Google Inc. in China Essay

PROBLEM Tom Maclean is in dilemma of identifying the possible appropriate course of action he would take, acknowledging all negative attention of Google, Inc. entering the Chinese territory through the development of Google.cn, a search engine residing in China. OBJECTIVES * To provide the best possible course of action that is appropriate for Tom Maclean to communicate in the meeting with supervisor and his peer group. * To assess thoroughly the factors and courses of action concerning Google.cn that may affect the company. AREAS OF CONSIDERATION 1. Google had adopted the informal corporate motto â€Å"Don’t be evil† from the founders’ letter and also developed an ethical code of conduct for both internal and external audiences. 2. Google’s mission is â€Å"to organize the world’s information and make it universally accessible and useful.† 3. China’s well-documented abuses of human rights are in violation of internationally recognized norms, stemming both from the authorities’ intolerance of dissent and the inadequacy of legal safeguards for basic freedoms. In 2005, China stepped up monitoring, harassment, intimidation, and arrest of journalists, Internet writers, defense lawyers, religious activists, and political dissidents. 4. China took a two-pronged approach to censoring the Internet. First, authorities restricted the production, development, and dissemination of improper content. Second, authorities monitored the perusal of content or receipt of information. â€Å"Harmful† content included material concerning democracy (e.g., freedom), religious cults (e.g., Falun Gong), or antigovernment protests (e.g., Tiananmen Square). 5. Google, Inc. first entered the Chinese market in early 2000 by creating a Chinese-language version of its home page. Google’s approach was to maintain a Chinese-language version of Google.com that was housed in the United States but could handle search requests originating within China. 6. In September 2002, Google.com was inaccessible for two weeks. When reinstated, it was slow and temperamental for all Chinese users and completely inaccessible for Chinese colleges and universities. According to Elliot Schrage, Google’s vice president of Global Communications and Public Affairs, â€Å"The average time to download a Google Web page was more than seven times slower than for Baidu, the leading Chinese search engine.† 7. In 2004, Google realized that its approach in China was not sustainable. Google was losing market share to Baidu, and others, including Yahoo! and Microsoft, were gaining ground through their local presence. 8. Tom MacLean, director of International Business at Google, Inc. managed the decision to physically enter Chinese territory through the development of Google.cn—a search engine residing in China. This product was â€Å"faster and more reliable, and provide more and better search results for all but a handful of politically sensitive subjects.† 9. The search results of Google.cn were subject to Chinese filtering and monitoring, which drew ire from nongovernmental organizations, academics, press, and the general public, culminating in a U.S. congressional hearing on February 15, 2005. Critics blamed Google for supporting a country with a totalitarian regime, known for its numerous human-rights violations. 10. Andrew McLaughlin, an attorney for Google, stated: â€Å"While removing search results is inconsistent with Google’s mission, providing no information †¦ is more inconsistent with our mission.† ALTERNATIVE COURSES OF ACTION 1. Remain in China through Google.cn and comply with Chinese laws and regulations that require the search results to be censored. Advantages * There will be more global connections. * The need for information across all borders. * They will expand their market share. Disadvantages * It does not conform to their mission. * Criticisms of the society will continue to arise. * Diminishing of free speech due to censorship. 2. Discontinue Google.cn and withdraw their stay in China Advantages * It would give good impression to the public by not supporting a country with a totalitarian regime. * Criticisms will diminish. Disadvantages * They would be missing out one of the largest economies. * Losing the Chinese market would hurt global strategy. * It would decrease their market share. * It will be more inconsistent to their mission. RECOMMENDATION After judging the internal and external factors, and considering Google’s stated commitment to organize and make information universally accessible and useful on the internet, I have come to the conclusion that Tom MacLean and Google, Inc. should choose to stay in China and respect the country’s custom and tradition. Google’s presence in China would undoubtedly have had  a liberalizing influence in the country, while being a huge investment for its shareholders. The company would make more money, and keep the business and employees. It will make meaningful contributions to the overall expansion of access to information in China, though imperfect. As what Andrew McLaughlin said, while removing search results is inconsistent with Google’s mission, providing no information is more inconsistent with our mission.

Reflection Paper: Organic Foods Essay

Both organic and inorganic foods pose health risks for consumers. While organic foods are often marketed as being naturally grown and inorganic foods being grown with the use of chemicals and pesticides, both types can pose health risks to the humans that consume them. Due to the varying conditions in which organic foods are grown, they can often contain amounts of chemicals and pesticides. For example, many organic farms neighbor inorganic farms where chemicals and pesticides can be easily transferred by insects and wind, causing chemical contamination to the organic foods being grown. In Nancy Sprague’s counterpoint article she makes a valid point in saying that â€Å"the residue of chemicals nitrates and antibiotics cannot be avoided in the natural environment today, as a broad contamination of the earth’s natural resources is a burgeoning threat that even organic production cannot offset. † Some organic foods are often fertilized with a natural fertilizer: animal manure. Feces from any mammal contain various bacteria that can inflict disease, and may also be transferred to the organic foods grown in it. Sprague also points out that although organic food is being marketed as a healthier alternative, the term â€Å"organic† simply means that a farmer has met a set of standards to be labeled as an organic farmer and does not ensure the safety of the foods. Although organic foods may seem a better alternative than inorganic foods, they both have evidence proving contamination. On the other hand, inorganic farming is openly known to use chemicals and pesticides in order to preserve, stop insect and environmental damage, and to more rapidly produce crops. The questions then become how much contamination do the foods from each group contain, what types of contamination are present, and how do the amounts and type of contaminations effect the food content and in turn, human health? To reach my opinion, I had to become more self-aware to realize that my opinion was based on open ended questions versus factual information which forced me to become mpre knowledgeable on the topic. My initial view was in favor of inorganic foods, yet I found factual information that challenged my view, and I became more open-minded carefully evaluating both sides before I reached my opinion. To decide my opinion, I evaluated the information in the overview, point, and counterpoint articles and then compared it to the vague research that I had previously done on organic and inorganic foods. I then questioned my initial views against the information provided in each article and came to the conclusion that both foods have negative qualities that can effect human health. Before reading the point and counterpoint articles, I was for organic food knowing that is was grown without chemicals and pesticides, and that inorganic farming did the opposite. While reading the articles, my opinion started to shift as I began to understand some of the marketing strategies that make organic foods seem healthier than they may actually be. It was difficult to read the counterpoint on organic foods due to my loyalty to the brand, however, there were some truths that I had to recognize which made me rethink my initial position before reading the articles. Looking at both sides of the issue challenged my way of thinking by forcing me outside of my comfort zone which allowed me to step out of choosing one side or the other, but instead recognizing both the good and bad attributes both organic and inorganic foods have. I did change my ethical stance realizing that organic foods are not necessarily healthier as they are also contaminated, leading me to a greater understanding than what I originally had. Information on precisely how and how much they are contaminated was not found. From the authoritative evidence found in Berger’s article, he explained how manure was used to fertilize organically grown crops and that it is considered a â€Å"natural resource†. In today’s society, it is important to make sound ethical decisions as the decisions we make do not only affect us, but also those around us. It is particularly important to be ethical when making decisions about food, as they directly affect a persons’ health, and if the wrong decision is made, it could cost someone’s life. References Sprague, N. (2009). Counterpoint: Organic food is unnecessary & the current food supply is safe. Point of View, 1, 1. Retrieved August 20, 2011, from the Point of View Reference Center database. Griswold, A. (2009). Organic food: overview. Point of View, 1, 1. Retrieved August 21, 2011, from the Point of View Reference Center database. Berger, A. (2009). Point: Organic foods are a healthier alternative. Point of View, 1, 1. Retrieved August 20, 2011, from the Point of View Reference Center database.

Art Quiz

Overlapping images also create the illusion that one object is in front of the other in space. | Donald Sultan’s â€Å"Lemons† An image of three lemons overlapping in space, but it consists of a flat yellow shape on a black ground 8 feet square| Empty space, surrounded and shaped so that it acquires a sense of volume and form by means of the outline or frame that surrounds them. Martin Puryear’s â€Å"Self† a sculptural mass that stands nearly six feet high. Made of wood, it looms out of the floor like giant basalt outcropping, and it seems to satisfy the other implied meaning of mass that is, seems to possess weight and density as well as volume.   To present parallel lines receding to a single point on the viewer’s horizon. | Perspective analysis of â€Å"Leonardo da Vinci†, The Last Super, c. 1495-98. The focus our attention on Christ, since the perspective lines appear almost as rays of light radiating from Christ Head.   It consists of two standing vertical masses that occupy three-dimensional space in a manner similar to standing human forms| Barbara Hepworth â€Å"Two Figures† The sculpture similarity to the standing forms of King Menkaure and his Queen. Even though the image is highly abstract and decorative, we are still able to read it as representing objects in three-dimensional. | Steve DiBenedetto â€Å"Deliverance† Object closer to us appear larger than objects farther away, so that juxtaposition of a large and a small helicopter suggest deep space between them.   Is used for height and width, while depth is reduced. | â€Å"The Three Sacred Shrines at Kumano†; Kumano Mandala, Japan, Kamakura period (1185-1333)| | Lines are drawn on the picture plane in such a way as to represent parallel lines receding to a single point viewers horizon. | Fig. 5-13 One-Point Linear perspective. Left Frontal recession, street level. Right: diagonal recession, elevated position. | Multiple Choice Questions 1. Leonardo da Vinci’s The Last Supper is based on what specific type of perspective? a) isometric perspective b) trimetric perspective ) one-point linear perspective d) two-point linear perspective Answer: C) one- poin t linear perspective 2. Paul Strand’s Abstraction, Porch Shadows reflects a 20th century effort to challenge the viewer’ perspective with a) traditional compositions. b) high contrast images. c) patterns of light and dark. d) odd or distorted perspective. Answer: D) odd or distorted perspective 3. In the 15th century in Italy there was a profound redefinition of space with the codification and usage of linear perspective. Some see the same thing happening today with a) increased urbanization. ) the increased usage and manipulation of cyberspace and virtual realities. c) the ubiquity of television. d) new technology like the printing press. Answer : B) the increased usage and manipulation of cyberspace and virtual realities 4. Gustave Caillebotte’s Place de l’Europe on a Rainy Day is based on what specific type of perspective? a) isometric perspective b) trimetric perspective c) one-point linear perspective d) two-point linear perspective Answer: D) two-point linear perspective 5. In Harmony in Red (The Red Room), Henri Matisse deliberately intended to violate the laws of perspective. Why? ) He did not understand perspective. b) He preferred flat space and disliked shading. c) His interests were in things other than pure verisimilitude. d) He was more comfortable with the two-dimensional plane. Answer: C) His interests were in things other than pure verisimilitude 6. Paul Cezanne’s Madame Cezanne in a Red Armchair illustrates that the artist was more interested in: a) Design b) Subject Matter c) Color d) Composition Answer: D) Compostion 7. What is the metaphorical significance of the carved sculpture, Feast Making Spoon, from the Ivory Coast? a) It represents the battle between good a nd evil. ) It represents the power of the imagination to transform an everyday object into a symbolically charged container of social good. c) It gives a sense of the duality of light and dark, plenty and scarcity. d) It represents the seasonal harvest of grain. Answer: B) It represents the power of the imagination to transform an everyday object into a symbolically charged container of social good 8. Where is the negative space in the Rubin vase? a) in the white area b) in the dark area c) on the edges between the white and dark areas d) in both, depending on how you look at it Answer: D) in both, depending on how you look at it 9. Where is the vanishing point in Duccio’s Perspective Analysis of Annunciation of the Death of the Virgin, from the Maesta Altarpiece? a) at the virgin’s hands b) just above and to the left of the virgin’s head c) at several points in the composition d) at the angels head Answer: B) just above and to the left of the virgin’s head 10. In Steve DiBenedetto’s Deliverance, the artist uses what to create a sense of space? a) overlapping images b) line c) linear perspective d) atmospheric perspective Answer: A) overlapping images 11. As is common in Japanese art, the Kumano mandala creates the illusion of space by utilizing: a) oblique projection. b) monocular projection. c) linear perspective. d) foreshortening. Answer: A) oblique projection 12. In The Dead Christ, Andrea Mantegna utilizes what technique in order to adjust the distortion created by the point of view? a) chiaroscuro b) isometric projection c) oblique projection d) foreshortening Answer: D) foreshortening 13. In the Rubin vase illustration, the black shape can be seen alternately as a foreground object resembling a vase, or as a background space between wo white profiled faces. What is this relationship called? a) linear perspective b) atmospheric perspective c) scientific perspective d) figure–ground reversal Answer: D) figure-ground reversal 14. Although created for different purposes, Barbara Hepworth’s Two Figures and the African feast-making spoon share a similar trait. What is it? a) They are both based on the animal form. b) T hey are both positive forms that contain negative space. c) They are both constructed from clay. d) They are both functional artworks. Answer: B) They are both positive forms that contain negative space.

Tort. Causation and remoteness of damage Essay Example | Topics and Well Written Essays - 2250 words

Tort. Causation and remoteness of damage - Essay Example The concept appears simple, but proving the chain of causation between the violation of a duty by the defendant and the resulting injury upon the claimant’s person or property can sometimes be extremely hard. Nonetheless, the fundamental test is to establish whether the harm would have taken happened without the defendant’s violation of the responsibility owed to the aggrieved party. This paper examines causation and remoteness as the primary tests for proving negligence claims. Negligence claims for tort have become increasingly common in modern societies because they safeguard the interests of parties and prevent personal injury upon other persons (Abraham, 2013). In such cases, if the negligent acts of an accused party are found to have attracted other material costs to the claimant, then the former party can be liable for the additional costs of harm as well. According to Stauch (2001), Asbestos negligence proceedings which have been instituted for many decades are based upon the concept of causation. The claims are normally interwoven with the ordinary concept of an individual or party causing injury to others through soared insurance bills, medical, or operational costs among other compensable claims. With hefty compensations for such injuries seemingly secondary losses, some defendants have been severely affected by the negative economic impacts.

NUR 654 Class Evaluation Personal Statement Example | Topics and Well Written Essays - 250 words

NUR 654 Class Evaluation - Personal Statement Example Public Policies, I can say, overrule Nursing practice. In fact, going by the various policies that were reviewed through NUR 654, it is blatant that Nursing is at the mercies of the Public Policies. The policies can either lift the standards of nursing or bring it down. For instance, Representative Manny Diaz had sponsored a House bill that, in my opinion, would lift the face of Nursing in the State of Florida by liberating the experienced nurses. Before then, the prior laws had tied their hands. From a personal perspective, the policies are both constructive and destructive. These policies have been very instrumental in curbing the emergence of fraudulent nurses. The policies have always aimed at the perfection of nursing practice. For instance, even as HB 547 sought for the liberation of nurses, it still emphasized that a nurse must be under a strict supervision for a period not less 2000 hours in 3 years. This step is just to ensure that perfection is achieved for the good of the public. However, who formulates these policies and how they are passed into laws is a debatable matter. How can a legislator who has never stepped into a Nursing class, for instance, sit down and design policies that guide the practice? What does he or she know about nursing practice? I find this a weakness in the making of public policies. I suggest that policies that govern nursing be drafted by a panel of nurses, with little political and public

Advanced Project-Complete knowledge of Public Relations as it Relates Essay

Advanced Project-Complete knowledge of Public Relations as it Relates to Creating a PR Campaign - Essay Example This paper will explain the essentials of public relations and analyze the ingredients of effective public relations campaigns while putting more weight on television-oriented campaigns. On a professional perspective, public relations is a collection of exercises that the administration embraces to measure and assess the mentality, estimations and assumptions of the general population about the institution (Bernays 3). The readiness of an advertising arrangement is a vital piece of whoever decides courses of action, techniques, and policies regarding public interest, which the organization will abide by and implement (Wilcox 8). Public relations is used in conventional marketing to influence the buying habits of customers. Moreover, public relations is part of a comprehensive amalgam of marketing communications including sales promotion, advertising, and direct sales (Bernays 12). Effective utilization and practice of the theory of public relations results in the improvement of the organization’s public view, which often depicts an ethical and responsible company concerned with its customers’ welfare (Wilcox 3). The basic functions of public relations can be categorized into community relations, employee relations, financial relations, crisis communications, and political and government relations (Bernays 10). Any institution ought to be seen as a decent group part and ought to have the goodwill of that group in which it directs its operations. A powerful program for group relations ought to be far reaching and proceeding. Institutions can execute a scope of projects on a consistent or continuous premise meant for enhancing group relations. Subsequently, one of the center capacities of PR is to abbreviate the group-business gap (Bernays 10). At the point when institutions help projects and activities that better the life

Andy Warhol Life Facts Research Paper Example | Topics and Well Written Essays - 500 words

Andy Warhol Life Facts - Research Paper Example The paper "Andy Warhol Life Facts" analyzes the life and art of Andy Warhol. Warhol studied elementary at Holmes Elementary School and later on took free art classes at Carnegie Institute in Pittsburgh. He attended high school at Schenley High School after which in 1945, he studied pictorial design at the Carnegie Institute of Technology. In 1949, he graduated with a degree in Bachelor of Fine Arts. He then moved to New York and started a career as a commercial artist. It was also during this time that he dropped the â€Å"a† in Warhola and became Andy Warhol. After a year in New York, Warhol was hired as commercial artist for various famous brands such as Columbia Records, Glamour magazine, Harper’s Bazaar, NBC, Tiffany & Co. and Vogue. His style as a commercial artist includes the use of his original blotted line technique and rubber stamps. He became one of the most popular commercial artists in the 1950s, winning several awards. It was in 1961 that Warhol introduced the concept of â€Å"pop art†. These were paintings that were focused on mass-produced commercial goods. One of his most popular works is the painting of the Campbell soup cans which he exhibited in 1962. Some of his other famous pop paintings are the Coca-cola bottles, vacuum cleaners and hamburgers. Warhol expressed his reason for painting these products, â€Å"I wanted to paint nothing. I was looking for something that was the essence of nothing, and that was it†. Warhol also painted portraits of famous celebrities with vibrant and dazzling colors.

Socrates Essay Example | Topics and Well Written Essays - 250 words - 2

Socrates - Essay Example This doctrine of Socrates is right. Suppose, if a person has a psychological some problem and he or she feels happy to cut his or her skin, then in the light of this example, the doctrine of Socrates hold true, because by cutting skin that person cannot benefit himself or herself in any way. So the doctrine of Socrates is right that the person do evil actions to get some benefit. In Philosophy, there are two concepts about evil. One concept is narrow evil and the other is broad evil. Broad concept of evil divides evil acts in natural evil and moral evil. Moral evils are result of human intentions whereas natural evils do not results from the intentions of the human beings. The narrow concept of evil includes the most despicable actions character and events. Philosophy is also of the view that the clash of interest in different people causes evil to prevail despite the fact all think it wrong. In essence, Socrates was of the view that human beings are responsible for evils and evils harm the person who does evil acts. His thinking is right as the person who does evil act, does wrong to his of herself. Philosophy also asserts that human beings are responsible for evil

Microbiological effects from baby bottle misuse Research Paper

Microbiological effects from baby bottle misuse - Research Paper Example Moreover, the inherent immune elements in milk offer defense against infectivity. There are oligosaccharides present in the milk that avert accessory of normal respiratory micro-organisms like Streptococcus pneumoniae and Haemophilus influenzae (Gurtler, Kornacki & Beuchat, 2005). Misuse of bottle feeding is risky in the sense that the bottle formulae lack the Glycosaminoglycans which is normally present in the natural breast milk that averts attachment pathogens hence minimizing the risk of transmission. It must be noted that human milk administered through the normal breastfeeding adds up to inherent immunity. Long formula fed babies have the risk of contaminating and being infected with Giardia lamblia, H influenzae and the B streptococci, S epidermis and other micro-organisms such as the respiratory syncytial virus (RSV) (Gurtler, Kornacki & Beuchat, 2005). Misuse of baby bottle can also lead to infection of the lower respiratory tract. According to analysis of 7 group research o f healthy term babies in affluent locations, it was established that babies who were bottle-fed experienced a 3.6-fold higher risk of being hospitalized for infection of the lower respiratory tract in the initial year of their existence in comparison with babies who were wholly breastfed for a period of over 4 months. These research comprised modification for socioeconomic condition and parental smoking. Many of the infants hospitalized from respiratory infections arise from the respiratory syncytial virus. The human milk contains lipids which tend to have an antigen against RSV. Moreover, multifaceted researches also claim that bottle fed infants or formulated infants have a higher risk of contracting gastrointestinal pathogens and diarrhea. Similarly, 14 group studies meta-analysis established that infants who were bottle fed or formula fed were 2.8 times more probably to get infected with gastrointestinal pathogens compared to those who were totally breastfed (UNCF, 2003). Findin gs from PROBIT (promotion of breastfeeding intervention trial) reveal that infants who were used in the control experiment were 1.7 times more probably to get infected with gastrointestinal infection compared to those used in the intercession group. In this research 31 maternity hospitals were randomized to the Baby Friendly Hospital Initiative (BFHI) and a set of proof-found activities accommodating of breastfeeding, against the normal care. The entire 17,046 babies in the PROBIT research were breastfed, entirely at 3 months. It was found that 6.4% of the control studies were totally breastfed in comparison with the 43.3% of the intercession babies (UNCF, 2003). According to various epidemiologic researches it is suggested that infants and children who are exclusively bottle-fed on formula products are more probably to develop a condition of obese or develop type II diabetes. Furthermore, a meta-analysis study reveals that formula feeding among the infants is also related to the 1. 6 fold risk of the type 2 diabetes in comparison to the exclusively breast-fed children. Other studies have also claimed that a higher risk of diseases related to cardiac vacuoles inclusive of the high pressure of the blood and reduced favorable lipid profile also looms for children who are formula-fed even though the literature varies (Drudy, et al., 2006). Scholars have suggested that numerous interventions to describe these

An Illusion for the Masses Essay Example for Free

An Illusion for the Masses Essay â€Å"Patriotism is the last refuge of the scoundrel.† So said 18th Century British writer Samuel Johnson. One can start to think about patriotism in its many forms but still arrive at the same juncture, it is simply people’s need to align themselves with a larger identity. This larger identity could range from a neighbourhood to a sports team to a nation. Finding security, seeking pleasure, are, in my humble opinion, the most basic of human motives, which patriotism helps indulge. It evokes a sense of belonging, instilling the illusion of safety among a mass. Patriotism in its present form, surely, is a human construct. True, it could be argued that it is derived from the primeval habit of being territorial, but territorialism has never really reached the giddying heights or (depending on how you look at it) the appalling depths of patriotism. What does it mean to be patriotic? Amman Madan, writes in the wake of the immensely violent Godhra riots, â€Å"Today when the burnt heaps in Gujarat are still smouldering, when Ayodhya promises to catch fire any day, it is necessary to examine a central question: what is patriotism? Where do its roots lie?† (Madan, Para 1) The dictionary definition of the term covers all manners of sins devoted love, support, and defence of ones country; national loyalty. With the gross amount of connotations both political and emotional attached to that word, one is bound to be confused whether it is sheer naà ¯vety on the general public’s part or a sizeable chunk of cynicism on mine. After more than 60 years of independence one feels the need to rethink and redefine patriotism, is it a sign of loyalty to the nation or a misused sentiment? In a very direct yet in a seemingly deceptive way, nationalism is by all regards, an illusion. I use the word illusion in relation to patriotism in the literal sense that it is a tool wielded by many a manipulators to influence and corrupt an impressionable mind into doing their bidding. In his seminal lecture â€Å"Is Patriotism a Virtue?† Alasdair Macintyre contrasts patriotism with the liberal commitment to certain universal values and principles. He states that Patriotism is not the idea of loving\fighting for one’s country. It is but simply, â€Å"A loyalty to a particular nation which only those possessing that nationality can have.† He goes on to talk about how â€Å"patriotism is a not a virtue because it is not to judge form an impersonal standpoint. An impersonal standpoint involves judging independently of ones own interests, affections, and social position. In this, one must abstract oneself from particularity and partiality.† In modern times patriotism is often used out of context or in a convolutedly romanticised way. The Jihad, the American â€Å"War on Terror†, the Arab -Israeli conflict, The Indo-Pak conflict and many other current scenarios are an effect of a (usually) misplaced sense of patriotism present in large pockets throughout the organisation, which is again exploited by their respective political heads. While ploughing through pages of information on patriotism online for this paper, I found a rather disconcerting article on a seemingly innocent website titled â€Å"India Parenting†; the article was titled â€Å"Do You Instil Patriotism in Your Children?† It `goes on to say that â€Å"Children have to be told the significance of their country. Otherwise, they are bound to grow up without any special fond feelings for their country. Such discipline helps to shape them into responsible citizens†. However, it fails to state anywhere in the article as to how exactly one is supposed to believe that knowing the national anthem, or the date of independence makes one socially responsible. When looking at patriotism it is especially important to distinguish it from nationalism. India as a â€Å"nation† never existed before August 15, 1947, so the structure of nationalism, as we know it today, began only since. The patriotism that existed pre-independence was one f uelled by a desire to rid India of the British Raj. What composes todays patriotism, with insignia like the National Flag and the National Anthem? Can streams of plastic imitation flags which are soon strewn across the school playground or discarded in dustbins be symbols of India? (Rajagopal,H. Para 3) â€Å"Nothing could be more calamitous than for patriotism to become established with the religion of a country.† (Eastman, Para 1) Written in 1917, these prophetic words were horrifically realized during the Partition of the Sub-Continent. In a couple of months in the summer of 1947, close to a million people were slaughtered on both sides in the religious rioting, all in the name of two distinct nations for different religions. This tumultuous time blurred the line irreversibly between religion and patriotism in the sub -continent, to this day quite a large chunk of religious slurs that are hurled around are essentially contriv ed forms of an â€Å"anti-national† or vice versa. Patriotism, over time has acquired a fair share of critics including Russian novelist and thinker Leo Tolstoy, who is famous to have stated that patriotism: â€Å"..Is stupid because every patriot holds his own country to be the best of all whereas, obviously, only one country can qualify. It is immoral because it enjoins us to promote our countrys interests at the expense of all other countries and by any means, including war, and is thus at odds with the most basic rule of morality, which tells us not to do to others what we would not want them to do to us† I find myself being very sceptical of people, or â€Å"patriots who say they would die for their country, it’s important not to misunderstand me at this juncture, I do not mean to trivialise the millions that have died, but my problem with that statement is a simple one. We humans are, quintessentially, selfish and we constantly seek pleasure or personal gain, so the idea of one’s profound sacrifice for one’s country just for the betterment of one’s â€Å"nation† is a rather sketchy one. There is always that stench of a sneaky ulterior motive behind seeking martyrdom, it could be the promise of 7 virgins waiting in heaven to fulfil one’s fantasies or even just the lure of possible immortality associated with a death, â€Å"Men willingly believe what they wish.†(Caesar, Julius) It is the self- delusion that they indulge themselves in, constantly hiding beneath the broad banner of patriotism is something that doesn’t really work for me. Fundamentally, I’m saying that one needn’t try to fool themselves and others (however romantic it may sound) of their motives, just look at it for what it really is, it is all but just another glorified way to get what you want. The immensely successful (and one might even have the cheek to say patriotic) General George S. Patton, in all his honesty, is famous to have said, â€Å"The object of war is not to die for your country but to make the other bastard die for his.† Bibliography Macintyre, Alasdair. â€Å"Is Patriotism a Virtue?† (The Lindley Lecture), of Kansas. Reprinted in Primoratz (ed.) (2002). Lawrence: University Madan, Amman. â€Å"What is Patriotism?† The Hindu, April (2002): 7 Tolstoy, Leo and â€Å"Patriotism, or Peace?† Society http://www.salsa.net/peace/conv/8weekconv7-3.html. Philadelphia: New India Parenting, â€Å"Do You Instil Patriotism in Your Children?†, 8-03-11 http://www.indiaparenting.com/raisingchildren/253_1357/do-you-instill-patriotism-in-your-children.html Rajagopal, Harini, â€Å"Patriotism: an alternative view† The Hindu Online, September 01, 2001http://www.hinduonnet.com/2001/09/01/stories/13011106.htm 15-03-11 Eastman, Max, â€Å"The Religion of Patriotism†, Marxist, July 1917 http://www.marxists.org/history/etol/writers/eastman/works/1910s/patriot.htm 15-03-01

Culture Wars in the US and American Politics

Culture Wars in the US and American Politics The term culture wars gained national prominence when first used by Pat Buchanan at the 1992 Republican National Convention and declare that there is currently a war for the nations sole. This became a critic moment within American politics and can be viewed as a tipping point for a major politic shift within the G.O.P. This also garnered the attention of almost all of the main stream media sources and helped create the movement of Christian conservatism in mainstream politics. This idea is essentially a clash between what two different people (or groups) believe to be true within our society, and others with different viewpoints. No other collective set of ethical and moral issues have driven a wedge into the social fabric of the United States quite like the â€Å"culture wars† of the past thirty years. Lines of division have been drawn on social, political, religious, legal and family issues between two warring factions of secular institute and organized fundamentalists. The culture wars take on more than an ethnographical approach in American society. It is about politics, education, communal relations and the anthropology of how this country will be shaped for future generations. The examination of these wars should be dealt with as a category for the purpose of ethnographic inquiry. In other words, applicable scrutiny must be applied to each significant topic as a function of contemporary social process that makes up the foundation, and the catalyst, of this war. Make no mistake that this monolithic movement has caused a deep divide when the American landscape. The battle against secularism is a movement with profound emotional dimensions. Along with the effects of political mobilization and a strategic purpose, the New Christian Right has developed an emotional construction of collective identities that is at the forefront of today’s issues. James Davison Hunter believes that Americans have been divided between the orthodox and the progressives, characterized by political and social hostility rooted in different systems of understanding. Public debate in modern America is not so much a process of mutual understanding and negotiation as the exercise of power politics, but of imposing one agenda to the exclusion of another (Hunter p.155) He also goes on to state the media no longer mediates the political issues, but instead exacerbates the division by polarizing the moderate discourse that is in the average Americans mindset. This level and volume of this exacerbation can be calibrated and amplified with the unlimited reach and unregulated internet. One defining feature of the culture war is the labeling and classification of issues that have been deemed as moralistic. This is a form of binary construction that lends credence to the idea that the struggle is religious in nature. In most cases, issues and players are presented as polar opposites with irreconcilable differences. Henceforth, most of the battles within this culture war are usually portrayed as liberal versus conservative, or to a lesser degree, Democrat versus Republican (Chapman p. xxvii). Although most Americans may find themselves somewhere between the divisiveness or these polarities, the binary construction has a galvanizing effect on individuals who tend to fall toward either end of the socio-political spectrum. This blending of religion and politics is still alive and well today with people like Ralph Reed of the Faith and Freedom Coalition, Jim Daly of Focus on the Family, Tony Perkins of the Family Research Council, Phyllis Schlafly of Eagle Forum, Tim Wildmon of the American Family Association, James Dobson of the Alliance Defense Fund, David Barton of Wall Builders, Beverly LaHaye of Concerned Women for America. These are fundamental desperate views on how American culture operates. Methodology of Unification Social approaches through the use of communication, especially with electronic mass communication, are certainly nothing new. Below are a few sociological and psychological unification factors that have contributed to the success in the fusion of the New Christian Right. Evolutionary consideration should be made in terms of how this movement has generated support on such a grand scale. Many of the factors have been used successfully utilized by previous social and political movements, but this particular phenomenon has developed to the point of major influence in the current American political climate. In conjunction with the dynamics of emotional appeal, a number of unifying factors come into play in the attraction and recruitment of interested outsiders. These factors can also strengthen the bond of internal group cohesiveness. Some of these factors are illustrated below, but this list is certainly not and end-all, be-all. Psychological approaches differ by the individuals’ world view and level of influence, or distraction, from local persuaders and opinion leaders. In addition to drawing on preexisting emotional bases, within individual experiences, a conscience constituency can be emergent, especially in the case of highly successful social movements (Goodwin p.31). These social approaches are focused on visible behavior or mobilization into action by the identifying the groups’ cognition. Successful social approaches can eventually led to a version of a socially constructed reality. This group (or it can be said, a number of these groups, but as a whole) utilize Automaton perspectives (Bryant p.7) to help influence their agenda-setting prerogative. In order for agenda-setting to occur, individuals must be susceptible to being programmed by the media. In this particle case, the media in specially honed to individuals who have a need for orientation. Specialized interest groups need the recognition and attention of the mass media (and various specialized channels of media) in order to acquire legitimacy, visibility and credibility, as well as communicate their issue frames to the public (Callaghan p. 9). With a number of carefully selected issues and/or stories, many of these media outlets attempt to completely define issues, or at least exemplify the issue. In these cases the exemplifiers attempt to exemplify the issue (and the perspective) as definite and exemplified. Exemplification is not an all-or nothing concept, however (Bryant p. 21). The degree in which the level of exemplification takes place is subject to empirical determination. These methodologies fall into the parameters of a scientific field of study, but have interpretive qualities to the media consumer. Therefore, the levels of interpretation validate the level of effectiveness for not only each media outlet, but also by each strategy utilized. A social cognitive can also lead into the philosophical position of moral relativism which is the difference between moral judgments across many people and cultures. In the case of the New Christian Right, the branch of moral relativism that copepods into meti-ethical relativism does not factor into their subjectivity of culturally moral issues. Meti-ethical moral relativism holds that no one is objectively right or wrong, but behavior should be tolerated even if that behavior goes against an individuals value system. So, this relativism is relative to their particular stand or viewpoint. The Internet Encyclopedia of Philosophy says that, Many moral relativists, however, take the fact-value distinction to be fundamental. There is not manner in which traditionalist can prove that their morals and ethics are particularly right or wrong, but there is still the judgment of their relativism being superior (Westacott). From their perspectives, what is considered the truth is through cognitive relativism that is based on a cultural relativism that has been developed and molded in an all encompassing and unifying perspective. The line that separates church and state has become more blurry within this country. The praxis, by which moralists have coerced, swayed and sometimes enforced their belief system onto the political format has had a resounding affect on our legislative and judicial system. Beliefs are a means to organize behavior and emotion. Therefore, many of these moral activists are seeking a means of ratifying their socially construction perception of reality. Dominion Theology Dominion Theology or Dominionism is the proposal that Christians should strive toward either a nation governed by Christians or one governed by a conservative Christian understanding of biblical law. This ideology is dominant among evangelical Protestants within the United States. It is a type of theocracy and is interconnected the theonomy, though it does not necessarily sponsor Mosaic laws as the basis of government. Some elements within the mainstream Christian Right have been predisposed by Dominion Theology authors. Indeed, some writers have employed the idiom Dominionism more broadly to the New Christian Right, wholly arguing that that faction is founded upon a theology that requires Christians to preside over non-Christians. Typical conservatives do not call themselves â€Å"Dominionists,† and the usage has sparked considerable debate. Their ideas are often reflected by non-reconstructionist like Pat Robertson or Jerry Falwell as a social revolution that should be forcefully swept across the country in reference to certain Biblical text. This idea states that Christianity will rule all areas of society through strict fundamental interpretation of Biblical laws. These rules should permeate throughout all of society, politics and business. This is not a government system ruled by the church, but rather a government conformed to the Law of God. Paul C. McGlasson states that Dominionism is constructed on four basic foundations: Epistemological dualism operates under the presumption that only devout Christians are truly capable of understanding and properly interpreting the Bible. Therefore, there is a distinct separation between God’s self-defined reality and human autonomy. Hence, any secularist’s Biblical interpretations are skewed and invalid. Dominion theology and the process of re-constructionism are all about a direct application of Mosaic Law to our society. These laws should apply every facet of American society and not just ancient Israel. Christian culture is an all-encompassing national perspective that affects every aspect of society; government, schools, families, corporations. This is viewed as the natural order of operations, and any resistance to this philosophy is purely secular. The forth, and most important aspect for this thesis is Christian political domination which states that individuals and cut into two different groups, believers and non-believers. Thus, there are two distinct forms of laws and governance, Biblical ans secular law.

The Roots of Education are Bitter, but the Fruits are Sweet :: essays research papers

A time approaches in every person’s life when they must come to learn new things. Speaking on behalf of all those who have attended school at some point in their life, I must say that most do not like it for its educational significance. Today’s youth undervalue the worth of America’s public school system to the point of shame. Hard-working, underpaid teachers and professors prepare to educate these ingrates as their living, and it’s exasperating for the students to not even care. I must be fair though and call attention to the fact that not everyone shares this loathe for education and schooling.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of one’s journey of gaining more knowledge, most children don’t mind school, for it is a change of environment for them. The majority of elementary school adolescents even enjoy school to some degree. As time wears on, we usually, and sadly, begin to see a change of heart. Children become fatigued from school and therefore don’t take pleasure in going anymore. Maybe their teachers didn’t teach them in the way that they learn most efficiently, or maybe students just become bored with the whole â€Å"school scene† itself. Whatever the case, it is apparent that by the time they reach high school, their interest for learning alone has died out.   Ã‚  Ã‚  Ã‚  Ã‚  Having explained the reason most children have become disheartened at the thought of school, I now turn my attention to the students who do realize school’s educational value. These are the students that will continue to prosper throughout their lives because they realize the extreme importance of education. There is a secret, yet not so secret, motivation behind their determination to exceed standards and expectations in school. The secret they withhold is their overwhelming desire to be successful in the future.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"roots† of education, meaning actually going to school, studying, making great grades, and giving it your best, are bitter and tiring. Those students that have not yet become uninterested in learning are the ones that have seen past the strife in the beginning and have the rewarding end in mind. The Roots of Education are Bitter, but the Fruits are Sweet :: essays research papers A time approaches in every person’s life when they must come to learn new things. Speaking on behalf of all those who have attended school at some point in their life, I must say that most do not like it for its educational significance. Today’s youth undervalue the worth of America’s public school system to the point of shame. Hard-working, underpaid teachers and professors prepare to educate these ingrates as their living, and it’s exasperating for the students to not even care. I must be fair though and call attention to the fact that not everyone shares this loathe for education and schooling.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of one’s journey of gaining more knowledge, most children don’t mind school, for it is a change of environment for them. The majority of elementary school adolescents even enjoy school to some degree. As time wears on, we usually, and sadly, begin to see a change of heart. Children become fatigued from school and therefore don’t take pleasure in going anymore. Maybe their teachers didn’t teach them in the way that they learn most efficiently, or maybe students just become bored with the whole â€Å"school scene† itself. Whatever the case, it is apparent that by the time they reach high school, their interest for learning alone has died out.   Ã‚  Ã‚  Ã‚  Ã‚  Having explained the reason most children have become disheartened at the thought of school, I now turn my attention to the students who do realize school’s educational value. These are the students that will continue to prosper throughout their lives because they realize the extreme importance of education. There is a secret, yet not so secret, motivation behind their determination to exceed standards and expectations in school. The secret they withhold is their overwhelming desire to be successful in the future.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"roots† of education, meaning actually going to school, studying, making great grades, and giving it your best, are bitter and tiring. Those students that have not yet become uninterested in learning are the ones that have seen past the strife in the beginning and have the rewarding end in mind.

And The Band Played On Essay -- AIDS Disease Health Spread Essays

And the Band Played On The movie, And the Band Played On, discusses the origin of the AIDS virus and how it spontaneously spread across the world. It used the Ebola disease to foreshadow the forth coming of another serious disease. The world was not prepared to handle such a contagious plague. Doctors around the world assumed that the first cases of the HIV virus to be just an abnormality of a certain disease, their carelessness of this matter was the start to the spread of this disease. Throughout this movie, it illustrates different points, such as the beginning of HIV, the misconceptions it gave, and the panic it aroused amongst doctors and the common people. The AIDS epidemic did not have to happen. It was caused by the negligence from doctors that did not think the matter was a concern. It started out when one patient had the disease, and the doctors concluded that it was a mutated version of a disease. But it turned out that that was the first patient to suffer the HIV virus. If this situation was taken as an important matter, they could have taken that patient to a special institute so that the patient would not be capable of transmitting the disease. For the other patients who also contracted the virus, they could have also taken them to a special institute. Even when the government knew that there was a serious disease that was going to spread, they did not do anything about it. The reason for this is because they needed scientific evidence that the virus was...

Dagoberto Gilb :: Essays Papers

Dagoberto Gilb Dagoberto Gilb was born in Los Angeles in 1950. A mix of gritty humor, mundane terror, and economic misfortune distinguishes his short stories. His life has been neither easy nor subdued, and these influences are reflected in his writing style and choice of subject matter. The short story entitled â€Å"Love in L.A.,† by Dagoberto Gilb, shows how one can see many reasons in seeing irony and even satire by the story’s title and how all is stories combine in someway. Dagoberto Gilb’s childhood was spent running wild in a bad part of Los Angeles. At the age of eighteen, Gilb decided to attend college, obtaining degrees in Philosophy and Religious studies. It was during this period that he began to keep personal notebooks. Following completions of a master’s degree, he became a journeyman carpenter from 1976 – 1991, which provided the flexibility to devote large blocks of time to writing. He is married to a woman named Rebeca, and has two children named Antonio and Ricardo. Gilb worked in the Department of English at the University of Texas in 1988, the University of Arizona in 1992, and the University of Wyoming in 1994 (â€Å"Dagoberto Gilb†) Literary magazines were not remotely interested in publishing Gilb’s stories, which focus primarily on the professional and personal struggles of working-class Mexican Americans. But his unapologetic stories about working-class Mexican Americans have made him a voice of his people (Reid130). Gilb’s short stories are set vividly in cites of the desert Southwest and usually feature a Hispanic protagonist who is good-hearted but often irresponsible and is forever one pink slip or automotive breakdown away from disaster (Reid130). Gilb was persuaded to submit some of the 750 pages of his unpublished stories to the National Endowment of the Arts, and, when he won a grant, it enabled him to take time to put together a collection of his work. That was The Magic of Blood, which was published in 1993 and won him a PEN Hemingway Award. The following year, recognition abounded in the form of prestigious literary awards and a flood of critical attention for The Magic of Blood (â€Å"The Magic of Blood†63-74) Gilb has earned many awards including the Institute of Letters Award for best book of fiction and best short story in 1993. In El Paso, he gave up on New York publishing and sold his story collection to the University of New Mexico Press. Dagoberto Gilb :: Essays Papers Dagoberto Gilb Dagoberto Gilb was born in Los Angeles in 1950. A mix of gritty humor, mundane terror, and economic misfortune distinguishes his short stories. His life has been neither easy nor subdued, and these influences are reflected in his writing style and choice of subject matter. The short story entitled â€Å"Love in L.A.,† by Dagoberto Gilb, shows how one can see many reasons in seeing irony and even satire by the story’s title and how all is stories combine in someway. Dagoberto Gilb’s childhood was spent running wild in a bad part of Los Angeles. At the age of eighteen, Gilb decided to attend college, obtaining degrees in Philosophy and Religious studies. It was during this period that he began to keep personal notebooks. Following completions of a master’s degree, he became a journeyman carpenter from 1976 – 1991, which provided the flexibility to devote large blocks of time to writing. He is married to a woman named Rebeca, and has two children named Antonio and Ricardo. Gilb worked in the Department of English at the University of Texas in 1988, the University of Arizona in 1992, and the University of Wyoming in 1994 (â€Å"Dagoberto Gilb†) Literary magazines were not remotely interested in publishing Gilb’s stories, which focus primarily on the professional and personal struggles of working-class Mexican Americans. But his unapologetic stories about working-class Mexican Americans have made him a voice of his people (Reid130). Gilb’s short stories are set vividly in cites of the desert Southwest and usually feature a Hispanic protagonist who is good-hearted but often irresponsible and is forever one pink slip or automotive breakdown away from disaster (Reid130). Gilb was persuaded to submit some of the 750 pages of his unpublished stories to the National Endowment of the Arts, and, when he won a grant, it enabled him to take time to put together a collection of his work. That was The Magic of Blood, which was published in 1993 and won him a PEN Hemingway Award. The following year, recognition abounded in the form of prestigious literary awards and a flood of critical attention for The Magic of Blood (â€Å"The Magic of Blood†63-74) Gilb has earned many awards including the Institute of Letters Award for best book of fiction and best short story in 1993. In El Paso, he gave up on New York publishing and sold his story collection to the University of New Mexico Press.

Aristotle & Mill on Capital Punishment

Aristotle & Mill’s Opinion on Capital Punishment Brianna Lelli Hugh Miller Paper #2 Topic #4 October 17th 2011 Capital Punishment is a moral controversy in today’s society. It is the judicial execution of criminals judged guilty of capital offenses by the state, or in other words, the death penalty. The first established death penalty laws can date back to the Eighteenth Century B. C. and the ethical debates towards this issue have existed just as long. There is a constant pro-con debate about this issue, and philosophers like Aristotle and Mill have their own take on this controversy as well.Aristotle is against capital punishment, while Mill believes it is morally permissible. Let me start off with Aristotle. In the Nicomachean Ethics book there isn’t a chapter dedicated to his position on capital punishment, but as a whole, we get an idea of his position against it. For example when he says, â€Å"every state of soul is naturally related to and about whatever naturally makes it better or worse; and pleasures and pains make people base, from pursuing and avoiding the wrong ones, at the wrong time, in the wrong ways, or whatever other distinctions of that sort are needed in an account.These bad effects of pleasure and pain are the reason why people actually define the virtues as ways of being unaffected and undisturbed by pleasures and pains. †(Book 2, 3. 11) Aristotle knows it’s in people’s nature to know right from wrong, and people strive to be virtuous because that is the highest good. Virtuous actions are what people strive for, however they sometimes do the opposite. These actions are called â€Å"vices† which can basically fall into the same category as â€Å"capital crimes† or â€Å"capital offenses† which are the crimes that can be penalized by death.Aristotle believes that no matter how terrible a person acts, they have the potential to overcome it and become virtuous. Everybody has the c apacity to do well and achieve happiness according to Aristotle. People achieve this happiness through their actions and decisions, and we make these decisions by reasoning. Aristotle’s beliefs about human character are almost down to a science. Everything we do has a reason why, and every living being has the capacity to reason. Some people reason to be virtuous but others are vicious and commit crimes such as rape, murder, and treason, ect.Aristotle believes in punishing these heinous crimes, but more importantly, reforming those who commit these offenses through corrective treatments. He believes that since everybody has the capacity to be virtuous, that everybody has the capacity to reason and reform from mistakes. Aristotle would hate to see a person with such potential in life be sentenced to death just because of a bad mistake. He believes the one who did the crime still has a value in society and does not deserve to die.In accordance to Aristotle’s ethics, it w ould never be morally permissible to kill somebody who still has potential to be virtuous, no matter what circumstance. Aristotle believes vicious acts should be punished with fair and equal penalties. He has a whole theory on justice, which is where we get the basis of his ideas towards capital punishment. In his opinion, the death penalty can never be thought of as morally permissible because it is immoral, unconstitutional, and irrevocable. John Stuart Mill, on the other hand, does not share this belief.He is in support of the death penalty for multiple reasons. A major topic Mill focuses on is human nature. He believes all humans know the difference between what’s right and what’s wrong, but he thinks it’s in human’s nature to want to sin and break the law. People want to break the law just because it’s there. That is part of being a human. Sinning is the wrong thing to do, while the right thing to do is whatever produces the most good. Whether people chose to sin or strive for ultimate ends of pleasure, they will be rewarded or punished for their decisions.In Mill’s Utilitarianism, he says â€Å"With many, the test of justice in penal infliction is that the punishment should be proportioned to the offence; meaning that it should be exactly measured by the moral guilt of the culprit (whatever be their standard for measuring moral guilt): the consideration, what amount of punishment is necessary to deter from the offence, having nothing to do with the question of justice, in their estimation. † (IV, 49) Which basically means that the punishment must fit the crime.Mill has an â€Å"eye for an eye and a tooth for a tooth† standpoint. If a person commits a terrible crime, they are nowhere near reaching a desirable end, nor do they have capacity to be virtuous, as Aristotle would say. If somebody is guilty of murder, then life in jail is too mild of a punishment for the crime he committed. It goes the othe r way around too. If somebody is guilty of theft, then life in jail may be too hard of a punishment for that particular crime. Mill believes the only efficient punishment is one that is exactly equal to the crime.He doesn’t think a murderer should be allowed to live on with the potential to murder again. Another thing Mill focuses on is general responses among a society. He believes the only way to find desirable pleasure is to ask people and get a general response. So if you asked the family of a murder victim what they would like to see happen to the murderer, a probable general response would be to have him sentenced to death as well, and that is exactly what should happen. We know that Aristotle would oppose capital punishment and Mill is in support of it.Neither Aristotle nor Mill is right or wrong, both their idea’s are just opinions of what is morally permissible. The thing about â€Å"morals† is that they can mean something different to everybody. They a ren’t a part of human nature; morals are brought up through experience and surroundings. Aristotle and Mill lived in very different times. Perhaps Mill had a personal experience where he dealt with proper punishment, which could have shaped what he felt was fair or moral. The same can be said for Aristotle. Even today, the debate about capital punishment exists.Many factors go into people’s side of the argument they’re on. Almost any argument can be shifted to support each side of the capital punishment debate. So you have to consider what was important in society during Aristotle’s lifetime around 330 B. C. and Mill’s lifetime in the late 1800’s. It’d be quite shocking if the two philosophers shared beliefs on this side since they are from two completely different worlds. Another thing to consider is the definition of â€Å"morally permissible†, because permissible doesn’t always mean right.For instance, just because Mi ll believes it’s morally permissible to have capital punishment, that doesn’t necessarily mean he would kill every person he felt did something vicious. Neither Aristotle nor Mill is right or wrong, they just based their morals on their experiences. Aristotle’s main concern is virtue, and if a person has capacity to be virtuous, their life should never be ended no matter the circumstance, whether they’re ill, old, handicapped, or even vicious. Mill has the eye for an eye stand point and feels all punishment should fit the crime equally.In today’s society we see a little bit of both Aristotle and Mill’s theories when it comes to capital punishment. It is not typically our method of punishment in our time, however it does exist if the crime is serious enough. Personally, I agree with Mill more on this issue, just because I think it’s fair to get appropriate punishment, but like I said, it all comes down to the morals of the individual. What happens in the world around us shapes our values and morals. Opinions are never wrong, and neither are morals.

Effects of Media Globalisation Essay

Summary of the Effects of Media Globalization by Mary Hickman The world, in many ways, has been benefited from media globalization. However, the lurking dark side of media globalization that threatens us, as audiences of the media, has to be acknowledged and cogitated. Undoubtedly, media globalization has transformed our lives in many ways. Friedman (2005) asserted that the seamless information sharing have brought nations closer in the facets of businesses, personal communications and medical industries. Unfortunately, media globalization has brought about many drawbacks to the world. Firstly, it is a question of the motivation behind media corporations. According to Chomsky (1996), profits are the primary motivation behind every multi-national media corporations. Overwhelming media businesses have swallowed the essence of journalism. As a result, media corporations have the ability to manipulate the media, creating their ideal audience of a certain kind. Due to the small pool of competing media corporations, the existing powerful media corporations have been dominating the media content. Through various underhand methods, the media corporations have effectively influenced and gained favor by the government. Friedman acknowledges that American media corporation, as leaders in the media globalization arena, are leading the media world into a dangerous position; posing a great challenge to media liberation. In addition, Siochru (2004) postulated that intervening American media has damaged cultures amongst countries. While the voices of the audiences are suppressed, proliferation of unhealthy media content such as cognitive content of greed has been appalling. Due to the minimum participation of media content from the audiences, we are vulnerable to any form of ideologies that are intentionally displayed by the media monopoly.

Migration Skills Assessment Booklet

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