History of the Democratic Party Essay

The Democratic Party is one of the two major political parties in the United States. When this party makes political decisions, the Democratic Party followed a very liberal viewpoint. The Democratic Party is one of the oldest official political parties in the world and it is the oldest official political party in the United States. In 1792, Thomas Jefferson started the Democratic Party to oppose the Federalist Party to fight for the Bill of Rights. The Democratic Party was called the party of the common man. It was probably called this because it supported the normal citizens, like farmers and middle class people. Thomas Jefferson was elected as the first president from the Democratic Party in 1800. Jefferson served as president for two terms for the Democratic Party. Following this, in 1848, the Democratic National Committee was formed by the National Convention. The Democratic National Committee exists, making it the longest standing political organization ever. The Democratic Party is recognized with serving the lower and middle classes by funding government programs such as Welfare and free or low cost medical insurance. This is an opposite belief of the Republican Party who believes in that no one should face a tax increase, especially the rich. Democratic parties typically rule large states such as New York and California. Since these are two states with a high number of electoral votes, the Democratic Party has an advantage in presidential elections, although despite that support, there have still been many Republican presidents voted into office.

Pros and cons of tourism in Windsor Essay

Introduction Tourism is the world’s largest industry and creator of jobs across national and regional economies. Researches show that in 2006 tourism will generate nearly 11. 7 % of GDP and 225 million jobs in the world-wide economy. Today, tourism is one of the largest industries in today’s world economy and is a great source of foreign exchange for many developing countries, whose major assets are their natural resources. At the same time, it is the environmental quality of a place that will determine the success of the tourism industry, since it is the main attraction for tourists. It is estimated that the number of global tourists will continue to rise over the next twenty years. The rate of growth will properly increase as people become wealthier and have more spare time. Tourism has been increasing significantly in the past years for many reasons such as: Air transport destinations have developed throughout the world, with more regional airports.   Airfares have become increasingly affordable People have more money to spend on holidays.   The growth of package tours to all parts of the world has made organizing holidays much easier. There is an increased awareness of a wider range of places because of holiday’s programs on television and travel reports in newspapers.   Many parts of the world have developed holiday destinations or special attractions because they organize that tourism is important to the local economy. As well as having larger incomes, a lot of people have more leisure time than in the past. Most fulltime employment in developed countries today includes paid holidays (normally around three weeks per year). In addition, the working week is shorter than it used to be, with many now enjoying a full weekend free from work. There are also increasing numbers of peoples working part-time (especially in retail businesses) or in self-employment who are able to enjoy even more leisure time if they choose to. Perhaps the most significant boost to tourism has been the development of low-cost, long-distance air travel. This allows previously distant locations to be reached in ever-shorter times. In 1934, for instance, a flight from London to Bangkok in Thailand took eight days and involved no fewer than sixteen stops in between! By 202 the same flight could be made directly in only ten hours. It is not only traveling time that has been reduced. As air craft have been designed to carry more and more passengers, the cost of air travel has also fallen dramatically. For instance, the 1934 flight from London to Bangkok carried just eleven passengers who each paid the modern equivalent pf almost i 8,000. By 2002, long-distance aircraft typically carried around 380 people and the cost of a London to Bangkok ticket on a scheduled airline was around i 600. Such dramatic changes have opened up new destinations to a wider cross-section of society. In addition, isolated locations are making them selves accessible by building airports in order to make money from tourism. With new super-airliners (capable of carrying 550 passengers) being developed, it seems that air travel will continue to speed the growth of global tourism. There have also been growing concerns that tourism can also have negative effects on LEDCs, especially on the environment and the way local people live. Concerns about the environment: Vegetation is cut down and wild animals are killed during the building of large holiday resorts.   Too much water is used in some areas. Each visitor can use up to 1800 liters of water a day.   Increased building changes the look of an area and places become urbanized, losing there natural beauty. Concerns about the local people:   Working conditions are often poor   Young people may be encouraged to move away from their families to work in tourism.   Wages in many sectors of the tourists industry are low, and local people may be exploited. It is estimated that the number of global tourists will continue to rise over the next 20 years. The rate of growth will probably increase as people become wealthier and have more spare time. Tourism has been increasing rapidly in the past years. The reasons for growth of global tourism are for many reasons which are: Air transport destinations have developed throughout the world, with more regional airports. Airfares have become increasingly affordable. People have more money to spend on holidays.   The growth of package tours to all parts of the world has made organizing holidays much easier.   There is an increase awareness of wider range of places because of holiday programs on television and travel reports in newspapers. Many parts of the world have developed holiday’s destinations or special attractions because they recognize that tourism is important to the local economy. This is a bar chart shows the number of tourism and the how much it increased from 2004 to 2005. We can see that every year there are millions of tourists visiting Europe, Asia, America, Africa, Middle East from all around the world. This is an advantage as it provides and creates millions of jobs in hotels, airports, supermarkets and money to the local people, this results in more money investment that benefits the country. This is called sustainable development which has an enormous benefit to the country. We can see through this table that tourism brings lots of money from millions of tourists. Tourism is increasing rapidly since 1990 to 2002. We can also see how much money these countries earn from tourism. This table shows that tourism has increased the most in the Middle East by 10% and America has decreased by 6. 5%. In this project I am going to be investigating the effects and benefits of tourism on the environment of Windsor and briefly viewing the attractions in Windsor and bring to light how important tourism is now in our modern society and what makes tourism so important. I am also going to be examining the advantages and disadvantages of tourism in Windsor castle. Many tourists from all around the world come to the UK to visit Windsor as it an official residence of The Queen and the largest occupied castle in the world. A Royal home and fortress for over 900 years, the Castle remains a working palace today I chose Windsor Castle as a place to study because it is a good location for my study as it is a honey pot with many people visiting every year because of its attractions. Windsor Castle is located in the city of London in Campden Hill Road. Within the Castle complex there are many additional attractions, including the Drawings Gallery, Queen Mary’s dolls’ house, and the fourteenth-century St. George’s Chapel, the burial place of ten sovereigns and setting for many Royal weddings. Visitors can walk around the State Apartments, extensive suites of rooms at the heart of the working palace. Visitors can also see the Semi State rooms, which are some of the most splendid interiors in the castle. They are furnished with treasures from the Royal Collection including paintings by Holbein, Rubens, Van Dyck and Lawrence, fine tapestries and porcelain, sculpture and armour. This is a brief map showing Windsor and Eton central station and other attractions This is a detailed map which shows Windsor Castle in the UK and its surroundings. It also shows car parks, roads, nearby towns and transport links. The twenty-nine circled numbers are numbers that represent attractions such as changing of the guard, Lego land Windsor and many more which are all listen below which tourist’s might want to visit. Hypothesis †I predict that tourism brings more benefit to Windsor than problems† Benefit:   Brings more money to the local people More jobs facilities. I assembled the flow of traffic into and out of Windsor Riverside station on the main road leading into Windsor called Thames Street because I wanted to see the volume and type of traffic coming into and leaving the town at different times, both at 10:49 am until 10:54 and again at 02:00 to 02:05 afternoon. The reason I did this so to ensure that my information is accurate. By recording the type of transport, I will be able to make some conclusions about the effects tourism on Windsor 10:49 to 11:49 At this point we can see that the number of cars and commercial vehicles are similar. This indicates that the more tourists there is the more work is available this tells us that the more there are Tourists the more Windsor Castle is benefiting. 02:00 to 03:00 This graph tells us that the amount of commercial vehicles that are leaving is more then those that are entering. 2. Site Evaluation I have evaluated four different positions in Windsor which are:   Outside Windsor StationOutside Windsor Castle By the River Thames indsor Central Station (new shopping Centre) For every different area listed above I have measured the amount of level noise, air quality natural vegetation, amount of litter and condition of pavements. When I gathered the information I am going to present the information in a bar chart, my scale is going to be out of four. One is excellent two is good three is satisfactory and four is unsatisfactory. The reason I have collected this information is to test the impact of tourism on the quality of environment in Windsor. I also choose four different areas of Windsor so that I can work out and average on Windsor environment. 3. Questionnaires When I visited Windsor I had two questionnaires which I have deigned, one that was designed for local residents and one for visitors. I randomly and informally questioned people that were going passed. The reason I did this was to obtain information and opinions from visitors and local residents. Local residents questionnaire TICK THE APPROPRIATE BOX Visit Work Why are you in Windsor? No Yes Is your job related to tourism? Pollutes the air in Windsor How does tourism affect you? Hard to shop or go out in the peak day House prices become expensive What are the negative effects of tourism? Traffic congestions increase ?Brings money to the local people What are the positive effects of tourism? Better services to the local people.   

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

Sailing Me

What do I really feel? Well, right now, I could say that I am sane. It just sounds funny to say that last word. For some time now, I have been holding a huge rock with my bare hands. The rock symbolizes my life as an adult human being. As an adult of early twenty’s of age, I began to struggle with life. I had worked for two independent companies already in a span of three years. But still, I have not yet found the contentment I am looking for. I mean, may be you would say that people usually have no contentment. But for me, I will continue to strive to gain recognition from my works and deeds so that it will feel rewarding and become a simple form of my contentment. That is why I am always making use of my abilities, skills, and knowledge the best way I can to show how flexible and competitive I can be in every job opportunity that comes my way. I think that is the smartest way to achieve one’s goal. Love life? I had two colorful love affairs already. I would like to share about the second. I and Gervin were actually friends. We were classmates in elementary. We lived in the same town until high school. I excelled during our elementary years, while he excelled academically in high school. After high school, we were not able to see each other except when there is a reunion held for our batch. Until one day, this year, when I forwarded messages to all the contact numbers of my friends I have in my phonebook, he was the only one who replied and asked how I am doing. It started like that. Everyday I receive messages from him. We converse through text messages, until it came to a point where he became romantic in his messages. Honestly, I liked how it feels. It was flattering. It made me fall for him after some time. For me, it was a cute, simple romance where we expressed our feelings to each other by sending text messages everyday. He was sweet to me. I was sweet to him, too. There were exchanges of I love yous and we understand each other. Although we were not actually seeing each other, I could feel his presence through his messages. And I felt like we were true lovers. The relationship became complicated when I learned that he has a girlfriend. I felt bad about it. Without further thinking, I messaged him immediately and said that I want to stop whatever it is that is happening between us. He did not make a reply. Until now there is no communication between the two of us. I wonder how he really felt about me and how he feels about me right now. What was his real intention to me? Was it just friendship, more than friendship, or just a flirting? If it’s just friendship, he actually hurt me because he is special to me. It was not clear to me what our relationship was. Finally, I am able to accept that I am human and it is normal to feel something special for somebody. It is better to let go of the feeling than to hide it. After heartaches and pains, it’s now time to enjoy life. I want to change my lifestyle, my career path, and everything about me. It’s time to be happy and to share my smiles to everyone especially to my family who most deserves it. But of course I need to earn money and to work hard for my living also. Life’s like that. Go for gold!

Brinkley’s a Survey of Us History Chapter 29: the Cold War Essay

1) Origins of the Cold War a) Sources of Soviet-American Tensions i) Rivalry emerged b/c of different visions of postwar world * US foresaw world where nations got rid of traditional beliefs, such as military alliances, and used an international organization which would resolve disputes * Soviet Union sought to control areas of strategic influence * Vaguely similar to traditional European balance of power * Churchill also envisioned this b) Wartime Diplomacy i) Tensions began in 1943 b/c of Allied refusal to open second front through invasion of France * at Tehran Conference, Roosevelt and Stalin formed good relationship * Stalin agreed to help US in Pacific once war with Germany was over in exchange for the opening of the second front in France * But, dispute over governance of Poland showed signs of future disagreements being clearly visible * Roosevelt and Churchill were willing to give Soviet Union some of Poland, but wanted the Polish govt in exile in GB to take control again * Stalin wanted pro communist govt to take control c) Yalta i) Meeting of Big Three at Yalta in 1945 * In turn for Stalin’s promise to help the US out in the Pacific, Roosevelt promised Stalin land back that was lost in the Russo Japanese War * Also led to plan to create United Nations * General Assembly and Security Council * Every member was recognized in the General Assembly * In Security Counsel, there were 5 permanent representatives (USA, GB, France, Soviet Union, China), each of which would have veto power ii) There was also a lot of disagreement * One was over future of Polish govt (independent and democratic vs. Communist) * Stalin eventually agreed to allowing an unspecified number of democratic Poles into the govt and consented to hold â€Å"free and unfettered elections† on an unspecified future date * Elections did not take place for more than 40 years * Another was over the future of Germany * US wanted a reconstructed and reunited Germany * Stalin wanted heavy reparations and to ensure a permanent dismemberment of the nation * finally agreed to commission and each Ally given German â€Å"zone† * decision on reparations would be decided at a future commission * and at an unspecified date, Germany would be reunited (but there was no agreement on how the reunification would occur * as for the future of the rest of Europe, the conference produced a murky accord that the establishments of govt’s â€Å"broadly representative of all democratic elements† and â€Å"responsible to the will of the people† * Soviet interpretations of the accords differed sharply from those of the Anglo-American interpretation * In the weeks following, Roosevelt watched with growing alarm as the Soviets raised pro communist govts all over central and eastern Europe and refused to make the changes to Poland as he promised 2) The Collapse of the Peace a) The Failure of Potsdam i) After Roosevelt’s death in April 1945, new Pres Truman decided US needed to â€Å"Get Tough† w Soviets to honor Yalta accords * Truman had little leverage to compel the Soviet Union to listen to him, therefore he was forced to settle with little ii) Potsdam Conference in July ended w/ Stalin receiving increased land w/ new Polish-German border * US refused to allow German reparations from other Allies’ zones to go to Soviets but US recognized new communist Polish govt under Soviet influence * Allied zones would unite as one country (West Germany) and be separate from Soviet’s part of Germany (East Germany) b) The China Problem i) US had vision of open world â€Å"policed† by major powers * But vision troubled by unpopular and corrupt Chinese govt under Chiang Kai-shek (supported by US aid during civil war) who battled communists under Mao Zedong * By 1945, communist controlled  ¼ of the population * Because US didn’t want to support communists, they were forced to support Chiang ii) B/c Kai-shek govt sure to collapse, US sought to create new, Pro-West Japan by encouraging industrial development, lift trade restrictions * Vision of open, united world was giving way to an acceptance of a divided world with a strong, pro American sphere of influence c) The Containment Doctrine i) US no longer sought â€Å"open† world but rather set out to â€Å"contain† Soviet expansion * As Stalin tried to win control over the vital sea routed in the Mediterranean (Turkey), communist forces threatened to overthrow govt in Greece * new Truman Doctrine sought aid for those forces ($400 million) in Turkey and Greece opposing take-over of Communist forces under Soviet influence * its basis was that the US should â€Å"support free people who are resisting attempted subjugation by armed minorities or outside pressure† * it worked, Soviet pressure taken off of Turkey and Greek govt regained control d) The Marshall Plan i) Sec of State George Marshall 1947 plan to provide aid to all Eur nations (for humanitarian reasons, to rebuild and ensure it could become self reliant again, to create markets for US goods, and to strengthen Pro-US govts against communists) * this included the Soviet Union, but was rejected by them and their Eastern satellites * was accepted by 16 Western European nations * April 1948, congress approved creation of the Economic Cooperation Administration to administer the Marshall Plan * channeled billions of $ to aid economic revival * by end of 1950, European industrial production had risen 64%, communist strength in member nations declined, and opportunities for US trade revived e) Mobilization at Home i) US maintained wartime military levels, established Atomic Energy Commission to continue nuclear research * Congress approved new military draft and revived the Selective Service System * Nuclear weaponry became central place in US arsenal * In 1950, Truman admin. Approved the development of the new hydrogen bomb * A nuclear weapon far more powerful than anything the US used in WWII ii) National Security Act of 1947 reshaped major military and diplomatic institutions * created Department of Defense to oversee and combine all armed services * created National Security Council (NSC) in White House was created * would govern foreign and military policy * created Central Intelligence Agency (CIA) to collect information * As Cold War progressed, they also engaged secretly in political and military operations on behalf of American goals f) The Road to NATO i) Truman merged German â€Å"Western zones† into the West German republic * Stalin responded on June 24, 1948 by blockading Western Berlin * Truman, unwilling to risk war by militarily challenging the blockade, responded w/ airlift to re-supply inhabitants * In spring of 1949, Stalin lifted the now ineffective blockade * Federal Republic became govt of west Germany, Democratic Republic of east ii) To strengthen military position US and Western Eur nations in April 1949 created North Atlantic Treaty Organization (NATO) as alliance to protect all members against threat of Soviet invasion (12 nations agreed to take part) * Attack against one would be attack against all * Countries would provide a standing military force in Europe in case of Soviet attack * Soviet Union and communists responded by in 1955 forming similar Warsaw Pact g) Reevaluating Cold War Policy i) 1949 saw Soviet Union explode first atomic weapon and collapse of Nationalists in China to Mao’s Communists ii) To reevaluate foreign policy, National Security Council released report NSC-68 saying that the US could no longer rely on other nations to take initiative in resisting communism * US should lead noncommunist world and oppose communist expansion everywhere it existed * Also called for US to expand military power dramatically * Defense budget was now 4 times the previously projected figure 3) American Society and Politics After the War a) The Problems of Reconversion i) After end of war Truman attempted to quickly return nation to normal economic conditions, but problems ensued ii) No economic collapse (many thought nation would go back into a depression) b/c of several things * increase in spending on consumer goods from savings gathered during war * a $6 billion govt tax cut * Servicemen’s Readjustment Act of 1944 (GI Bill of Rights) * provided education + economic aid to returning soldiers that further increased spending iii) Problems because of spending lead to high inflation * Caused Truman to sign a bill similar to wartime Office of Price Admin. (OPA) * Inflation also caused union strikes in automobile, electrical, steel, railroad (shut down whole nation’s railroad line), and mining industries (led by John L. Lewis * Truman used military and govt power to stop the strikes (military on railroads, govt on mine workers) * displacement of some minorities and women b/c of returning soldiers to labor * 80% of them wanted to keep working * Postwar society in which many women had to provide for themselves created a high demand among them for paid work * Many went into service sector b) The Fair Deal Rejected i) After Jap surrender Truman proposed â€Å"Fair Deal† to enact liberal reforms * included raising minimum wage, enacting Fair Employment Practices Act, expanding Social Security, a program to ensure full employment through use of federal spending, public housing and slum clearance, govt protection of scientific research, and creating nation health insurance plan ii) Fair Deal opposed by Republican conservatives who gained majority in both Houses of Congress in 1946 elections * Repubs sought to reduce govt spending (get rid of New Deal programs) and economic controls, cut taxes for wealthy, refused to raise wages * Also refused to increase SS, provide more funds to education, or support power projects in West * As inflation soared, Republicans pretty much just told the public to deal with it (Sen. Robert Taft) iii) Repubs wanted to decrease powers unions gained in 1935 Wagner Act * passed Labor-Management Relations Act of 1947 (Taft-Hartley Act) * made â€Å"closed-shop† illegal (a workplace in which no one could be hired unless they were part of a union) * Although it stil permitted â€Å"union shops†, it allowed states to pass â€Å"right to work† laws which prohibited this * Outraged workers and union leaders denounced the measure as a â€Å"slave labor bill† * Truman vetoed it, but both houses easily overruled him * Did not destroy labor movement, but it damaged weaker unions in lightly organized industries * Made more difficult the organization of workers who had never been union members at all (women, minorities, most workers in the South) c)The Election of 1948 i) Truman sought to make re-election about reforms but electorate saw him as weak * Tried to pass reforms leading up to election but they were all struck down by Congress * Didn’t have much support within even his own party * Southern Dems (Dixiecrats) split off and formed the States Rights Party after they became angry with Truman over his proposed civil rights bill * Gov. Strom Thurmond was their Presidential nominee * Progressives also broke off and formed new Progressive Party with Henry A. Wallace as their candidate * Other Dems who didn’t break off attempted to dump Truman in 1948 * The Americans for Democratic Actions (ADA) attempted to persuade Dwight D. Eisenhower to contest the nomination, but he refused * Dems were forced to enter Truman as their nominee ii) Repubs nominated Thomas Dewey and seemed to be in strong position to win, but intense campaigning by Truman and his platform to reduce inflation, help common man, repeal Taft-Hartley Act, help farmers, and his strong civil rights support for blacks allowed him to win Pres * Dems also won both Houses of C d) The Fair Deal Revived i) New Dem Congress allowed for minimum wage increase, Social Security expansion, and housing (National Housing Act of 1949provided the construction of 810,000 homes for low income families) * but were hostile to Fair Deal programs expanding education aid, national healthcare, and civil rights * rejected civil rights bill that would have made lynching a federal crime, abolished the poll tax, and established a new Fair Employment Practices Commission (FEPC) ii) Truman did end govt hiring discrimination, desegregated armed forces * Supreme Court in Skelley v. Kraemer rules community â€Å"covenants† meant to bar blacks from residential neighborhoods were now unenforceable by courts e) The Nuclear Age i) Nuclear weapons viewed w/ fear b/c of threat from Soviet Union * expressed in pop culture, film noir (things such as The Twilight Zone, comic books about super heroes), and govt preparations for nuclear attack (air raid drills, emergency radio broadcast drills, fallout shelters) * but public also awed by technological potential of nuclear power (Dreams of prosperity and unlimited + cheap electricity) 4) The Korean War a) The Divided Peninsula i) Korea divided at 38th Parallel by US and Soviets into Communist North and Southern government of capitalist Syngman Rhee (supported by US) * north had a strong, Soviet equipped army * south had small one that only dealt with internal affairs ii) Nationalists in North invaded S in 1950 in effort to reunite countries * unknown if North asked for Stalin’s approval, but once it began, the Soviets certaintly supported them * on June 27, 1950, US won UN resolution calling for support of S. Korea armies * Russia unable to veto b/c boycotting Security Council at time for their refusal to allow communist China into Council * On June 30, 1950, US ordered their ground forces into Korea * Gen. Douglas MacArthur was to assume command over UN forces there * War was seen as †containment† effort but also as a â€Å"liberation† * After US beat North troops back into North Korea, Truman ordered to pursue the communists into their own territory * Wanted to create â€Å"a unified, independent and democratic Korea b) From Invasion to Stalemate i) Gen MacArthur (head of UN forces) able to advance far into North, but new communist Chinese govt feared American forces and therefore entered conflict in Nov 1950 * UN offensive stalled and then collapsed * Through Dec of 1950, outnumbered US forces fought a bitter, losing battle against the Chinese, constantly retreating ii) Within weeks, UN armies forced to retreat to 38th parallel * Eventually took back land lost and got back to 38th parallel once more * Long stalemate then ensued until 1953 iii) Truman wanted peace and not new world war w/ China * Gen MacArthur publicly opposed peace effort (Martin letter) and was relieved of command by Pres in April 1951 * He believed that we should have attacked China through either an invasion or bombing * He had wide popular support, therefore when he was relieved, there was wide public outrage * 69% of American people supported him c) Limited Mobilization i) War led to only limited economic mobilization, since it had little American military commitment. Govt still tried to control wartime economy in several ways * Truman created Office of Defense Mobilization to combat rising inflation and discourage high union wage demands * These failed * govt seized RRs and steel mills when workers walked off the job in union strikes * Costly strikes followed (especially in Steel Mills) and workers got most of what they wanted as there was little Truman could do and his actions were both rash and ineffective * The supreme court disallowed him from continuing to seize the steel mills because they said he was exceeding his authority * increased govt spending stimulated economy as many thought we were on the verge of a recession ii) Inability of US to quickly end â€Å"small† war led to growth of fears of growth of communist at home and triggered second major campaign against it * public was angry that so many lives were being lost (140,000 dead or wounded) 5) The Crusade Against Subversion a) HUAC and Alger Hiss i) Another â€Å"Red Scare† prompted by fear of Stalin and Communist growth (â€Å"loss† of China, Korean frustrations, Soviet development of the bomb) * many sought to blame US communist conspiracy ii) Anti Communist fervor merged from the Repubs seeking to use anticommunist feelings to win support against Dems, and Dems trying to stifle that issue * Congress created House Un-American Activities Committee (HUAC) in 1947 to investigate communist subversion * Created by the Repubs to prove that under Dem rule, the govt had tolerated communist subversion * Went after Hollywood first iii) Public more concerned with HUAC investigation into former State Dept official Alger Hiss in 1948 that revealed some complicity w/ communists * Were tipped by a former member of the communist party that was now working for the Time magazine * He had â€Å"microfilms† of the documents that were supposedly passed by Hiss to the Soviet Union in 1937 and 1938 * He could not be tried for espionage because crimes happen too long ago, but because of the efforts of Richard M. Nixon, he was convicted of perjury and served several years in prison * increased fear of communist infiltrations b) The Federal Loyalty Program and the Rosenberg Case i) Truman began 1947 program to determine â€Å"loyalty† of fed employees * this was partly because of Republican attacks, and partly to encourage support for the President’s foreign policy initiatives * President authorized sensitive agencies to fire people deemed â€Å"bad security risks† * By 1951,more than 2,000 govt employees had resigned under pressure and 212 had been dismissed * FBI monitored radicals (J. Edgar Hoover) * 1950 Congress passed McCarran Internal Security Act forcing communist groups to register w/ government ii) Explosion of atomic bomb by Soviets led to famous Rosenberg trial to find out how Russia had learned of technology so quickly * Julius and Ethel Rosenberg were a communist couple whom the govt claimed had been the masterminds of the conspiracy * Despite appeals and protests from sympathizers, they both died in the electric chair on June 19, 1953 * They both proclaimed their innocence to the end iii) HUAC, Rosenberg trial, â€Å"Loyalty† program, Hiss ordeal, McCarran Act, and international events all lead to national anticommunist hysteria at national, state, and local level * Schools, labor unions, universities, state and local govts, all sought to purge themselves of real or imagined subversives iv) A fear settled over the country of not only communist infiltration, but being suspected of communism yourself c) McCarthyism i) Rather unknown Wisconsin Rep. Sen Joseph McCarthy in 1951 began leveling charges of communist agents in State Dept and other agencies * He claimed to â€Å"hold in my hand† a list of 205 known communists currently working in the US State Department * Within weeks, he was also accusing other agencies * His new subcommittee was at the fore of anticommunist hysteria and partisan politics * He accused many people even though he had little solid evidence d) The Republican Revival i) Korean stalemate and fears of internal subversion led to Dem disappointments * Truman was very unpopular and therefore withdrew from the Presidential contest ii) Dems nominated Adlai Stevenson (viewed as liberal and Repubs saw him as being weak on Communism) * Repubs nominated popular Gen Dwight Eisenhower and VP Richard Nixon (became famous for his crusade against Hiss) * Eisenhower talked of Korean peace, Nixon of communist subversion * Nixon also attacked Democratic â€Å"appeasement†, â€Å"cowardice†, and â€Å"treason† * Both promised to â€Å"clean up the mess in Washington† iii) Eisenhower won election by huge margin & Republicans gained control of both Houses of Congress

Concepts and modes of expression in human imagination, values, and Essay

Concepts and modes of expression in human imagination, values, and emotions - Essay Example Notably, different periods of the art may appear dissimilar under general view; however, critical examination of the correspondent periods presents some degrees of relationships. Indeed, new styles tend to emerge from subsequent ones mainly as critics or advancements. Therefore, this paper compares the Dadaism and Surrealism periods with the central aim of identifying their correlations. Dadaism style appeared at an earlier date than Surrealism. Dadaism initiated at Switzerland and became popular in the period 1919-1922. The style mainly entailed visual art, poetry and graphics. Historically, the emergence of the movement is associated with periods of Word War I. The society had witnessed the wrath of exploitive leaders during the period hence was searching for a tactical way of communicating their concerns (Elger & Grosenick, 2006). Therefore, the movement’s prime aim was to critic the brutality of the war. Additionally, Dadaists focused on challenging an idea of exploitive s cholar rigidity presented in the earlier Art-works. The movement hence participated actively in purposeful irrationality and dismissal of the customary values of the art. The society had considered some virtues meaningless hence; the movement contradicted the idea using tactical artistic skills (Elger & Grosenick, 2006). Their settings embraced public gatherings and social backgrounds and emphasized on political issues. Consequently, the scheme developed artistic pieces that presented sensitive concealed messages. Surrealism movements started at France and peaked in the period 1924-40. Apparently, this was a considerable time after the era of the Dadaism. Surrealism presented a concept of unorganized pattern in art (Levy, 1997). The style was inspired by psychoanalytical ideologies hence artists thought of engaging imaginary and illusion world in developing Art pieces. Indeed, the style exploits involuntary mind in developing Art without a precise intention of creating logical clari ty (Levy, 1997). Initially, the Surrealist declined asserting visual work since they considered procedures of painting and sculpting to be obscene and unnecessary. As such, these practices failed to promote spontaneity, a central trait of the style. Relationship between the historical Art periods The historical periods associated with the Dadaism and Surrealism can provide us with crucial information about the Art. As indicated, Dadaism was characterized with planned expressions that scorned unacceptable attributes in the society. This developed a notion were Art was viewed as a political tool hence lost its entertainment taste. This diversion challenged the Art hence there was the need of redesigning the field (Levy, 1997). Surrealists considered developing a style that could introduce unrestricted creativity. Surrealist concurred with the Dadaism ideologies of criticizing exploitative governance; however, they observed that Art should develop works that can give the society peace of mind instead of concentrating on bad memories. Therefore, surrealism was a celebratory style that was somewhat to relive the pressures in the society. Exploitations were apparent as Dadaism advocated; however, people needed not remain in such situation hence a change was necessary (Levy, 1997). Additionally, in daily endeavors people encounter with challenges that occasionally demands a relaxed mind. Surrealist observed that driving people to an imaginary world could effectively provide people with suitable relaxed