating through cities. Also, the big time stars that trustworthy cities produce often vow back to their communities. Charities such as NBA Cares give to organizations everywhere. This game, this sport, this way of animation to some, has so much sentimental value. Basketball teaches so many carriagelong lessons that can be applied to anything one does in his or her time. The game promotes teamwork, spirit, and helps get chil dren active (Carlo). These three ideas are sarcastic and very behooving in a variety of professions as well as walks of life all across the world.Basketball also teaches people to never give up. Through adversity, you must keep fighting and pushing through to climb and help your team succeed. Quitting never helps, and if one works hard enough, he will reach his peak, much like Naismith learned. Another great thing this game gives us is friendship. Adults everywhere share camaraderie with one another based on friendships from high school or college which all began on a basketball court. In the words of former NBA player and linked States congressman, Bill Bradley, basketball is the gift that never stops giving. The game is luxuriant of great joy and great memory.Its invention needs to be celebrated. Basketball remains one of the driving forces behind Americans through its enjoyment and the life lessons that it teaches. We owe a large part of our sense of pride and identity to Dr . James Naismith. His invention over a hundred and twenty years ago made a huge impact on life back then, as it does now. Without him and his creation, many things that many people take for disposed(p) would not be able to be enjoyed. Many of the paths he indirectly paved for this country, and its citizens, goes unnoticed. However, this invention changed our culture and society forever.

Learning is the process whereby knowledge is created

Kolb theorized that Learning is the mapping whereby cognition is created by the diversity of experience ( 1984 38 ) . Feedback and experience take on contend an of import hold out on in furthering science, fixture patterns and theories every cunt good as altering thoughts several(prenominal)ly. Different theories of adopting give way been put frontward, and among them atomic number 18 the swelled larning theories. This paper go forth concentrate on wizard of the opening named existential Learning in add-on to discourse the Kolb and Jarvis Experiential Learning Theory, their barriers or defects every bit good as to review the strengths and failings of the theory. there atomic number 18 ii types of existential larning viz. the ace sternd on life experience, and that which is travelling bagd in establishment engagement in phylogeny of cognition, exertions, thoughts and experience in their industriousness. Further more(prenominal), as motive is really indi spens adequate to(p) to the scholarship number, hence this paper impart besides concentrate on the motive to vainglorious scholarship and the barriers to it, in add-on to the forms of larning adopted by adult prentices.The Characteristics of Adult LearnersAdult scholars need more engagement during the achievement occasion beca aim they atomic number 18 autonomous while approximately of the heavy(a) scholars switch gone done and through diverse experiences and have a wealth of cognition, so they need more chances for duologue among pupils to pull permit out their cognition and experience. Hence, Experiential Learning is of the importance to understanding grownup attainment because of the features of grownup scholars. The importance of the Kolb David s work and that of his associate Roger Fry, have contend a important function in the constitution of the footing to such(prenominal) pronouncements. Of involvement to Kolb were the physical processs of doing sen se of concrete experiences, which besides involves use of different adroitness. However, the plants of Pia consider, Dewey and Lewin played an of import function in the preparation of Kolb s thoughts. There have been two major elements of experiential acquisition that have been greatly discussed. These intromit the make out that larning occurs through direct engagement of life events ( Houle, 1980 221 ) and the 2nd construct that type of larning experience sponsored by establishments and involves a opportunity to a scholar to get and use cognition, accomplishments and feelings in an immediate and relevant environment ( Smith, 2001 ) . Learners in the first case of larning argon non sponsored by any establishment plainly themselves. For illustration, grounds of application of experiential acquisition has focused on the application of developing plans in societal work and instruction. Persons are able to get cognition after traveling through peculiar events in life, and so re flecting on these experiences. Most of the deal or all at to the lowest degree learn through life experiences.The Patterns of Experiential LearningKolb theorized the forms of experiential acquisition are deep down a foursome variant larning rhythm, which includes concrete experience, observation and contemplation, formation of abstract and proving in new enounce of affairss. There has been a inclination over where the procedure of larning Begins. While Kolb and Fry posited that acquisition could get knock off from anyplace in the above theorized four elements of the learning rhythm, others have posited that larning Begins through a peculiar action and square offing the effects of the action in the state of affairs in which the action was carried out. Therefore, it was possible to larn what would be expected from the action, if it was repeated at those peculiar state of affairss, and this generalizing may let the grouping of similar events that have similar acquisition exp eriences. However, a stretch of fortunes would be involved to calculate out a connexion between the actions and the associated effects. Persons would understand the general rule that underlies the peculiar case. The above theory-based answer for focuses on primary experience in experiential acquisition. Current books has been accused of chiefly concentrating on primary experience in experiential acquisition theory and neglecting inessential experience. Weil and McGill categorized experiential acquisition in four villages ( 1989 ) . These include the focal point on life and work experience to measure and recognize acquisition, recognizing alteration in constructions through experiential acquisition, focal point on raising group consciousness through experiential acquisition, and personal growing and self-awareness. These four villages concern primary experience. linguistic communicating is a channel through which indirect or secondary experience shadow be attained.Kolb theori zed that persons would move in new fortunes to use the general rule and this application of the action was supposed to be within the scope of generalisation. Harmonizing to Kolb, feedback from the experiences would be used to alter patterns and theories whereas thoughts would be tested by concrete experiences gained from clip to clip ( Kolb 1984 21-22 ) . The importance of feedback in the acquisition procedure is of import to guarantee that acquisition has taken topographical point. Therefore, the theory by Kolb has a nexus with Piaget s cognitive development. Kolb and Fry identified four basic acquisition manners after developing a acquisition manner stock list ( Kolb, 1976 ) . The stock list would categorise people in either concrete experience and abstract conceptualisation, or alive(p) experimentation and broody observation.The acquisition manners formulized by the above theoreticians are converger, diverger, learner and obliger. The converger would carry-over the features o f abstract conceptualisation and active experimentation. Convergers would be individuals of qualify involvements, strong to use the thoughts practically, unemotional, and would hold a hypo-deductive logical thinking on specific jobs. The diverger would presume the features of concrete experience and brooding observation, and would be able to hold a strong imaginativeness. In add-on to holding wide cultural involvements, these persons have the ability to look at things at different bearings, and are interested in people. The learner would be defined by the two features, viz. abstract conceptualisation and brooding observation. The person would execute exceed(p) in inductive logical thinking in add-on to world interested more in abstract constructs than people. Kolb and Fry besides depict these persons as holding a great ability to make a priori theoretical lines. The 4th group theorized by Kolb and Fry was the obliger who would transport the features of concrete experience a nd active experimentation. These have been described as persons allow be able to intuitively work out jobs, and when required to do to immediate fortunes, these persons would make good. The persons have besides been termed as hazard takers and have greatest strength in making things. Kolb and Fry in thither development of the acquisition manners challenged the construct that larning could be reduced to one dimension such as intelligence.Barriers/ Motivation to Experiential LearningThere are several barriers that will impact the execution of experiential acquisition, such as scholars emotion, as it would impact scholar s motive to take part in the activity. Besides, the design of the activity is really of import as scholars are grownups, they are largely result-oriented and hence, the result of the activities is designed to be utile. Furthermore, the skillfulness of the facilitator is the cardinal barriers if the facilitator can non pose the preparedness and the facilitation skil ls efficaciously.Experiential acquisition is besides affected by factors such as the grownup motive to larning. In fact, larning is non merely a luck of experiences and besides motive to larning. Motivation of grownup scholars is an of import facet to accomplishing successful grownup instruction. Motivation of the grownup scholar may be explored in consideration of the features of the grownup scholar. Adult scholars are autonomous and strong-minded and hence the procedures with which larning is to be maked need to further these rules. In this regard, they are more responsible and need counsel to larn and happen cognition on their ain ( Lieb, 1991 ) . The grownup scholar has gone through and accumulated a batch of experiences and cognition and may necessitate that the acquisition environment and larning procedure accommodate these things. Adults will inscribe for prosecuting faculty members and classs while cognizing clearly what they want, and thence they need to be guided on what to accomplish at the remnant of certain classs before they enroll. Adults are likely to follow in activities and procedures, which they see relevancy and hence the acquisition procedure moldiness carry through this. They are practical and need to be shown regard.Consideration of the grounds why single grownups engage in the acquisition procedure is of import so as to further motive and acquisition. In order to actuate the grownup scholar, there is a demand to see some factors including demand to conform to their cognitive involvements such as easing hunt of cognition on their ain. Adult scholars sometimes need to be considered in their quest to achieve relieve of ennui at work and place. The grownup scholar must be shown the connexion of the occupation towards promotion of the ego at the workplace, such as achieve publicity and be able to associate the two. ( Lieb, 1991 ) .The Strengths and Weaknesses of Experiential LearningExperiential acquisition can be utilized to planni ng of grownup acquisition and the rating of the same. Although the theoretical account has been applauded in the of import function it plays in the planning of larning activities and assisting to look into that scholars are occupied, there has been unfavorable judgment of the Kolb s theoretical account of larning with the feeling that it does non further the thought of contemplation in acquisition.For illustration, I have joined a Team Building knowledge Workshop held by my workplace before. I found that I could larn what I have experienced during the preparation, as there were many activities and games that could lock me. However, I could non associate or use what I have learnt, as some of the scenarios are non wholly the same and the transportation of acquisition is light than my outlook. Besides, cultural barriers such as work forces are non allowed to touch adult females s manus in some of the states, which will impact the acquisition procedure because some of the foreign sch olars are non experiencing comfy to make so during the activity.As a consequence, it has been criticized that experiential acquisition does non use to all state of affairss theorized in the theoretical account. Alternatively, there was a possibility for options, such as information assimilation and memorisation. It is known that cultural experiences/ conditions have a topographic point in the acquisition procedure. The Kolb theoretical account does non have or gives a small focal point on cultural experiences/ conditions. The theoretical account does non concentrate on the importance of differences in cognitive and manners of communications that are culturally based. There has been thought that the presentation of the thoughts in the theoretical account is instead excessively orderly and simplistic ( and to design unreal ) because some procedures may happen one time and phases can be jumped. The grade of integrating of the acquisition manners can non be measured by the acquisition manner stock list because the last mentioned deficiencies that capacity ( Tennant, 1997 ) . In add-on, because a wide and broad research base is of import in researching and proving the theoretical account, the theoretical account is hence contain in its dimensions.While the construct of Kolb can give a gene linkage between cognition and acquisition, it has been criticized because of limited geographic expedition of cognition. Kolb has merely explored the render of cognition on a societal psychological science position and does non therefore explore it in deepness. The theory has been criticized for go forthing out the arguments almost cognition theorized in the philosophic and societal theory. His conceptualisation of the thought that larning is touch on with bring forthing cognition has been faulted on the consideration of the thought of informed, committed action.A farther apprehension of experiential acquisition may be indicated in the theory generated by Jarvis ( 1987, 199 5 ) and theorizes the different responses to the possible acquisition state of affairs. The theory development involved geographic expedition of the Kolb s theoretical account by a figure of grownups who would use their ain experience of acquisition in the analysis. Non-learning, non- pondering acquisition, and some brooding acquisition were the different paths that were possible in the theoretical account theorized by Jarvis. In non-learning, people were able to move through patterned behaviours. Persons may neglect to react to a state of affairs of possible acquisition and hence neglect to be engaged in the experiential acquisition procedure. In add-on, it was possible to undergo rejection in the procedure and fail to accomplish or progress experiential acquisition. Non-reflective tendencies include the casual brushs of pre-conscious behaviour as everyone is exposed to experiences on a day-to-day footing that he does non believe about. Practice is besides a phase in non-reflectiv e tendency and focal points on geting physical accomplishments and preparation for a manual business. Non-reflective tendency besides is characterized by memorisation. In this theoretical account, brooding acquisition involved contemplation, which entails giving a consideration and doing an rational finis about it. Persons would besides be able to travel thorough reflective acquisition by holding a brooding pattern in and on action. The conceptualisation by Jarvis besides falls short in the consideration of phase wise flow of things, yet it is important to hold open that different things may go on together at one time.DecisionTheory of grownup acquisition is limited and needs geographic expedition to understand. There are many positions of grownup acquisition in theory, including autonomous acquisition, slender contemplation, experiential acquisition and acquisition to larn hold been neglected in theory geographic expedition. The consideration of grownup acquisition as break off from the normal acquisition theory is incorrect and undeserved. This paper chiefly cover the facets of experiential acquisition, and considers the Kolb and Jarvis theory of experiential acquisition. Experiential larning involves the person acquisition through experiences of existent life state of affairs or the acquisition that is fostered by the establishments. The theory of provides of import constituents on how big acquisition may be good accomplished and planned but has some defects. These include restriction in its coverage of issue of cognition and limited research base for the theory. Kolb s theoretical account of experiential acquisition has besides been criticized for wish of consideration of contemplation in acquisition. Both the Kolb s and Jarvis parts have besides been found to fall short of outlooks in that they involve stage-wise development of procedures of larning yet it would be expected that sometimes more than one procedure happens at the same clip and others a re skipped. Though the consideration of the grownup larning procedure as being separate from the normal acquisition procedure has been criticized, it is of import to calculate out ways in which grownup larning differs or the features of the procedure or scholars that make it diverge from the normal known acquisition procedure. In order to further larning procedure by the person, it is of import to see the features of the grownup scholar. The grownup scholar is a autonomous person who has already determined what they want from the class they have enrolled into. Again, they are likely to prosecute into activities they see as relevant. Adult scholars have an advanced motivation of larning such as necessitating accomplishing certain makings that will do them be promoted at the workplace, among others, and hence these demands must be understood and incorporated in the acquisition procedure and instruction course of study. Learning procedure does non merely constitute of experiences, but that factors like motive play an of import function in the accomplishment or engagement in larning. Motivation plays an of import function in the acquisition of an grownup. Understanding of the factors that influence motive and its topographic point in acquisition may further grownup instruction. While there are assorted ways through which an grownup scholar may be motivated, other barriers including duties at place, clip bounds among others act as barriers to motive. The best manner to actuate an grownup scholar is to progress the ground for modification into the peculiar class. Experiential acquisition plays an of import function in grownup acquisition.