Essay on What is Motivation - 1168 Words

Motivation in the workplace is an important area for discussion and many theories as to what motivates people to do their jobs well have been formulated. This essay will discuss three different theories of motivation and work. Also produce a definition of motivation. First mention that you will define motivation then state that you will talk about different theories of motivation To begin with, there are to aspects of motivation to look at the first of these is a definitions of motivation. Robbins (2002:155) defines motivation as â€Å"the process that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal†. Moreover, Draft(2008)defines the motivation as â€Å"the arousal, direction, and persistence†¦show more content†¦Maslow classify where he put the physiological, safety, love and belongingness in lower-order needs that achieved externally by other people whereas the higher-order needs include esteem and self-actualization need that satisfied internally. The hierarchy of needs has advantages and disadvantages. The first of advantages on hierarchy of needs is easy to understand because it talks about normally things also it discuss necessary needs that all humans need it in every days. Secondary, hierarchy of needs is logical because all people cannot live without these five levels. In contrast, there is little evidence to provide hierarchical feature .what is the more, there is little evidence to propose that people are motivated to satisfy only one need level at a time except, in situations where there is disagreement between needs (Browne 2008). It can be argued that this theory contains many of the needs of people in order to continue their normal lives because it classified the people’s needs to five layers that are physiological, safety, love and belongingness, esteem and self-actualization and all them very important to continuation the life of any person. Moreover, there is another theory is theorist by Clayton Alderfer who rebuild hierarchy of needs and he called it ERG theory. According to Smith and Taylor (2007) Alderfer divided the basis needs into three groups, first group is existence that include the physiological and safety needs according to Maslows theory,Show MoreRelatedWhat is Motivation?2072 Words   |  8 PagesContents Introduction- What is motivation?............................................................Page 3 Achievement Motivation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 3 Motivation Problems with Organizations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 4 Application of Motivation Theory in Business†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 5 Case Study- Macys Inc†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 7 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 10 Introduction Motivation has become a term as ubiquitous as it is undefinable. What exactly is motivation and how is it usedRead MoreWhat is Motivation?1687 Words   |  7 PagesMotivation refers to the processes that lead to certain behaviours within organisms. They are the drives, needs, wants and interests that push individuals to partake in goal directed behaviour, that is actions that contribute to the achievement of a desired outcome. Tom is a 45 year old male who was recently involved in a car accident following the request of a divorce from his wife. Consequently, Tom sustained injuries to the frontal and left temporal lobe of his brain as well as a broken leg, ankleRead MoreWhat is Motivation? Essay1284 Words   |  6 Pages Motivation is the â€Å"why† behind our behaviors. Behavior that is usually goal-oriented. The forces that lie beneath motivation can be biological, social, emotional or cognitive in nature. There are, indeed, a plethora of inducements that cause us to act the way we act and do the things we do. They include things like quenching our thirst, reading to gain knowledge, studying to ace an exam, surpassing quotas and meeting deadlines for a promotion, etc. According to Kendra Cherry’s article on â€Å"WHAT ISRead MoreWhat Is High Level Motivation?1017 Words   |  5 Pagespositive impact may include: attraction of employees, retention of employees, and job satisfaction of employees. This article describes findings from a study in which people have different motivations in the workforce. To begin with, a summary of this article determines what is regarded as high level motivation for people in the workforce. This study may vary per region due to the nature on where the study was conducted. People may have different needs or wants while in the workplace. If employersRead MoreWhat Does Motivation Does Not Work?1505 Words   |  7 Pagessuccess of every company. Some ramifications if motivational challenge does not work could result in low productivity and poor company morale. Motivation is the driving power which keeps people going and business always strives to motivate their employees to their best of ability. Motivation represents a crucial challenge for existing organizations. Motivation is very much driven by the work conditions companies create for their employees, how they structure goals and objectives, and how they rewardRead MoreWhat Are Tacitus Motivations For Writing The Annals2556 Words   |  11 PagesWhat are Tacitus reasons (both explicit and implicit) for writing The Annals? Tacitus’ motivations for writing The Annals are multifaceted. First, he was promoting the stance that the empire, despite its shortcomings, was necessary for the stability of Rome at the time. Secondly, he wanted to give an honest and fair account of Rome during the reigns of four emperors of the principate: Tiberius, Gaius, Claudius and Nero. A republic, like Rome, moves at a maddeningly slow pace. Legislation is putRead MoreWhat I Learned About Personal Motivation993 Words   |  4 PagesWhat I Learned About Personal Motivation The MBTI (Myers-Briggs Type Indicator) has given me insightful information over 4 different dichotomies: 1)Where I focus my attention 2) How I take in information 3) How I make decisions based on the information and 4) How I deal with the world. After completing the assessment, I was dubbed ‘INTJ’. This being 9% Introvert, 38% iNtuitive, 3% Thinking, and 31% Judging. To my surprise, after reading the detailed report, I found most of the information presentedRead MoreMotivation And Motivation : The Surprising Truth About What Motivates Us By Daniel Pink2235 Words   |  9 Pages Motivation in Education The standard way of thinking about motivation has it that the only way to get people to be driven is to reward them extrinsically. In other words, the way we generally try to motivate people is by dangling a carrot in front of their face, or pushing them with a poke to the ribs with stick. Many people assume that if you want someone to do something, you incentivize them with external compensation. For example, if you want a student to work harder in class, offer them extraRead More What Causes Teenagers to Lose Motivation in School? Essay1731 Words   |  7 PagesWhat Causes Teenagers to Lose Motivation in School? missing works cited Some reasons for high school student academic failure, which range from drug use to individual student insecurity, can be plainly traced to the nature of adolescence. Social acceptance and a desire to belong to a crowd are placed above academics in the minds of teens. When academic underachievement is the norm, devoted students may come under ridicule as being nerds or teachers pets. There is a difficulty, thereforeRead MoreWhat Does The Motivation Of Coaches Effect Football Players?2005 Words   |  9 Pagesto what extent does the motivation of coaches effect football players? Using several research studies to support the claim. Coaches’ motivation heavily effects football players because it wills them to win. Motivation Motivation is the desire or want to do things. It is the psychological reason behind wanting or achieving something. In our daily lives, motivation plays a key part in how we operate at work, at home, and even in our leisure activities. Without motivation we would

Comparing Plato s Xi Of The Republic - 1376 Words

In Book XI of The Republic, Socrates introduces three metaphors to help us understand his Theory of the Forms, which says that the only way to acquire true knowledge of the Good, we must turn away from the world of the sensible, and turn to the world of the Forms and intellect. These analogies follow Socrates’ argument earlier in Book XI which is that the only way to correctly rule a city is to master the Forms and understand that ultimate form of the Good which only a true philosopher can achieve. These metaphors are famously called the Analogy of The Sun, The Divided Line, and The Cave, and although these three theories stand alone in revealing insight of what they represent, they are deeply intertwined and essential in understanding†¦show more content†¦Without the sun, there would be no light, and therefore there would be no knowledge which is why Socrates uses the sun to symbolize the closest object that could represent the ultimate Good. In order to better under stand and appreciate the sun analogy, and to further the argument on how to acquire true knowledge, Socrates introduces the analogy of the divided line. The divided line analogy seeks to illustrate four levels of reality; he asks us to imagine a line broken into four segments where the bottom two segments represent the sensory realm and the top two represent our ascension into the realm of true knowledge. The first line is the line of imagination and illusions which is considered by Socrates to be the lowest level of self-actualization and achievement of true knowledge. Often times things that provide instant gratification have no essence, and no true meaning. Things of this nature belong in this line. The next line up is characterized by beliefs. This line signifies a slight ascension into the realm of true knowledge because it deals with the creation of beliefs as a result of slight contact with what is real. The ascension here is minimal because the beliefs deal with physical obj ects rather

Migration Skills Assessment Booklet Free Essays

string(58) " Technologists competency demonstration Report \(cdR\) 5\." MIGRATION SKILLS ASSESSMENT fOR REcOGNITION Of pERSONS INTENdING TO AppLy fOR SKILLEd MIGRATION TO AuSTRALIA wIThIN ThE ENGINEERING pROfESSION July 2012 www. engineersaustralia. org. We will write a custom essay sample on Migration Skills Assessment Booklet or any similar topic only for you Order Now au Migration Skills Assessment Education and Assessment Engineers Australia, 11 National Circuit BARTON ACT 2600 AUSTRALIA  © Copyright Engineers Australia, 2012 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from Engineers Australia. Requests and inquiries concerning the reproduction and rights should be addressed to the Director Education and Assessment, Engineers Australia, 11 National Circuit Barton ACT 2600 cONTENTS CONTENTS SECTION A Introduction and Background Introduction 1. Assessment for Migration Purposes 2. Occupational Categories in Engineering 3. Pathways to Recognition 4. English Language Requirements 5. Certification of Copies of Documents 6. Steps in the Assessment Application Process 7. Application Forms 8. The Assessment Process 9. Appealing the Assessment Outcome SECTION B Assessment of Recognised Qualifications 1. Australian Qualifications 2. Washington Accord 3. Sydney Accord SECTION C Assessment of Non-Recognised Qualifications 1. Introduction 2. Steps in preparing a CDR 3. Components of the CDR Summary Statements Professional Engineer Engineering Technologist Engineering Associate Engineering Manager SECTION D Additional Assessment Services 1. Introduction 2. Applicability of additional services 3. Identification of higher level engineering qualifications 4. Work Experience SECTION E Checklists, Fee Payment and Dispatch 1. Checklists 27 28 2. Fee Payment and Dispatch APPENDIX Detailed Description of Competency Elements for each Occupational Category Professional Engineer Engineering Technologist Engineering Associate Engineering Manager ANZSCO occupations designated to Engineers Australia 32 37 42 46 48 24 24 24 25 18 19 20 21 14 14 14 10 10 11 4 4 5 5 5 6 7 7 7 1 2 SEcTION A Introduction and Background 3 SEcTION A Introduction This booklet has been developed by Engineers Australia to assist you in preparing your submission for an engineering qualifications assessment. This section provides you with an introduction to the assessment of qualifications in engineering for migration purposes. You should read this booklet carefully before proceeding to the Application Forms. Professional Engineer Academic qualification is an Australian four year Bachelor of Engineering degree following twelve years of schooling, or equivalent. The Professional Engineer: †¢ Focusesonoverallsystems †¢ Developsandappliesnewengineeringpractices †¢ Appliesleadershipmanagementskills †¢ Pursuesengineeringopportunitiesinanholisticway,taking environmental,communitysocialissuesintoaccount †¢ Solvesdiverseproblems. Engineering Technologist Academic qualification is an Australian three year Bachelor of Engineering Technology degree following twelve years of schooling, or equivalent. The Engineering Technologist: †¢ Focusesoninteractionswithinthesystem †¢ Modifiesandadaptsestablishedengineeringpractices †¢ Advancesengineeringtechnology. Engineering Associate Academic qualification is an Australian two year Advanced Diploma of engineering following twelve years of schooling, or equivalent. The Engineering Associate: †¢ Focusesonspecificelementsofthesystem †¢ Workswithincodesandappliesestablished practices and procedures. Engineering Manager An engineering or engineering-related academic qualification must be held – normally at Bachelor degree level or higher. Engineering Manager: †¢ is a high level position involving the formulation of engineering strategies, policies and plans and the direction, administration and review of engineering operations for an organization †¢ musthavearecordofseniormanagementovera period of three years or more. Letters of reference and organisational charts must be provided †¢ musthavepersonsreportingtohim/herwhoare also at a management level. Applicants should note that this occupation is not an engineering occupation, but rather belongs to the Managers and Administrators’ category. Consequently, a positive outcome will not allow automatic membership of Engineers Australia. Further details on the general role descriptions for each occupational category are presented in the Appendix. 1. Assessment for Migration Purposes Engineers Australia is the designated assessing authority for most engineering occupations. You should first check the ‘Skilled Occupation Lists (SOL)’ to determine that your skilled occupation is listed as being assessable by Engineers Australia, as there are some engineering occupations which are assessed elsewhere. The reference SOL documents, which list occupations and contact details of the designated assessing authorities, are available from the DIAC website www. immi. gov. au/skilled/sol/. Applicants seeking assessment for migration purposes should first get a copy of the latest ‘General Skilled Migration Booklet (6) – Form 1119’ from the Department of Immigration and Citizenship (DIAC) (www. mmi. gov. au). This booklet will help applicants understand the requirements for General Skilled Migration to Australia. Alternatively, the ‘Employer Sponsored Migration Booklet (5) – form 1131’ may be relevant. Applicants should refer to the Australian Skills Recognition Information (ASRI) site at www. immi. gov. au/asri. Thi s site helps you to find out how to get an assessment of your occupational qualifications and skills. It also contains information on state specific registration and licensing requirements. Applicants should also refer to the Australian and New Zealand Standard Classification of Occupations (ANZSCO) at www. abs. gov. au. This reference provides the definition, skill level and tasks involved in a particular occupation. 2. Occupational Categories in Engineering Engineers Australia recognises three occupational categories within the engineering team in Australia: †¢ ProfessionalEngineer †¢ EngineeringTechnologist †¢ EngineeringAssociate For migration purposes, an additional category of Engineering Manager is also recognised. Shown below is a description of the pre-requisite engineering qualifications and the workplace role for each occupational category. 4 SEcTION A 3. Pathways to Recognition There are two pathways to recognition of your qualifications: a) through recognised (accredited) Engineering Qualifications b) through a Competency Demonstration Report (CDR) for non-recognised qualifications. The pathways to recognition are shown schematically below: Read Information on website www. engineersaustralia. org. au download relevant Application form A TRF received before receipt of assessment application is stored alphabetically and matched to the personal file when assessment commences. Details of locations where IELTS assessments are conducted may be found on the IELTS website www. ielts. org. The following applicants may be exempt from the requirement to provide an IELTS assessment result: †¢ ApplicantswhoarenativeEnglishspeakers; †¢ ApplicantswhohavecompletedanAustralian undergraduateengineeringqualification; †¢ Applicantswhohavecompleteda2yearMasters degree or PhD program at an Australian university. For the above exemption, documentary evidence is required of successful completion of the Australian degree program. Please note that the above IELTS exemptions are determined on a case by case basis and Engineers Australia reserves the right to require an IELTS assessment result if it is deemed necessary. a) Accredited Qualifications b) Non-Recognised Qualifications Australian Qualifications all three levels washington Accord For Professional Engineers Sydney Accord For Engineering Technologists competency demonstration Report (cdR) 5. You read "Migration Skills Assessment Booklet" in category "Papers" Certification of Copies of Documents Accreditation check Re-Submit es No yes No You must provide certified true copies of your original degree/diploma testamur (certificate) and any other subsequent engineering qualifications together with their associated academic transcripts (list of subjects studied and results obtained). Do not send the course syllabus. Certified copies are to be produced direct from the original documents, which the Certifier must sight. An original document is usually different from a photocopy or other reproduction. An original may often contain an official logo, seal, stamp or watermark, or may include a handwritten signature. Please note that colour scanned emailed or facsimile copies are not accepted. The certified copies bearing the Certifier’s actual signature must be sent as hardcopy by post (or courier). Where documents are not in the English language, you must provide certified copies of both the original-language document and an English language translation which has been made from the original document. All translations must be carried out by an authorised translator. In general translators are not authorised to certify copies of original documents. The signature, name, status and contact details of the translator must be provided on the English language version. If your current name is not the same as that on your degree documents, you must provide evidence of your name change. All submitted documents which are copies of original documents must be certified. Many applications for a skills assessment are delayed because documents are not properly certified. The assessors will contact you by letter or e-mail if there are any omissions in regard to certification. Please make sure your e-mail and contact addresses are up to date. Outcome Outcome Refer to Sections B and C for instructions associated with each pathway. The assessment is primarily focused on the basic tertiary (post secondary) engineering qualification. Any application for assessment of a postgraduate qualification must have an underpinning undergraduate qualification. 4. English Language Requirements All applicants applying to have their skills assessed by Engineers Australia are required to provide evidence of their English language competency. Applicants are required to have achieved a minimum score of 6. in each of the four modules of speaking, listening, reading and writing in either the ‘General Training’ or ‘Academic’ version of the International English Language Testing System (IELTS) www. ielts. org. Please Note You must arrange for an original IELTS Test Report Form (TRF) to be sent to Engineers Australia directly from the Test Centre. Certified copies are not acceptable. Use the address on the application for m – see also page 25. For an IELTS Test Report Form to be valid, it must not be more than 2 years old at the date of receipt of the assessment application in this office. SEcTION A Applicants should note the following points concerning certification of documents: 1. Certified copies of previously certified copies will not be accepted. You must provide a properly certified copy of the ORIGINAL document. 2. Proper certification should appear on each page to be certified, and should show: (a) (b) the signature of the person certifying the document and the date of signing the name of the person certifying the document. This should be clearly printed or evident in the official stamp the contact details of the person certifying the document. This MUST be provided and may be a business address, telephone number or e-mail address, and where possible, an official stamp indicating the status of the person certifying the document, ie. Justice of the Peace, Commissioner for Oaths, Notary Public a statement â€Å"I certify this to be an identical copy of the original document, which I have sighted†, or similar wording Where the name, status and contact details are in a foreign language, an English language translation of these three details needs to be provided. . Steps in the Assessment Application Process This section of the booklet assists you in the preparation and submission of your assessment applications. If you are lodging a Washington Accord, a Sydney Accord, or an Australian Engineering Qualification assessment application, then full details of what to send us are on the relevant application form. Go to Section B for details on preparing an application for assessment of a recognised qualification. Compilation of a Competency Demonstration Report (CDR) If you have non-recognised qualifications, you will need to submit a Competency Demonstration Report (CDR). Section C of this booklet provides you with guidelines for a description of your personal engineering practice and an identification of your engineering competencies. The Competency Demonstration Report or CDR is the substantial component of your application which provides the basis for Engineers Australia’s assessment of your competencies. Apart from your engineering qualification, the success of your application will depend on your career episodes and your demonstration of the relevant set of competency elements. You should follow the guidelines in Section C carefully when compiling your CDR. Additional assessment services If you require an opinion on a higher level qualification (eg PhD), or your relevant skilled employment for the purpose of claiming points from DIAC, then go to Section D for application details. Note that the standard assessment will include an opinion on the comparable AQF Australian qualification level used in support of the assess outcome. This will enable the relevant points for such to be claimed from DIAC. Checklist of documentation and dispatch Section E of this booklet provides you with checklists of the required material, fees and dispatch address. The current assessment fee is also specified on the relevant application form. (c) (d) (e) (f) 3. The following classes of persons acting within their relevant jurisdiction in the country of certification are authorised to certify copies of documents: †¢ †¢ †¢ †¢ †¢ †¢ AnauthorisedNotaryPublic AnauthorisedCommissionerfor Oaths/Declarations AnauthorisedLawyer,Solicitor,BarristerorJudge AnauthorisedJusticeofthePeace AnofficerofanAustralianDiplomaticPost AcurrentfinancialmemberoftheEngineers Australia other than at the grade of student (membership number must be shown) AstaffmemberofEngineersAustralia †¢ 4. If you employ the services of a legal firm, the solicitor must sign each page. It will not be satisfactory for the name of the law firm to appear in lieu of the actual name and signature of the solicitor certifying your documents. Collective responsibility implied in the use of â€Å"we†, accompanied by the name of the law firm, is not acceptable. 5. Documents are to be certified either in the country of lodgment or in the country of award Please 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. Application Forms Each assessment pathway has its own application form. Make sure you download and complete the application form for the pathway you have selected. Application forms may be downloaded from the website www. engineersaustralia. org. au/migration_skills When applying for a CDR assessment, you should specify the occupational category and field of engineering for w hich you are seeking an occupational outcome. You may wish to refer to the Australian and New Zealand Standard Classification of Occupations (ANZSCO) dictionary on www. abs. gov. u for the definition of the occupations. Use of an Agent If you have appointed a person to act as your agent you must complete the authorisation form, which may be downloaded from the website (www. 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 communicate only with your agent regarding your assessment. You cannot independently contact Engineers Australia. If you do so you will be referred to your agent. 9. Appealing the Assessment Outcome If you are not satisfied with the assessment outcome you should first contact your case officer and discuss your concerns. The case officer may refer your case to the Associate Director – Migration Skills Assessment for consideration. †¢ ARevieworAppealcanonlybemadewithin 12 months of the date of the original assessment outcome letter †¢ Ifyouhavealreadyusedtheassessmentoutcomeletter for Migration purposes, then the assessment process is regarded as finished and no Appeal can be made. There are two stages to an appeal: Preliminary (Informal) Review On receipt of request for a preliminary review, the Manager will refer your file to another assessor for an assessment which is independent of the first. Preliminary Reviews are done at no charge. You will be advised of the outcome by the Manager. If you are still not satisfied with the outcome you may go to a formal Appeal. Formal Appeal To lodge a formal appeal you must submit the form â€Å"Application for Formal Appeal of Assessment Outcome†, downloadable from www. engineersaustralia. rg. au/ migration_skills You may include reasons as to why you believe the outcome is not appropriate in your case. You cannot however present any new information/evidence. If you wish to add new material to your submission you must make a new application. You must include the Appeal Fee of AUD$200. This fee is refundable if you receive the outcome you are seeking. It is not refundable if the outcome remains as originally assess ed. All documents on your file will be photocopied and forwarded to an external Committee of engineers for re-assessment. Under Australian Privacy Legislation your permission will be required to forward copies of documents to the Committee. When requesting an Appeal, your signature will denote your consent to dissemination of the file documents. Appeals take about three months to process. The outcome of an Appeal is FINAL. 8. The Assessment Process When your application arrives, a receipt will be posted to you within 5 to 7 working days. The receipt will specify your Contact ID (CID) number. Please use this number in correspondence with Engineers Australia. Assessment turnaround time can vary and regular updates are to be found at ww. engineersaustralia. org. au/migration_ skills Please do not telephone Engineers Australia within this timeframe as this will cause delays to processing. If there are any deficiencies in your submission you will be notified in writing. If the application is successful you will receive an assessment outcome letter suitable for migration purposes. Please note that the assessm ent outcome letter has no expiry date from Engineers Australia’s perspective. Assessment outcome letters are sent by ordinary post. If you wish to use a courier you must organise that yourself. Please advise Engineers Australia if you intend to use a courier and you will be advised by e-mail when the letter is available for pick-up. Please Note Only one original letter of recognition will be issued. Provision of an additional letter will require a Statutory Declaration explaining the reason for the additional letter together with an administration fee of AUD$100. 10. Fraud Applications will be rejected where there is evidence of fraud, plagiarism or forged documents. We refer applicants to the Engineers Australia Code of Ethics, in particular the demonstration of integrity, available on the website www. engineersaustralia. rg. au 7 8 SEcTION B Assessment of Recognised Qualifications 9 SEcTION B Accredited Qualifications These are accredited Australian engineering qualifications and overseas engineering qualifications that are recognised through formal agreements with engineering accreditation bodies in other countries. These qualifications are readily recognisable through d atabase listings of accredited programs. For overseas qualifications there are two pathways †¢ onedealswithundergraduateProfessional Engineering programs. This is known as the Washington Accord. †¢ andtheotherdealswithEngineering Technologist programs. This is known as the Sydney Accord. In general, all references to ‘qualifications’ refer to the undergraduate engineering qualification. However, please note that there are some Australian Masters qualifications that are now being accredited. Please Note For all recognized (accredited) qualifications the occupational classification generally given to you will be according to the engineering discipline 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 experience taken into consideration, you will need to submit a CDR. Application forms for these pathways are available from the Engineers Australia website www. engineersaustralia. org. au/migration_skills 2. Washington Accord The Washington Accord (www. washingtonaccord. org) is an agreement between the engineering accreditation bodies, listed below, to recognise as equivalent the undergraduate professional engineering programs of study which are accredited and delivered in those countries. The following countries are full members of the Washington Accord. While Australia is a signatory country it is not listed here. If you have Australian engineering qualifications you must apply using the Australian Qualifications application form. Some other countries are currently seeking full membership of the Washington Accord. Please refer to www. washingtonaccord. org. Provisional membership does not give entitlement to apply under the Washington Accord. Full membership only provides this entitlement. Canada (1989) Ireland (1989) New Zealand (1989) The Canadian Accreditation Board of the Canadian Council of Professional Engineers www. engineerscanada. ca The Institution of Engineers of Ireland www. iei. e The Institution of Professional Engineers, New Zealand www. ipenz. org. nz United Kingdom The Engineering Council of the UK www. engc. org. uk (1989) (see dual degree accreditation note) United States of America (1989) The Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology www. abet. org 1. Australian Qualifications If you have Australian undergraduate engineer ing 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 completi on (not a copy) signed by the Academic Registrar (not someone acting on his/her behalf). Hong Kong SAR The Hong Kong Institution of Engineers www. hkie. org. k (1995) South Africa (1999) Japan (2005) Singapore (2006) South Korea (2007) Taiwan (2007) Malaysia (2009) Turkey (2011) Russia (2012) The Engineering Council of South Africa www. ecsa. co. za Japan Accreditation Board for Engineering Education www. jabee. org The Institution of Engineers Singapore www. ies. org. sg Accreditation Board for Engineering Education for Korea www. abeek. or. kr Institute of Engineering Education Taiwan www. ieet. org. tw Board of Engineers Malaysia www. bem. org. my Association of Evaluation and Accreditation of Engineering Programs www. udek. org. tr Association for Engineering Education of Russia www. ac-raee. ru Please Note The Washington Accord only applies to undergraduate professional engineering degrees accredited and delivered in the signatory countries. The Accord 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 B You should first check that your qualification is listed as an accredited Professional Engineering program with the relevant body before applying. Washington Accord accreditation applies for degrees completed on or after the year (shown in brackets) for full signatory status. If you consider your qualifications fall under the Washington Accord you should complete the Washington Accord application form and provide the required documentation and assessment fee. Your qualifications will be checked with the relevant Washington Accord accreditation body. If your qualification is not listed as accredited under the Washington Accord, you will be invited to submit a 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 qualification is listed as an accredited Engineering Technologist program with the relevant body before applying. Sydney Accord accreditation applies for degrees completed on or after the year (shown in brackets) for full signatory status. If you consider your qualifications fall under the Sydney Accord you should complete the Sydney Accord application form and provide the required documentation and assessment fee. Your qualifications will be checked with 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 Technologist programs of study which are accredited and delivered in those countries. The following countries are full members of the Sydney Accord. While Australia is a signatory country it is not listed here. If you have Australian qualifications you must apply using the Australian qualifications application form. Canada (2001) The Canadian Council of Technicians and Technologists www. cctt. ca Hong Kong SAR The Hong Kong Institution of Engineers (2001) www. hkie. org. hk Ireland (2001) New Zealand (2001) South Africa (2001) The Institution of Engineers of Ireland www. iei. ie The Institution of Professional Engineers, New Zealand www. ipenz. org. nz The Engineering Council of South Africa www. csa. co. za United Kingdom The Engineering Council of the UK (2001) www. engc. org. uk (see dual degree accreditation note) United States of America (2009) The Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology www. abet. org Provisional membership does not give entitlement to apply under the Sydney Accord. Full membership only prov ides 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 realise that you are entering into a final assessment. The major assessable features of the CDR are your narratives written in English of three career episodes and a Summary Statement of the competency elements you have claimed. You should, where possible, type your CDR using a word processor and remember to keep a copy. The CDR must not be bound but presented in loose leaf A4 format. Your CDR will be assessed against the competency standards of the occupational category specified by you. Engineers Australia will not assess your competencies against an occupational category higher than the one you have specified, but may consider assessment against a lower occupational category if you are assessed as not suitable for your nominated category. Please Note A submitted CDR which is incomplete when submitted or which does not meet the stated requirements will not be assessed. All submitted material becomes the property of Engineers Australia. Applicants must make copies of all documents sent to Engineers Australia. Applicants who request copies of their submitted documents will be charged a AUD$100 administration fee. Do not present documents in a bound format as they must be dismantled for filing. 2. Steps in preparing a CDR: The flow chart below shows the steps you need to take in preparing your CDR: Complete Application Form Assemble certified copies of academic testamur(s) and associated academic transcript(s) Prepare Curriculum Vitae Identify Continuing Professional Development Write three Career Episodes Prepare a Summary Statement of evidence for the competency elements Instruct IElTS Test Entre to post an original TRF to EA Submit all specified documentation to Engineers Australia for assessment 3. Components of the CDR: You must first complete the CDR Application Form. This is available from www. engineersaustralia. org. au/ migration_skills 3. Declaration Page Your Competency Demonstration Report must include the following declaration (shown below). Declaration: The following declaration must be signed and presented as part of your CDR submission: ‘All statements of fact in this report are true and correct and I have made claims of acquired competencies in good faith. The report is all my o wn work and is a true representation of my personal competence in written English. I confirm that I understand that members of the engineering team in Australia are required to display a commitment to exercising professional and ethical responsibility in all aspects of their work. I also understand that documentation submitted in support of my application may be referred to the Department of Immigration and Citizenship (DIAC) for integrity checking. ’ Printed Name: Signature: Date: This Declaration Form is on page 3 of the CDR 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 item 5 of Section A for full details of the certification requirements. Documents not properly certified will not be accepted, and your application for assessment will not proceed. Evidence must be provided of any postgraduate qualification completion, or at least enrolment if qualification not completed. This is especially important if material from such study is used in one or more career episode. 3. Curriculum Vitae (CV) or Resume Engineers Australia requires a full summary of your education and engineering work history to gain a full perspective of your engineering workplace practice. 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 †¢ titleofpositionoccupiedby you †¢ yourdefinedrole(provideadutyorappointment statement where available) and/or a brief description of your activities Your CV should be no more than three A4 pages. The CV is to be a chronological listing of employment, not projects. 3. 4 Evidence of Employment If in your CV/Resume you claim engineering work experience of 12 months or more, then you must provide documentary evidence (originals or certified copies) of employment and certified translations into English where necessary. Thedocumentaryevidenceistoinclude;company letterhead (including name and location details), date of document, name and status of author, dates and duration of employment, title of position occupied and a brief description of duties/tasks/responsibilities. If a career episode is based upon engineering work, then you must provide documentary evidence of employment, as above. This instruction applies to the standard assessment service only. Go to Section D for further instructions on the additional assessment service for the identification of periods of skilled employment. 3. 5 Identification of Continuing Professional Development Continuing Professional Development (CPD) is the means by which you keep up-to-date with developments in your field of engineering after you have gained your undergraduate qualification. A brief summary of CPD you have undertaken must be included in your CDR. This CPD must take the form of a listing (title, date, duration, venue) of: †¢ formalpost-graduatestudy; †¢ conferencesatwhichyouhavedeliveredpapersor attended. †¢ shortcourses,workshops,seminarsanddiscussion groups, conferences, technical inspections and technicalmeetingsyouhaveattended; †¢ preparationandpresentationofmaterialforcourses, conferences, seminars and symposia †¢ servicetotheengineeringprofession(volunteerwork, board or committee volunteer, mentoring, etc) †¢ privatestudy(includesbooks,journals,transactions, manuals, etc) Your CPD listing need be no more than one A4 page. There is no necessity to include certificates from each course. . 6 International English Language Test Result All applicants applying to have their skills assessed by Engineers Australia are required to provide evidence of their English language competency. See item 4 of Section A for full details of the English competency requirements. 3. 7 Writing your three career episo des You are required to present an account of your engineering activities on each of three separate career episodes. A career episode is a documented component of your engineering education and/or work experience which captures a particular period or distinct aspect of your engineering activity. It needs to clearly demonstrate the application of engineering knowledge and skills in the nominated occupation, not the acquisition of knowledge. It may use material from: †¢ anengineeringtaskundertakenaspartofyour educationalprogram; †¢ aprojectyouhaveworkedonorarecurrently workingon; †¢ aspecificpositionthatyouoccupiedorcurrently occupy (in this case, the career episode must comprise morethanameredutystatement); †¢ aparticularengineeringproblemthatyouwererequired to solve. Each career episode must be in your own words and must be written in English. 5 SEcTION c Do not present large amounts of technical material. It is recommended that each narrative be a minimum of about 1000 words and a maximum of about 2000 words. The career episode, being written in your own words, will also provide evidence to the assessor of your communication skills. Please Note Career Episodes must be written in the first person singular clearly indicating your own personal role in the w ork 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 â€Å"what you did† and describe â€Å"how you did it†, with emphasis on your own personal actions, eg â€Å"I designed†¦ â€Å", â€Å"I investigated†¦ â€Å". Excessive technical detail (diagrams, photos, calculations, tables) are not required. Each career episode should emphasise any engineering problems identified and any particular problem solving techniques used by you. The purpose of this is to assess the nature of the contribution which you may have made to the engineering project or task – particularly if that contribution was of a novel nature or critical to the implementation of the task/project. Please note that it is not sufficient to merely 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; Career episode 1 (paragraphs 1. 1, 1. 2, 1. 3 etc) Career episode 2 (paragraphs 2. , 2. 2, 2. 3 etc) Career episode 3 (paragraphs 3. 1, 3. 2, 3. 3 etc) This is necessary to construct the Summary Statement. Each career episode should follow the format shown below: a) Introduction (approx. 50 words) This introduces the reader to the career episode and should include such things as: †¢ thechronology-thedatesanddurationofthiscareer episode; †¢ thegeographical locationwheretheexperiencewas gained; †¢ thenameoftheorganisation; †¢ thetitleofthepositionoccupiedbyyou. b) Background (200 – 500 words) This sets the scene and provides the context in which you were studying/working. It should include such things as: †¢ thenatureoftheoverallengineeringproject; †¢ theobjectivesoftheproject; †¢ thenatureofyourparticularworkarea; †¢ achartoftheorganisationalstructurehighlighting yourposition,inrelationtothecareerepisode; †¢ astatementofyourduties(provideanofficialduty statement where available). c) Personal Engineering Activity (500 – 1000 words) This is the body of the narrative and the key assessable component. In this section you must describe in detail the actual work performed by you. It is not sufficient to describe the activity performed by a team or group – your own role must be clearly identified. Remember it is your own personal engineering competencies that are being assessed. This section should include such things as: †¢ howyouappliedyourengineeringknowledgeandskills; †¢ thetasksdelegatedtoyouandhowyouwentabout accomplishingthem; †¢ anyparticulartechnicaldifficulties/problemsyou encounteredandhowyousolvedthem; †¢ strategiesdevisedbyyouincludinganyoriginalor creativedesignwork; †¢ howyouworkedwithotherteammembers. d) Summary (50 – 100 words) This section sums up your impressions of the engineering activity and your role in it. It should include such things as: †¢ yourviewoftheoverallproject; †¢ howtheprojectfaredinmeetingthegoals/requirements; †¢ howyourpersonalrolecontributedtotheproject. 3. 8 Preparation of the Summary Statement Complete the three career episodes, then analyse them for the presence of ALL of the competency elements for the occupational category you have chosen. The elements for each occupational category are listed in the following pages. The Appendix gives a detailed description of each competency element for each category. 16 SEcTION c The 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 applied You must download and complete the appropriate summary statement for your nominated occupational category. The summary statement templates are available at www. engineersaustralia. org. au/migration_skills These are guides only. Do not attempt to restrict your Summary Statement to one page only. Applicants may prepare their own summary table, but must include the complete set of competency elements for their nominated engineering category. Please note, one Summary Statement only is to be provided covering all three career episodes combined. 17 PROFESSIONAL ENGINEER Summary Statement These are the competency Units and Elements. These elements must be addressed in the Summary Statement (see Section C). If you are applying for assessment as a Professional Engineer, you will need to download this page, complete it and lodge it with your application. For details, refer to the Appendix, Pages 33-36. Competency Element PE1 KNOWLEDGE AND SKILL BASE A brief summary of how you have applied the element Paragraph in the career episode(s) where the element is addressed PE1. 1 Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. PE1. 2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. PE1. 3 In-depth understanding of specialist bodies of knowledge within the engineering discipline. PE1. 4 Discernment of knowledge development and research directions within the engineering discipline. PE1. 5 Knowledge of contextual factors impacting the engineering discipline. PE1. 6 Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline. PE2 ENGINEERING APPLICATION ABILITY PE2. 1 Application of established engineering methods to complex engineering problem solving. PE2. 2 Fluent application of engineering techniques, tools and resources. PE2. 3 Application of systematic engineering synthesis and design processes. PE2. 4 Application of systematic approaches to the conduct and management of engineering projects. PE3 PROFESSIONAL AND PERSONAL ATTRIBUTES PE3. 1 Ethical conduct and professional accountability. PE3. 2 Effective oral and written communication in professional and lay domains. PE3. Creative, innovative and pro-active demeanour. PE3. 4 Professional use and management of information. PE3. 5 Orderly management of self, and professional conduct. PE3. 6 Effective team membership and team leadership. 18 ENGINEERING TECHNOLOGIST Summary Statement These are the competency Units and 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 within 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 solvi ng 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 and skills within specialist sub-disciplines of the practice area. EA1. 4 Discernment of engineering developments within the practice area. EA1. 5 Knowledge of contextual factors impacting the practice area. EA1. 6 Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the area of practice. EA2 ENGINEERING APPLICATION ABILITY EA2. 1 Application of established technical and practical methods to the solution of well-defined engineering problems. EA2. 2 Application of technical and practical techniques, tools and resources to well-defined engineering problems. EA2. 3 Application of systematic design processes to well-defined engineering problems. EA2. 4 Application of systematic project management processes. EA3 PROFESSIONAL AND PERSONAL ATTRIBUTES EA3. 1 Ethical conduct and professional accountability. EA3. 2 Effective oral and written communication in professional and lay domains. EA3. 3 Creative, innovative and pro-active demeanour. EA3. 4 Professional use and management of information. EA3. 5 Orderly 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 client relationships EM1. 3 Manages the implementation of engineering plans within the business EM1. 4 Manages resources EM1. 5 Manages people EM1. 6 Manages suppliers EM1. 7 Manages business information EM1. 8 Monitors engineering business performance A brief summary of how you have applied the element Paragraph in the career episode(s) where the element is addressed 21 22 Section d Additional Assessment Services 23 SEcTION d Additional Assessment Services Identification of: – Relevant Engineering Qualifications; and / or – Relevant Skilled Employment for the purpose of claiming migration points 2. Applicability of additional services It should be noted that not all clients will require these additional assessing services. Such services are anticipated to be ONLY of interest to the following clients: †¢ thosewhoholdahigher-levelqualificationthanmaybe strictlynecessarytoprovidethenominatedoutcome; and / or †¢ thosewhohaveatleast1yearAustralianwork experience, and / or at least 3 years Overseas work experience in their nominated occupation or a closelyrelated occupation. Either or both of these services may be applied for if the client wishes to claim the DIAC points. 1. Introduction As part of the introduction of the New Points Test for certain skilled migration visas on 1 July 2011, DIAC has advised applicants that they may request an opinion from their relevant assessing authority in two areas: †¢ 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 INCLUDE an opinion on the comparable relevant Australian level qualification to the client’s overseas qualification used in support of the assessed outcome. However, where a client holds an engineering PhD degree for example, which may not necessarily need to be considered in the assessment 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. Please Note Engineers Australia does NOT issue the points for migration. This will be done by the DIAC case officer at the time of their review of the overall migration application, subsequent to assessment. 3. Identification of higher level engineering qualifications The standard assessment WILL INCLUDE an opinion on the comparable relevant Australian level qualification to the client’s overseas qualification used in support of the assessed outcome. However, where a client holds a PhD degree for example, which may not necessarily need to be considered in the assessment process to provide the nominated outcome, then this additional assessing service may be employed to identify the overseas PhD as comparable to an Australian PhD. Applicants who require this service will need to provide: †¢ acompletedapplicationform,withrelevantfee payment †¢ properly-certifiedcopiesofalloriginalacademic documentation (testamurs and transcripts, as applicable) which shows that the client unconditionally holds the qualification claimed †¢ alistingofdoctoralexaminersanddetails †¢ alistingofpublicationsmadeduringandafterthe doctoral program †¢ thesisabstract. 4. Skilled Employment DIAC will award points to applicants based on demonstration of a verifiable skilled employment history undertaken in the last 10 years, in Australia or overseas. For the necessary assessment by Engineers Australia, the experience MUST be in an applicant’s nominated engineering occupation, or a closely related occupation. In determining whether an applicant’s skilled employment is closely related to their nominated occupation, the assessment by Engineers Australia will take into consideration the occupations within one unit group 4 SEcTION d classified under the ANZSCO Classification of Occupations. Engineers Australia has been authorised by DIAC to provide an opinion about an applicant’s skilled employment claims as part of the skills assessment. However, the decision to award points for skilled employment remains with the DIAC case officer, who may also need to review claims of relevant employment gained subsequent to the formal assessment. For applicants seeking an opinion about their skilled employment claims (as above) from Engineers Australia, submitted work experience documentation must: †¢ beanoriginaldocument,oracertifiedtruecopyofthe original in accordance with the MSA Booklet, Section A,Item5; †¢ bewrittenontheofficialletterheadofthecompany,or governmentdepartment,providingthedocumentation; †¢ indicateclearlythefulladdressofthecompanyand any telephone, fax numbers, email and website addresses; †¢ bedated; †¢ includethenameandpositionofthepersonendorsing the employment document †¦ these should be typed or stamped below that person’s signature – a reference with an illegible signature will not be accepted: †¢ includethedirectcontactnumberandofficialemail addressofthepersonendorsingthedocument; †¢ indicate: – the main five (5) duties undertaken, – the job title or positions held (positions should not be described by generic titles (eg, Engineer) b ut 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. Only those documents meeting the above requirements will be considered in the provision of formal written advice by Engineers Australia. No further correspondence will be entered into in addressing shortcomings in the submitted documentation. In addition to the above independent confirmation of the claims made, applicants who require this service will need to provide: †¢ acompletedapplicationform,withrelevantfee payment †¢ acompeted’SkilledEmploymentRecord’ofthework experience being claimed in support of the opinion requested from Engineers Australia. The ‘Skilled Employment Record’ template is available on www. engineersaustralia. org. au/migration_skills 25 Skilled Employment Record Family or Surname: Given Names: Employer / Company Name Street Address Contact Details Documents include 5 main duties Yes / No Years / Months CID Number Hours/week Total Duration For Engineers Australia Use Only Start Date End Date Job Title Tel / fax / email Skilled 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 your nominated occupation. SEcTION d Employment for which incomplete information is provided will not be considered. Section E checklists, fee payment and dispatch 27 SEcTION E 1. Checklists Before you dispatch your application you should use one of the following checklists to ensure that you have completed all the necessary steps and provided all the required documents. Assemble your submission by placing documents in the order shown below. Please do not bind your documents. Checklist 1: for Washington/Sydney Accord and Australian Engineering Qualifications Assessment Applications Completed Application Form, with passport-style photo Application fee Form to appoint person to act as agent [if necessary] Certified true copy of passport bio-data page only (not the complete passport), and English 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 language test (IELTS) result [necessary only if application is based on a qualification from a signatory country where the official language is not English]. You must arrange for this to be forwarded directly to Engineers Australia from the Test 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 language test (IELTS) result [if necessary]. You must arrange for this to be forwarded directly to Engineers Australia from the Test Centre. Curriculum Vitae (CV) / Resume Certified true copy of academic testamur(s) Certified true copies of academic transcript(s) Certified evide nce of registration under the relevant licensing authority in the country in which you are practising [if necessary] e. g. Philippine Regulations Commission Certified documentary evidence of employment [must be provided if you have relevant work experience of 12 months or more, or if the work experience provides a basis of a career episode(s)] A listing of Continuing Professional Development (CPD) CDR Declaration Page Three Career Episodes Summary Statement of evidence for the competency elements English language 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 may be subject to change without notice. Goods and Service Tax (GST) †¢ ApplicantswhoarelivinginAustraliaMUSTpay10% GST on the application fee †¢ Applicantslivingoverseas,wholodgetheirapplication from overseas, are NOT required to pay the GST †¢ Applicants living overseas, who lodge an application for assessment through an agent in Australia (Migration Agent, relative or fri end living in Australia) are NOT required to pay the GST. Assessment Fees Assessment fees are listed below for each type of application: Australian qualifications AUD$150 or $165 incl. GST Washington Accord Sydney Accord AUD$300 or $330 incl. GST AUD$300 or $330 incl. GST For payment made within Australia, the following methods of payment are acceptable: †¢ Abankchequeorapersonalcheque †¢ AnAustralianmoneyorder †¢ Acreditcardauthorisationasabove Your completed Application Form, submission, and assessment fee should be sent direct to: Migration Skills Assessment Education and Assessment Engineers Australia 11 National Circuit BARTON ACT 2600 AUSTRALIA Please Note Assessment Turnaround Time: The turnaround time for processing assessments can vary, depending on numbers of incoming applications. For guidance on current turnaround time, we refer to www. engineersaustralia. org. au/migration_skills Please DO NOT contact Engineers Australia within this time frame as delays will be caused to the processing time for all applications. Competency Demonstration Report AUD$600 or $660 incl. GST Additional Services (when applied for at the time of above standard assessment): Skilled Employment Overseas PhD AUD$250 or $275 incl. GST AUD$200 or $220 incl. GST Note that extra fees are applicable for the additional services if carried out AFTER the Standard Assessment has been 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 office of a bank operating in Australia †¢ Aninternationalmoneyordermadeoutto‘Engineers Australia’ in Australian dollars †¢ AcreditcardauthorisationonyourVisa,Mastercard or American Express card Please Note A cheque/remittance drawn in a currency other than Australian dollars or drawn in Australian currency on a bank outside Australia is not acceptable. 29 30 Appendix detailed description of competency Elements for each Occupational category 31 AppENdIx PROFESSIONAL ENGINEER GENERAL DESCRIPTION OF ROLE Professional Engineers are required to take responsibility for engineering projects and programs in the most far-reaching sense. This includes the reliable functioning of all materials, components, sub-systems andtechnologiesused;theirintegrationtoforma complete,sustainableandself-consistentsystem;and all interactions between the technical system and the context within which it functions. The latter includes understanding the requirements of clients, wide rangingstakeholdersandofsocietyasawhole; working to optimise social, environmental and economic outcomes over the full lifetime of the engineering product orprogram;interactingeffectivelywithotherdisciplines, professionsandpeople;andensuringthattheengineering contribution is properly integrated into the totality of the undertaking. Professional Engineers are responsible for interpreting technological possibilities to society, businessandgovernment;andforensuringasfaras possible that policy decisions are properly informed by such possibilities and consequences, and that costs, risks and limitations are properly understood as the desirable outcomes. Professional Engineers are responsible for bringing knowledge to bear from multiple sources to develop solutions to complex problems and issues, for ensuring that technical and non-technical considerations are properly integrated, and for managing risk as well as sustainability issues. While the outcomes of engineering have physical forms, the work of Professional Engineers is predominantly intellectual in nature. In a technical sense, Professional Engineers are primarily concerned with the advancement of technologies and with the development of new How to cite Migration Skills Assessment Booklet, Papers

Congestive Heart Failure

Question: Discuss about the Congestive Heart Failure. Answer: This is a case study of M.G who is a 76 years old woman and has recently been submitted to the emergency department of the hospital with the diagnosis of congestive heart failure (CCF). Certain signs and symptoms she has been suffering from are breathlessness and swollen legs. Furthermore, this also has been analysed that she has gained 2kgs of weight and is not following provided restrictions on salt and fluid intake appropriately. The physical assessment determines the pulse rate to be 102 that is irregular, blood pressure to be 160/100, respiratory rate to be 24 and temperature to be 37.3 C. Furthermore, on the auscultation of chest creps were also analysed. Additionally, through the electrocardiogram (ECG) results atrial fibrillation is also diagnosed. Besides this, the radiology result has determined pulmonary congestion along with cardiomegaly (Yancy, et al., 2013). The essay conducts analysis on the case study of M.G who is suffering from congestive heart failure and further analyzes the different nursing intervention plans for the effective remedial treatment of the patient. This essay outlines detailed analysis on medical assessment, clinical findings and complications with the condition of M.G. Furthermore, analysis has been conducted statistics, pathophysiology, risk factor and nursing intervention plan has been conducted. Medical Assessment, Clinical Findings and Complications: M.G has a prolonged case history of medical conditions and has been suffering from Hypertension (HT), Hyperlipidaemia, Chronic renal failure and Type 2 diabetes Mellitus (Buckingham, Donatelle, Thomas Jr, Scherger, 2013). Furthermore, she is already on medication and is undertaking Enalapril, Potassium chloride, Hydrochlorothiazide (HCTZ) and Furosemide. Furthermore, she has undergone cholecystectomy at age 42 years and another Hysterectomy at age 48 years. In addition to this, the complication that has arisen in M.G is Atrial Fibrillation that leads to irregular beating of heart by the formation of clots in the blood vessels inhibiting the normal flow throughout the body. This is a severe complication as it can prohibit the effective regulation of blood to certain part of the body prohibiting the working of that particular part (Ruff, et al., 2014). Statistics: As per the updated analysis by Australian Institute of Health and Welfare (AIHW) in 2016, 22% of the total population of Australia was suffering from cardiovascular disease in 2014-15 that amounts to 4.2 million people. Cardiovascular disease can occur due to environmental conditions as well as genetic factors. The parents of M.G died at lesser age due to Cerebrovascular Disease (CVA) and myocardial infarction. Such genetic history may have initiated severe heart condition in M.G. Furthermore, sever medical history and lifestyle may also contribute to the prevalence of severe heart condition in her (Backholer, et al., 2017). Pathophysiology of Congestive Heart failure and Relation with Respiratory System and Renal System: Congestive Heart Failure (CHF) is a severe medical condition that leads to sudden stoppage in the working of heart. As most of the regulatory functions are associated to the pumping of the heart, eventually all associated regulatory processes stops leading to ultimate failure of the body. The pathophysiology includes curtailment in the cardiac output that affects the overall functioning of the body. The congestive heart failure (CHF) mainly targets the left ventricular of the heart by affecting its capability. Additionally, this occurs by decrement in the contractility of the muscles, increment in the systemic vascular resistance that occurs due to decrease blood pressure, occurrence of pulmonary congestion, dyspnoea due to increment in the pressure on left atrial and increment in the catecholamines that are responsible for circulation procedure and sympathetic tone that enhances the heart rate at a faster pace. These reasons lead to imbalance between meeting the supply and demand of the oxygen in the body and further increase in the size of the heart further enhances the demand of the oxygen and incompetent supply with respect to it (Mehra Redline, 2014). The congestive heart failure also affected the respiratory and renal system in M.G. She is showing restrictive respiratory framework, cardiomegaly, increased levels of fluids in lungs, pulmonary congestion and reduction in the gas diffusion. These symptoms indicate towards the abnormalities in normal respiratory system and impaired diffusion of the gas. Additionally, the congestive heart failure leads to blockage of the arteries and capillaries forcing the heart to pump excruciatingly in order to meet the demand of oxygenated blood throughout the body. This further leads to the weakening of muscles of the heart. Furthermore, this weakening of muscles prohibits effective regulatory mechanisms to be followed by heart that reduces the contractility further reducing the cardiac output (Tanai Frantz, 2015). The cardiac output is also essential for various associated compensatory mechanisms. Such compensatory mechanism is essential for the regulation of various procedures but under certain conditions it affects the myocardium further initiating the congestive heart failure (CHF). Additionally, the baroreceptors that are present in the aortic arch and carotids of the lungs initiate the sympathetic nervous system that enhances the rate of the heart to a tremendous extent. Furthermore, the heart pumps blood at much faster rate enhancing the rate of the heart at much higher level in order to increase the cardiac output. Furthermore, heart undertakes the structural changes in order to maintain the equilibrium between the demand and supply and increasing the stroke volume. Such structural changes leads to cardiac myopathy that makes the heart weak enough to undertake the procedure of effective pumping. In addition to this, another condition called as hypertrophic cardiomyopathy also occurs in order to reverse the structural changes. This condition leads to thickening of the heart ventricles making the normal flow of blood relatively tough. Such condition again affects the effective pumping of the heart (Severin Phillips, 2017). Severe heart condition also affects the renal function of the body by affecting the purification process conducted by the kidney. Additionally, the functioning of the kidney gets affected by cardiac output. Decrement in the levels leads to the release of rennin that produces hormone called as angiotensin. This hormone further releases aldosterone that undertakes the retention of salt, water and other components in the body. Furthermore, this retention causes the accumulation of the fluid leading to the condition called as pulmonary congestion. Such retention in the lungs inhibits normal breathing procedure causing the shortness of breath (Shimazu, et al., 2015). Risk Factors: The risk factors in M.G can be prevalent medical case history with severe medical maladies, age, blood pressure level, high pulse rate, high respiratory rate, temperature, creps and atrial fibrillation (McAlister, et al., 2017). Nursing Intervention Plan: The nursing care plan for M. G includes effective imparting of the remedial treatment in terms of pharmacological and non-pharmacological interventions in order to bring out positive resultants. As per the guidelines and procedural steps of Clinical reasoning cycle and NANDA-1, three different nursing care plans has been formulated (Rabelo?Silva, et al., 2017). These plans are decreased cardiac output, deficient knowledge and ineffective breathing pattern. These plans work on implementing effective treatment by reducing the levels of risk among the vulnerable people. These plans have been formulated with experienced skills and optimal knowledge (Jurgens, et al., 2015). These plans will target the three important issues which M.G is suffering from. Insufficient breathing pattern, deficient knowledge and decreased cardiac output nursing care plans will assess the nurses to implement effective remedial treatment in accordance with the rationale. For the analysis of these three different nursing plans on the basis of diagnosis, objectives, nursing intervention, rationale and evaluation please refer Appendix 1. Furthermore, health assessment questions has been prepared for the optimal conduction of communication in accordance with the condition related questioning (Please refer Appendix 2). Conclusion: M.G is an old woman who is suffering from critical condition that is congestive heart failure that has affected renal system and respiratory system of her as well. Optimal remedial treatment that is a concoction of pharmacological and non-pharmacological treatment must be instilled to her. These nursing plans are ineffective breathing pattern, deficient knowledge and decreased cardiac output. These three issues targets the main reasons prevailing in case of M.G as she is not undertaking medications as prescribed. Additionally, the nursing care plan will provide effective guideline to nurse to proceed further with the nursing care. Additionally, this plan will instil knowledge in M.G as well regarding her condition allowing her to undertake essential steps in accordance with the signs and symptoms under critical condition. Bibliography Azzolin, K., Mussi, C. M., Ruschel, K. B., de Souza, E. N., de Ftima Lucena, A., Rabelo-Silva, E. R. (2013). Effectiveness of nursing interventions in heart failure patients in home care using NANDA-I, NIC, and NOC. Applied Nursing Research, 239-244. Backholer, K., Hirakawa, Y., Tonkin, A., Giles, G., Magliano, D. J., Colagiuri, S., Simmons, D. (2017). Development of an Australian cardiovascular disease mortality risk score using multiple imputation and recalibration from national statistics. BMC Cardiovascular Disorders, 17. Buckingham, J. L., Donatelle, E. P., Thomas Jr, A., Scherger, J. E. (2013). Family medicine: principles and practice. R. B. Taylor (Ed.). Springer Science Business Media. Doenges, M. E., Moorhouse, M. F., Murr, A. C. (2016). Nursing diagnosis manual: planning, individualizing, and documenting client care. FA Davis. Dovancescu, S. S., Riistama, J., Kuniyoshi, F. S., Meyer, T., McManus, D. D. (2015). Detecting Heart Failure Decompensation by Measuring Transthoracic Bioimpedance in the Outpatient Setting: Rationale and Design of the SENTINEL-HF Study. JMIR research protocols. Jurgens, C. Y., Goodlin, S., Dolansky, M., Ahmed, A., Fonarow, G. C., Boxer, R., Fleg, J. L. (2015). Heart failure management in skilled nursing facilities. Circulation: Heart Failure, 655-687. McAlister, F. A., Wiebe, N., Jun, M., Sandhu, R., James, M. T., McMurtry, M. S., Tonelli, M. (2017). Are Existing Risk Scores for Nonvalvular Atrial Fibrillation Useful for Prediction or Risk Adjustment in Patients With Chronic Kidney Disease? Canadian Journal of Cardiology, 243-252. Mehra, R., Redline, S. (2014). Arrhythmia risk associated with sleep disordered breathing in chronic heart failure. Current heart failure reports, 88-97. Noh, H. K., Lee, E. (2015). Relationships Among NANDA?I Diagnoses, Nursing Outcomes Classification, and Nursing Interventions Classification by Nursing Students for Patients in Medical?Surgical Units in Korea. International journal of nursing knowledge, 43-51. Park, H. (2014). Identifying Core NANDA?I Nursing Diagnoses, NIC Interventions, NOC Outcomes, and NNN Linkages for Heart Failure. International journal of nursing knowledge, 30-38. Rabelo?Silva, E. R., Dantas Cavalcanti, A. C., Ramos Goulart Caldas, M. C., Lucena, A. D., Almeida, M. D., Linch, G. F., Mller?Staub, M. (2017). Advanced Nursing Process quality: Comparing the International Classification for Nursing Practice (ICNP) with the NANDA?International (NANDA?I) and Nursing Interventions Classification (NIC). . Journal of clinical nursing, 379-387. Ruff, C. T., Giugliano, R. P., Braunwald, E., Hoffman, E. B., Deenadayalu, N., Ezekowitz, M. D., Yamashita, T. (2014). Comparison of the efficacy and safety of new oral anticoagulants with warfarin in patients with atrial fibrillation: a meta-analysis of randomised trials. The Lancet, 955-962. Severin, R., Phillips, S. A. (2017). Respiratory Muscles and Chemoreflex Sensitivity in Heart Failure: A Breath of Fresh Air. Shimazu, S., Hirashiki, A., Kamimura, Y., Nakano, Y., Adachi, S., Kondo, T., Murohara, T. (2015). Assessment of respiratory disturbance index determined with a non-restrictive monitor and of autonomic nervous system parameters in heart failure patients: A pilot study. Journal of cardiology, 218-223. Souza, V., Zeitoun, S. S., Lopes, C. T., Oliveira, A. P., Lopes, J. D., Barros, A. L. (2014). Content validation of the operational definitions of the nursing diagnoses of activity intolerance, excess fluid volume, and decreased cardiac output in patients with heart failure. International journal of nursing knowledge, 85-93. Tanai, E., Frantz, S. (2015). Pathophysiology of heart failure. . Comprehensive Physiology. Yancy, C. W., Jessup, M., Bozkurt, B., Butler, J., Casey, D. E., Drazner, M. H., Johnson, M. R. (2013). 2013 ACCF/AHA guideline for the management of heart failure. Circulation.

Women of various culture an Example by

Women of various culture Culture for every nation varies in different reasons, some with the climate, topography, geography and the composition of their country. And for some reasons, cultures vary with the experiences the nation have gone through, like for colonization and some atrocities given to them by soldiers or army of a more powerful country. With the help of these factors, people really differ with the way they see and are seen by others. Like for those women who are in the Western part of the world, they are seen to become the most elegant girls while for the people or women in the Eastern part whom are simpler than of Western girls. Need essay sample on "Women of various culture" topic? We will write a custom essay sample specifically for you Proceed Recalling my knowledge about the women of the 20th century, the period when wars, atrocities, colonization and violence are widespread, I can say that the women before are so conservative since they are all wearing long skirts and gowns, like from the royal family who are commonly seen at the Western pat of the world specifically in Europe and in London. The elegance of women before is seen with the way they live and how they dress, maybe for some instances. In the Eastern part are mostly formed of Asian women who were also conservative but less fashionable compared to the Western girls. Socially speaking, I think the women from the 20th century were not even allowed to socialize. Those were the times when the society was still being molded by the patriarchal side. The time when people are given the knowledge that only men are allowed to lead, serve and study. It was still the time when the social roles of the women are only found inside the house where they are expected to do the la undry or cook for the people in their houses. It was the social structure of the community that also affected the political side of the women from this century. Politically, men are always the ones who are allowed to lead and preside countries from all over the world, even if in the royal family there is a queen, it is still the Kings decision that must be followed. It was also evident that women are deprived of many privileges that men experience. If I am to compare it with the women of the 21st century, I have observed that through the emergence of education, women are now knowledgeable and are courageous to fight for their rights, socially and politically. Though women of the western and Eastern part of the world still vary, it was still the development that they have gained through time. Feminism arose and women were given opportunities for service and education. Women are given chances to become winners of worldwide competitions since they are now allowed to study. Even if the main names in a record for noble awards are mostly from men, it is still a good catch to have women on the list. For some reasons, the women who are not provided of privileges, there is still some discrimination with their gender. Like for some women or most of the women in Africa, they are discriminated with the way they look and the way they live. I think most of us know that life there is not a joke where there will be adequate sources. African women are degraded with their color that is why during a war, African girls were used as a protest to the whites. They challenged the men to make love with them; which in turn was a real insult with their masculinity. Also, color of the skin is a preference for the dominance in this world, so I think, white women who are whiter than others feel the authority and power over other girls with darker skin. This may also be the reason why many beauty products are being made in order to make other girls with the same position with the others. Girls of the 21st century are more powerful than women of the 20th century due to the innovations that are developed through the improvement of technology and the like. Women are more politically and socially involved in this generation, the 21st century. REFERENCES 20th Century Women. Twenty-One Women Shaping the 21st Century. 2007.

LSAT Tricks from an Insider

LSAT Tricks from an Insider The makers of the LSAT are famously mysterious, but that doesn’t mean you can’t get inside their heads. Teaching LSAT prep classes has given me some unique insights into the how and  why of the test; the following tips- one for each section of the LSAT- should help you crack LSAC’s code on test day. LSAT Trick #1:  Memorize Argument Types Section: Logical Reasoning The vast majority of questions on the two Logical Reasoning portions of the LSAT contain a full argument: one or more premises and a conclusion. The conclusion is the thing the author is trying to prove, and the premise is some evidence that supports that conclusion. A tried and true way of scoring big on the Logical Reasoning portion is to memorize a  list of those argument types  then look for them on test day. Here’s an example of a common argument type, often referred to as excluding alternatives: There are two restaurants in this town- Roach Hut and Beef in a Cup. Beef in a Cup is closed for health code violations. Therefore, we must eat at Roach Hut. We’ve eliminated every possible alternative, so we can conclude that we must go with the only one left. Arguments like this show up on every LSAT. There are also mistakes that show up regularly in arguments, and the LSAT tests your understanding of them. Here’s an example of a flaw that some refer to as an exclusivity flaw: Imagine that, in the town referenced in the argument above, there was a third restaurant, Road Kill Bar Grill. If you made the exact same argument- excluding one restaurant- without showing that this third option was impossible, you would’ve committed an exclusivity flaw. On the test, two questions can look different on the surface- one might be about moon rocks and another about ancient history- but they may very well just be different contexts for the same type of argument. If you memorize the argument types and argument flaws before test day, you’ll be light-years ahead of the competition. LSAT Trick #2:  Use Your Game Setup More Than Once Section: Analytical Reasoning (Games)   Let’s say question #9 asks you, â€Å"If C is in slot 7, which one of the following must be true?† You dutifully create your Logic Games setup with C in 7, get the answer and move on. Guess what? You can use the work you did on question #9 on later questions. For example, another question might ask something like, â€Å"Which of the following could be true?† If there’s an answer choice that matches the setup you already made for question #9, you’ve already proven that it could be true, and so you’ve got the right answer without doing any work. If you can use your earlier work to knock out a few answer choices, you have a better chance of getting the later question right. If you can knock out all four wrong answers, then you’ve got the right answer by process of elimination. The takeaway here is don’t do more work than you have to. LSAT TRICK #3: Find the Argument Structure Section: Reading Comprehension It’s useful to think of a passage in the Reading Comprehension section as a really long (and boring) Logical Reasoning argument. Since there are generally between one and three arguments being made in any Reading Comprehension passage, and we know that an argument is made of premises and a conclusion, look for those premises and conclusions as you read. Find the structure of the argument to help you understand whats being asked.   These things are very often conclusions: A cause and effect relationship; a hypothesis; a recommendation that a course of action be taken; a prediction; an answer to a question. These things are very often premises: An experiment; a scientific study; scientific research; an example; an expert’s statement; a laundry list of items in a category. Here’s an example of something you might see on test day: The author says that smoking causes cancer. Then he talks about a study that shows that people who smoke are far more likely to get cancer than those who don’t. The cause and effect relationship is the conclusion, and the study is a premise that supports it. You’ll get tested on your understanding of how those two things relate to one another. About the Author Branden Frankel is an LSAT instructor for  Blueprint LSAT Preparation. Prior to teaching, he scored a 175 on the LSAT, got his JD from UCLA, and practiced patent law. You can find more of his insights at  Most Strongly Supported | LSAT Blog, through BluePrint LSAT Prep.   About BluePrint LSAT Preparation Blueprint students increase their LSAT score by an average of 11 points on in-class practice tests, and can enroll in live  LSAT prep classes throughout the country or  take an online LSAT course from home.

Final Film Review on Scarface Essay Example | Topics and Well Written Essays - 1250 words

Final Film Review on Scarface - Essay Example When the duo land the United States they get employed in small time jobs, but are not too successful Soon they get hired by a person named Omar Suarez, who wanted them to pay money to a group of Colombians. However, the deal goes wrong and Tony and Manny escape with the money. Soon after this episode, they catch up with Frank Lopez, the drug kingpin who has a daughter named Elvira. Tony gets employed by Lopez, and climbs the ladder of success quite quickly. However, he soon falls in love with Elvira and faces a lot of hardship. Soon Tony comes to terms with himself when he understands that those who want it all, have to pay the price as well. As Montana builds his drug empire in Miami, his power increases and so does his ego and paranoia which as time goes by threatens to shake the very foundations of his empire. His enemies are a plenty and they begin to come after him without respite as they swear to drag him down from his pedestal. Scarface has all the elements of a good story. The elements contained within the framework of this film sets it apart from things like plays, novels or activities like sculpture or painting. (pg. 32) In the book ‘The Art of watching films’ authors Joseph M. Boggs and W. Petrie shed light on some of the critical aspects of film reviewing. According to them, a film is unique if its premise depends on certain important factors which include – 1) The objective and 2) The subjective. The objective includes the external factors and rests heavily on the laws of probability. A good example of such a situation in the film Scarface would be when the refugees are allowed to visit their relatives in the United States. Another example would be the elements that paved the way for Montana’s rise to becoming a drug kingpin himself. However, the subjective aspect includes the inner nature of human beings that involves both

Elements of desighn (Run Forrest ) Research Paper - 1

Elements of desighn (Run Forrest ) - Research Paper Example They took part in all phases of the process of filmmaking. Therefore, the producers played a vital role in coordination, supervision and administration of key aspects of the film. Therefore, the producers complement the role of the director in the production of the film. The art director of the film was Eric Roth. He controlled the finest components of the mise-en-scà ¨ne and thus determined how the various entities expressed themselves within the plot of the film. This involves costume design, makeup, props, color, lighting and anything used within the film. He was in charge of aesthetics in the film (Wang, 2000). The lighter and darker areas within the background help create the composition of every shot made by Forrest as he dashes off. The light guides the audience’s attention towards the action at that time.In this film, the bright light sets up a scale of importance in regards to characters hence influencing how the audienceperceive and understand Forrest as a character(Wang, 2000). According to (Wang, 2000), it is notable that, despite the urgency of the situation, Forrest is naive and seeks solace in running in the event of impulsive action. Therefore, the lighting invokes the mood of urgency. The lighting in the scene affects the entire storyline since it creates a sense of fear and that the main character; Forrest, is always on the run. It creates suspense in the viewer.One is left to contemplate what will happen to Forrest incase the circumstance he is running away from catches up with him. Since there is a golden lighting, it seems to be direct from the sun hence natural. This creates a quixotic mood, which is very significant to the overall storyline of the film (Mast, 2007). According to (Wang, 2000), the film was presented in 1994 although it is based on a novel written in 1986. The film is located in America and it is filmed in various American states.