nt省工程师注册机构 napeg

ahuling · 2015 年9 月 11 日 10:19

关于NAPEG

NAPEG - Northwest Territories and Nunavut Association of Professional Engineers, Geologists and Geophysicists

注册 - 飞出国##

注册要求

根据《西北地区和努纳武特法案》有关规定，所有在西北地区和努纳武特进行实践的工程师、地球科学家和公司都必须经过NAPEG注册。NAPEG不提供任何有限许可和临时许可注册服务。

新申请者

非加拿大注册工程师和地球科学家和MIT必须在递交申请表时递交所有必要文件。所有新申请者都必须接受BOE审查并获得其批准。

流动申请者

享有良好声誉的加拿大注册工程师和地球科学家递交的申请中必须包含所有必要文件。NAPEG一般收到申请之后30天之内就会完成审查工作，然后授予批准。

实践许可 (许可证持有者)

所有在西北地区和努纳武特进行工程和地球科学实践的公司都必须获得实践许可。NAPEG一般收到申请之后30天之内就会完成审查工作，然后授予实践许可。**注意：**所有许可申请者都必须提供公司注册证书（或其他同等文件）副本！

申请方式包括：电子邮件、传真（867-873-4058）和邮递（201, 4817 - 49th Street, Yellowknife, NT X1A 3S7）。如果你选择用电子邮件或传真递交申请，那么接下来你必须还要邮递原始申请，这样我们才可以获得原始签名。**注意：**不必邮递任何支持文件！

以下来源： Registration - NAPEG - NAPEG

Registration

Requirement to Register

All engineers, geoscientists and firms practising in the Northwest Territories and Nunavut are required to be licensed by NAPEG in adherence to the Acts of Northwest Territories and Nunavut. NAPEG does not have a category of registration for a limited licence or temporary licence or provisional licence.

New Applicants

Engineers and Geoscientists who are not registered in Canada as well as Members-in-Training must submit an application by submitting all required documentation (see image below). All new applicants must be examined and approved by the Board of Examiners. See our Forms Library for more more forms related to applying.

Mobility Applicants

Engineers and Geoscientists who are registered in Canada and in good standing must submit an application including all the documents shown in the image below. Approval is normally granted within 30 days by NAPEG upon receipt and successful review of the application.

Permit to Practice (Permit Holder)

A Permit to Practice is required for firms practicing engineering and geoscience in the Northwest Territories and Nunavut. A Permit to Practice is normally granted within 30 days by NAPEG upon receipt of all required documentation (see image below) and successful review of the application. Please note that a copy of the Certificate of Incorporation or equivalent documentation should accompany all Permit applications.

All types of applications can be e-mailed, faxed to 867-873-4058, or mailed to 201, 4817 - 49th Street, Yellowknife, NT X1A 3S7. If you e-mail or fax your application, please follow-up by sending your original application by regular mail so we have the original signature(s) on file. It’s not necessary to re-send any supporting documents.

注册类别 - 飞出国##

专业工程师 (P. Eng.)

专业工程师满足 [《法案》中规定的学历、经验和品行要求]( /files/Acts-Bylaws/Engineering and Geoscience Professions Act - NWT.pdf)，是正式注册人士（在西北地区或努纳武特居住）或正式被许可人士（在其他地方居住）。

专业地球科学家 (P. Geo.)

专业地球科学家满足 [《法案》中规定的学历、经验和品行要求]( /files/Acts-Bylaws/Engineering and Geoscience Professions Act - NWT.pdf)，是正式注册人士（在西北地区或努纳武特居住）或正式被许可人士（在其他地方居住）。

MIT (MIT)

[MIT](/files/Member-in-Training Guideline - Approved February 2010.pdf) 一般都是刚刚毕业的年轻工程师和地球科学家，也可能是目前正在为获得必要工作经验而工作工程师或地球科学家。BOE负责审查学历并最终决定其是否合格。只有在专业人员监督下工作的注册MIT才可以使用工程师或地球科学家职称。

实践许可

所有在西北地区和努纳武特进行工程和地球科学实践的公司都必须获得 [实践许可](/files/Permit to Practice - General Information.pdf)。公司指合伙企业、集团以及由独资经营者经营的公司（非股份有限公司）。公司中必须至少有一个人获得注册许可，并承担相应责任，公司才能符合实践许可要求。一般情况下，一家公司会有几个人一起获得注册许可，承担相应责任。**注意：**所有许可申请者都必须提供公司注册证书（或其他同等文件）副本！

非实践人士/被许可人士

如果你是一名专业工程师或专业地球科学家，不打算在西北地区或努纳武特进行专业实践，但是仍想成为注册专业工程师或注册专业地球科学家，那么，你必须 [申请更换成非实践身份](/files/policies/Policy Statement - Non-Practising Status - Approved 2011.pdf)。此外，书面申请变更身份时，必须递交一份身份变更声明。如果之后你打算恢复有效身份，可以提出书面申请，并支付一年的年费。

终身会员

只有符合下列条件时，你才可以向委员会申请成为[终身会员](/files/policies/Policy Statement - Life Membership - December 2010.pdf)：

在西北地区和/或努纳武特实践时间超过15年
60周岁，已退休，或者不少于65周岁

终身会员不需要支付年费。

至尊终身会员

经一致同意，委员会会授予曾对协会做出杰出贡献的会员NAPEG至尊终身会员身份。

至尊终身会员不需要支付年费。

荣誉会员

经一致同意，委员会会授予有卓越专业贡献的个人NAPEG荣誉会员身份。

荣誉会员不需要支付年费，也没有投票和实践权利。

NAPEG不提供任何有限许可和临时许可注册服务。

以下来源： Categories - NAPEG - NAPEG

Registration Categories

Professional Engineers (P. Eng.)

Professional Engineers are fully licensed individuals who have met the [academic, experience and character requirements set out in the Act]( /files/Acts-Bylaws/Engineering and Geoscience Professions Act - NWT.pdf). A Professional Engineer is registered as either a Member (reside in Northwest Territories or Nunavut) or Licensee (resides elsewhere).

Professional Geoscientists (P. Geo.)

Professional Geoscientists are fully licensed individuals who have met the [academic, experience and character requirements set out in the Act]( /files/Acts-Bylaws/Engineering and Geoscience Professions Act - NWT.pdf). A Professional Geoscientist is registered as either a Member (reside in Northwest Territories or Nunavut) or Licensee (resides elsewhere).

Members-in-Training (MIT)

[Members-in-Training](/files/Member-in-Training Guideline - Approved February 2010.pdf) are generally young engineers and geoscientists who have recently graduated. These may also be Engineers or Geoscientists who are currently working on gaining required experience. Academic qualifications have been reviewed and approved by the Board of Examiners. Only a registered MIT, working under the supervision of a professional, is allowed to use the title or variation of “engineer” or “geoscientist”.

Permit to Practice

A [Permit to Practice](/files/Permit to Practice - General Information.pdf) is required for firms practicing engineering and geoscience in the Northwest Territories and Nunavut. “Firm” means a partnership, a corporation, an association of persons and a sole proprietor (if incorporated). To become a Permit Holder, the firm must have at least one person registered to assume responsibility for the Permit. In most cases, there will need to be several individuals registered to assume responsibility for various disciplines. Please note that a copy of the Certificate of Incorporation or equivalent documentation should accompany all Permit applications.

Non-Practicing Members/Licensees

Professional Engineers and Professional Geoscientists who are not practicing in the Northwest Territories and Nunavut and want to remain on the register may [request a change in status to Non-Practicing](/files/policies/Policy Statement - Non-Practising Status - Approved 2011.pdf). A declaration must be submitted with your written request to change status. To return to active status, a written request must be submitted with payment of the annual dues for the full year.

Life Members

A member may [apply to Council for Life Membership](/files/policies/Policy Statement - Life Membership - December 2010.pdf) if they meet the requirements set out in the bylaws. They must have practiced in the Northwest Territories and/or Nunavut for more than 15 years, be 60 years of age and retired, or be at least 65 years of age. Life Members are not required to pay annual dues.

Distinguished Life Members

Council, in its discretion by unanimous vote, may confer Distinguished Life Membership in NAPEG upon any member who has rendered signal service to the Association. Distinguished Life Members are not required to pay annual dues.

Honorary Members

Council, in its discretion by unanimous vote, may confer Honorary Membership in NAPEG upon any person who has given eminent service to the profession. Honorary Members do not pay dues and do not have voting or practice rights.

NAPEG does not have a category of registration for a limited licence, temporary licence or provisional licence.

http://www.napeg.nt.ca/files/Member-in-Training%20Guideline%20-%20Approved%20February%202010.pdf

MIT - 飞出国

MIT 申请表： http://www.napeg.nt.ca/files/Forms

第一部分概述 - 飞出国

MIT计划对于MIT来说至关重要，因为之后他们会成为专业工程师或者专业地球科学家。该指南旨在介绍MIT计划 —— 一个有组织的MIT计划，专门为NAPEG提供更多的专业会员，不仅能帮助MIT，还能帮助其雇主和导师识别和了解有效培训计划的组成部分，最终，参与该计划的MIT将对专业化知识有一个深刻的了解。

认证大学项目工程、地质和地球物理专业的毕业生必须获得至少4年的工作经验才可以申请注册专业人士，但前提是其学历已获得协会BOE认可。BOE进行工作经验审查时，会考虑申请者工作经验的各个方面。由于是公司员工或者其他条件限制，一些申请者可能很难在一段时间内获得必要的工作经验，成为注册专业人士。但是，申请者也可以通过担任几个不同的职位获得必要的工作经验。该指南旨在通过阐明培训计划组成部分以及导师的职责（不断协调计划结构和计划执行）帮助MIT解决这个难题。

该文件涉及到的工作经验主要是为了培养良好的组织能力、良好的判断力以及团队技能这些专业技能。MIT必须通过多种方法获得有关技术理论应用的工作经验，例如数据收集、分析、设计准备与检验等等。MIT还必须获得实地实践工作经验，了解不同学科间的相互依赖关系，认识到工作局限性，应用相关规范，加强技术教育，发展可能的工作关系。此外，该培训计划比较重视学习管理技巧和沟通技巧以及认识到专业实践的社会意义。

该培训计划中导师角色使得MIT乐意参与该计划。这些指南不仅对指导过程进行了相关描述，还针对指导关系的内容和结构提供了相关建议。导师只是一个辅助角色，这就意味着他们负责建议、指导和鼓励MIT；他们必须树立一个专家榜样，充分了解自己的组织，了解行业变化和发展，给MIT提供建议时不采取独裁的方式，给予他们鼓励，致力于发展和维持与他们的良好关系。

经验丰富的专业人士不断向经验不丰富的专业人士传授技能和知识，并负责管理他们，同时不间断专业学习。年轻的专业人士通过参与导师计划将获得一定的技巧，而这些都是只有通过反复实践才可以获得。MIT经过NAPEG注册之后，将继续进行专业实践，直到获得专业工程师或专业地球科学家身份。MIT之所以选择建立这样的关系主要是为了丰富自己的工作经验，所以他们必须虚心接受导师的指导，并积极处理与导师的关系。此外，MIT还应该和导师积极谈论自己的担忧和问题，考虑怎样成为工程师或地球科学家。

第二部分注册 - 飞出国

2.1 考试董事会（BOE) - 飞出国####

协会理事会安排BOE负责注册会员和被许可人士。NAPEG根据《法案》相关规定使用APEGGA的BOE对注册申请者的学历和经验资格进行评估。

BOE包括学历审查团、经验审查团和公众人士。

学历审查团：主要负责评估申请者的学历，但是，他们也负责审查申请者的经验资格。

经验审查团：主要负责评估申请者的实践经验，但是，他们也负责审查申请者的学历。

学历

根据NAPEG的注册要求，申请者必须递交相关文件让APEGGA的BOE进行审查。申请者的学历必须包含一个明确学位，教育文件则由相关学术机构直接递送给APEGGA。除此之外，申请者很可能还必须通过BOE规定的相关考试才可以完成注册。加拿大工程师认证委员会认证工程项目一般指认证大学项目。因为地质学和地球物理学项目认证流程都各有不同，所以BOE为申请者资格评估制定了一套标准。通常来自加拿大大学地质学和地球物理学项目的优秀毕业生都能达到该标准。

实践经验

至少4年的工作经验(必须满足学历要求：拥有合格的大学学历或者顺利通过验证考试或其他相关考试弥补经BOE鉴定的学历缺陷）
8年工作经验，其中至少1年的工作经验是在达到学历要求之后获得的（必须满足学术要求：没有大学学历，但是通过了BOE规定的相关考试）

一般要求

顺利通过BOE规定的专业实践考试
母语不是英语的申请者必须证明自己具备英语语言基本沟通能力（提供托福或其他英语考试合格文件）
具备良好品行和声誉，必须有BOE认可的书面推荐信证明

2.2 专业实践义务 - 飞出国

根据NAPEG有关规定，所有申请者在获得专业身份之前都必须报考并顺利通过BOE规定的专业实践考试。

该实践考试每年举行4次，考试地点在各地区的主要中心区以及经过BOE特殊同意的其他北美中心区。

该实践考试专门针对工程师、地质学家和地球物理学家，主要依据CCPE考试大纲。CCPE考试大纲主要包含以下2个部分：

专业实践
- 专业定义，道德；工程师、地质学家和地球物理学家在社会、公众责任以及学科方面的职责；NWT对注册以及工程学、地质学和地球物理学实践的要求；职业健康与安全，工伤保险。
法律与职业义务
- 法律涵义；合同：形成、被控告的依据、解读、解雇、违反以及具体类型；工程师、地质学家和地球物理学家作为专家证人；工程师、地质学家和地球物理学家的责任和义务；专利、版权、商标以及工业设计

2.3 专业实践考试 - 飞出国

APEGGA规定的考试内容主要涉及下面7个方面：

(1) Engineering, Geological and Geophysical Professions Act of Alberta.
(2) Practice of the professions.
(3) Agreements, contracts and specifications.
(4) Arbitration, expert witness.
(5) Patents, trademarks, etc.
(6) Duties and liabilities.
(7) Occupational Health and Safety; Worker’s Compensation.

2.4 专业发展 - 飞出国

NAPEG会员可以在西北地区和努纳武特进行工程学、地质学或地球物理学实践，同时负责进行专业水平实践。根据《法案》相关规定，NAPEG负责在会员中制定并维护技能、关怀和专业实践标准，会员也必须维护《道德规范》中的标准。

以下来源： http://www.napeg.nt.ca/files/Member-in-Training%20Guideline%20-%20Approved%20February%202010.pdf

Member-in-Training

MIT 申请表： http://www.napeg.nt.ca/files/Forms

SECTION 1 SUMMARY

The Member-in-Training Program represents a significant step in the development of candidates for entry into the professions of Engineering and Geoscience. This guideline is designed to help address the need for a more structured Member-in-Training Program leading to professional membership in the Northwest Territories and Nunavut Association of Professional Engineers and Geoscientists (NAPEG). It is meant to assist not only the Member-in-Training, but also his or her employer and mentor in identifying and understanding the components of an effective training program. The end result of a Member-in-Training participating in this voluntary program will be a heightened understanding of professionalism.

Students graduating in accredited university programs in engineering, geology and geophysics are required to obtain at least four years of work experience before they can be considered for registration as a professional, subject to the acceptance of the candidate’s qualifications by the Association’s Board of Examiners. In reviewing each candidate, the Board considers assessments based on various aspects of the applicant’s work experience. Getting the required work experience to become registered as professionals within a reasonable time frame may be difficult for some applicants due to company personnel and other limitations. In some cases several different positions may be held by the candidate to obtain the required work experience. This guideline seeks to address this issue by clarifying the training program components and the role of the mentor by encouraging more consistency in program structure and delivery.

The work experience outlined in this document is designed to develop such professional traits as good organization, judgement and the ability to develop team skills. The Member-in-Training needs to gain experience in applying technical theory in various ways such as data collection, analysis, design preparation and testing. Practical experience in conducting work site visits, acknowledging interdependencies between various disciplines, recognizing limitations, applying codes, enhancing technical education and developing working relationships are also required. In addition, learning management techniques, communication skills and an awareness of the social implications of professional practice are important components of this training program.

This training program incorporates the role of a mentor should the Member-in-Training (MIT) desire to participate in this program. These guidelines describe the mentoring process and make recommendations as to the content and structure of the mentoring relationship. The mentor’s role is a complementary one, meant to counsel, guide and inspire the Member-in-Training. The mentor should set an example of professional excellence, have a full understanding of his or her organization, be aware of industry changes and developments, be able to give advice in a non-authoritarian manner, provide encouragement and be committed to making time available to develop and maintain a good
relationship with the MIT. The transfer of skills and knowledge from experienced professionals to relatively less experienced professionals in the organization provides continuity, succession management and continued learning for all involved. Mentoring empowers younger professionals with skills they may traditionally have acquired through trial and error. The MIT will be registered with NAPEG, and be working towards attaining their Professional Engineering (P Eng) or Professional Geoscience (P Geo) status. An individual embarks into this relationship in order to enrich his or her experience as an MIT. He/She will have to be open to the mentor’s input and participate actively in the mentoring relationship. The Member-in-Training should discuss freely concerns and issues with the mentor, and input thoughts for his or her future as an engineer or geoscientist.

SECTION 2 REGISTRATION

2.1 BOARD OF EXAMINERS

Authority for registration of persons as members and licensees is vested in the Board of Examiners appointed by the Council of the Association. NAPEG uses APEGGA’s Board of Examiners to appraise academic and experience qualifications of applicants for registration
under their Act.

The Board consists of Academic Examiners, Experience Examiners and members of the public.

Academic Examiners: prime responsibility is the assessment of academic qualifications of an applicant but they also have an interest in the suitability of the experience of the applicant.
Experience Examiners: prime responsibility is the assessment of the practical experience of an applicant but they also have an interest in the suitability of academic qualifications of the applicant.

ACADEMIC

NAPEG’s registration requires that applicants must submit documentation for review by APEGGA’s Board of Examiners. An applicant’s academic qualification may consist of a confirmed degree, with education documentation submitted directly to APEGGA from the institution attended. Registration may also be attained by applicants passing appropriate examinations prescribed by the Board. Engineering programs accredited by the Canadian Engineering Accreditation Board are considered “approved university programs.” As there is no similar accreditation process for geology and geophysics programs, the Board maintains a set of criteria against which qualifications of applicants are assessed. Normally graduates of honours geology and geophysics programs at Canadian universities will satisfy such criteria.

PRACTICAL EXPERIENCE

When the academic qualifications are met by an acceptable university degree, by passing confirmatory examinations or by passing examinations to make up for deficiencies in the applicant’s academic qualifications as determined by the Board of Examiners, at least four years of experience satisfactory to the Board of Examiners is required.

When the academic qualifications of an applicant without a university degree are met by passing examinations prescribed by the Board of Examiners, a total of eight years experience, at least one of which must be obtained subsequent to meeting the academic requirements in engineering, geological or geophysical work satisfactory to the Board of Examiners is required.

GENERAL

The general requirements of the Board of Examiners in addition to the stated academic and practical experience requirements are:

Completion of an examination in professional practice prescribed by the Board and described in greater detail in Section 2.2.

In the case of applicants whose native language is not English, satisfactory communication skills in the English language must be demonstrated. This may be done by a Test of English as a Foreign Language (TOEFL), alternative tests, or documentation.

Good character and reputation confirmed by written references acceptable to the Board.

2.2 PROFESSIONAL PRACTICE RESPONSIBILITIES

NAPEG requires that applicants write and pass an examination in professional practice set by the Board of Examiners before being granted professional status. The examination is administered four times per year in major centres throughout the territories and by special
consent of the Board, in other centres in North America.

The examination is specifically designed to address engineers, geologists, and geophysicists and is generally based on the syllabus of the Canadian Council of Professional Engineers (CCPE). The CCPE syllabus has two sections:

Professional Practice
Definitions of a profession, ethics. The role of the Engineer, Geologist and Geophysicist in society, public responsibility, discipline. Requirements for registration and practice of engineering, geology and geophysics in the NWT. Occupational Health and Safety, Workers’ Compensation.

Law and Professional Liability
The meaning of Law. Contracts; formation, grounds upon which a contract may be impeached, interpretation, discharge, breach, specific types. The Engineer, Geologist and Geophysicist as an expert witness. Responsibility and liability of the Engineer, Geologist and Geophysicist. Patents, copyrights, trademarks, industrial design.

2.3 PROFESSIONAL PRACTICE EXAMINATION

Specifically, APEGGA has identified the following seven content areas for examination of
applicants:

(1) Engineering, Geological and Geophysical Professions Act of Alberta.

(2) Practice of the professions.
(3) Agreements, contracts and specifications.
(4) Arbitration, expert witness.
(5) Patents, trademarks, etc.
(6) Duties and liabilities.
(7) Occupational Health and Safety; Worker’s Compensation.

2.4 PROFESSIONAL DEVELOPMENT

Membership in NAPEG carries with it the right to practice engineering, geology or geophysics in the Northwest Territories and Nunavut. It also imposes the responsibility to practice at a professional level of quality. NAPEG is bound by its Act to establish and maintain standards of skill, care, and professional ethics among its members. The Act places onus of the respective member as well to maintain these standards under the Code of Ethics.

第三部分 MIT经验要求 - 飞出国

3.1 经验要求 - 总括 - 飞出国

接下来将介绍MIT在实习期间必须达到的经验要求。

尽管许多工作经验元素都是相互依赖的，但是，还是要把它们一一简洁地列出来。由于列得比较简洁，所以可能会有一些重复性内容。

下面列表中使用disign的目的是为了达到简洁的效果，它包含理论的实践应用、研究、方法、任务、地质方面和地球物理方面的解读以及其他类似活动。这种分配方式体现了每个主要元素的相对重要性，而时间范围则反映了每个主要元素在整个MIT实习阶段所占的比例。

APEGGA举办的相关课程和讨论会会补充一些特定个人成分，其中会标注星号。

3.2 技术理论应用 - 飞出国

时间范围 (60% - 80%)

MIT应用技术理论的主要方法如下：

收集信息与数据：MIT将收集与分配的任务和职责相关的信息和数据，包括适用于用户特殊要求、现实条件和历史条件、读物、样本、数字数据、未来预期条件、约束条件等等；收集流程主要包括个人收集和/或其他方式。

了解任务、信息和数据：MIT将了解（设想）分配的任务以及收集的相关数据和信息，并根据判断、经验和咨询决定收集到的信息和数据的相关性。

分析信息和数据：（在一定的帮助下）MIT将分析与分配的任务和项目相关的信息和数据，决定最后结论，决定采取的纠正措施，决定创造的设计。例如，MIT可能会决定具体的使用条件和约束条件、技术和项目问题解决方案的可用性、规范要求的适用性、效益（包括成本效益）和经济可行性、投资和生产费用、分期偿还、固定成本和可变资本以及现值分析。

选择解决方案: MIT将凭借良好的技术判断选择合适的解决方案。

准备设计: MIT将通过恰当的技术实践、程序、系统和项目准备详细的设计。

检验设计: MIT将凭借良好的技术判断，使用恰当的技术实践和程序对设计进行检验。

实地考察: MIT将进行与分配的任务相关的实地工作，或者进行相关实地考察。MIT还会不定期到与分配的任务相似的场地进行考察。这样MIT不仅会体会到实践和质量在设计过程中的重要性，还可以观察设计的实际应用。

依赖关系: MIT将注意到并在实践中认识到在整个体系中不同学科和活动之间的相互依赖关系，包括MIT所在部门与其他部门的职责、信息流动、工作绩效结构、以及各种系统的重要性。

认识局限性: MIT在适当的工作阶段和适当的工作场所将认识到设计条件的局限性。

应用规范: MIT在设计过程中将应用法律法规要求（规范）。

加强技术教育: MIT将加强适用于分配的任务的技术教育。

发展工作关系: MIT将有机会和工作人员发展恰当的工作关系。

3.3 管理技巧 - 飞出国

时间范围 (5% - 15%)

MIT获得管理技巧的重要方式是：

管理资源: 为了有效管理时间、劳动力、材料和设备，MIT将会同时管理人事资源和项目资源。

管理知识: 为了获得一定的知识基础，有时候MIT将必须参与有关下列学科领域的培训:

计划
安排
估算/预算
成本控制

这些学科领域很可能不和分配的任务直接相关，但是至少要和分配的任务相关。

创造有成本效益的设计: 有关设计的成本影响，MIT将会收到有意义的反馈。

参与质量保证工作: MIT将会参与质量提高项目以及其他质量保证工作。

保持工作记录: MIT将必须一直记录工作进度，进行计算、做笔记、项目记录等实践，并严格执行这些要求。

*了解公司结构: MIT将会了解组织结构，包括各种关键岗位的作用和职责。

培养团队协作技巧: MIT将意识到作为团队一员的重要性，并参与团队建设。

*了解合同: MIT将了解有关合同的法律知识。

*了解道德: MIT将了解职业道德和商业道德，并在实践过程中遵循这些道德规范。

3.4 沟通技巧

时间范围 (5% - 10%)

MIT将会有机会培养自己的口头和书面沟通能力：

*口头沟通: MIT会向管理人员或同事做报告或演讲，包括项目状态审查以及研究或学习公开报告和演讲。他们将通过商务和社交活动培养自己的公开演讲技巧，通过积极参加各种会议培养自己的讨论技巧。
*书面沟通: MIT会准备技术报告，对项目进行明确描述，并对项目结果进行详细总结，其中包括报告MIT项目。他们将通过撰写商务信函和参与企业内部沟通培养自己的有效写作技巧。

3.5 社会意义

时间范围 (2% - 10%)

MIT将会收到有关专业实践的社会意义的说明：

公共保障: MIT负责在实体、安全和环境领域履行自己的职责，进行相关专业实践。
公共利益: MIT通过进行专业实践为公众带来利益。
管理机构: MIT将会在专业实践中鉴别并了解相关管理机构的职责。

SECTION 3 MIT EXPERIENCE REQUIREMENTS A STRUCTURED PROGRAM

3.1 EXPERIENCE REQUIREMENT - GENERAL

The following sections describe the essential experience requirements to be acquired by the MIT during his or her training period.

Although many experience elements are interdependent, they are listed individually for brevity.For the sake of clarity, there may be some duplication.

In the following listing the word “design” is used for brevity. That term includes “the practical application of theory”, “study”, “approach”, “task”, “geological and geophysical interpretations” or other similar activities. The allocation shows the relative importance of each major element.The indicated time ranges therefore represent the suggested percentage of the total MIT training period that each major element comprises.

Certain individual components may need to be supplemented by APEGGA-sponsored courses
and forums. These components are identified with an asterisk (*).

3.2 APPLICATION OF TECHNICAL THEORY

TIME RANGE (60% - 80%)

The MIT will gain experience in applying technical theory in the following ways:

Collecting Information and Data: The MIT will collect information and data relevant to assigned tasks and responsibilities such as applicable user-specified requirements, existing and historical conditions, readings, samples, numeric data, anticipated future conditions, constraints, etc. The information and data collecting process includes personal collecting by the MIT and/or obtaining the required items by other means (e.g. from other persons using available sources and resources).

Understanding Tasks, Information and Data: The MIT will understand (visualize) assigned tasks and what the related collected information and data represents. He or she will determine the relevance of the information and data through judgement, experience and consultation.

Analyzing Information and Data: The MIT will (with appropriate assistance - when necessary) analyze the collected information and data that is relevant to assigned tasks and projects, determine the conclusions to be drawn, determine the kind of corrective action to be taken or the extent of designs to be created. This may, for example, require the MIT to determine specific applicable conditions and constraints, the availability of relevant problem-solving technology and programs, the applicability of “Code” requirements, the benefits (including cost benefits), and the economic feasibility considering, when applicable, capital and operating costs, amortization, fixed and variable costs and present value analysis.

Selecting Solutions: The MIT will select appropriate solutions based on sound technical judgement.

Preparing Designs: The MIT will prepare detailed designs using appropriate technical practices, procedures, systems and programs.

Testing of Designs: The MIT will check designs using sound technical judgement and appropriate practices and procedures.

Work Site Visits: The MIT will carry out specific tasks at locations (sites) that are associated with his or her assigned responsibilities, or will visit such sites on a periodic basis. Alternately, the MIT will visit sites where work is similar to that associated with his or her assigned responsibilities. This will provide the opportunity to experience the significance of time and quality in the design process and to observe practical applications of designs.

Interdependencies: The MIT will have the opportunity to observe, and recognize in practice, the interdependence of diverse disciplines and activities in overall systems. This will include the functions and responsibilities of MIT’s department and other departments in the employer’s organization, information flow, work performance structures, and the importance of systems.

Recognizing Limitations: The MIT will recognize limiting conditions to designs by observing work in progress at appropriate stages and locations.

Applying Codes: The MIT will apply statutory and regulatory requirements (Codes) to designs.

Enhancing Technical Education: The MIT will enhance his or her technical education as it applies to assigned tasks.

Developing Working Relationships: The MIT will have the opportunity to develop appropriate working relationships with those involved in on-site work and the end use of the work.

3.3 MANAGEMENT TECHNIQUES

TIME RANGE (5% - 15%)

It is important that the MIT gain exposure to management techniques through: Managing Resources: The MIT will manage both personnel and project resources for the effective management of time, manpower, materials and equipment.

Management Knowledge: To provide a knowledge base it is highly desirable, and in some cases essential, that the MIT receive training in discipline areas that include:

Planning

Scheduling
Estimating/Budgeting
Cost Control

These discipline areas may be in addition to those directly related to assigned tasks but, as a
minimum, they should relate to assigned tasks.

Producing Cost-Effective Designs: The MIT will receive meaningful feedback on cost impact of designs.

Participating in Quality Assurance: The MIT will participate in quality improvement programs and other quality assurance functions.

Keeping Records: The MIT will be instructed in record-keeping requirements and practices for calculations, notes, project documents etc. and will rigorously apply those requirements.

*Understanding Corporate Structure: The MIT will become knowledgeable about organizational structure, including the functions and responsibilities of various key positions.

Developing Team Skills: The MIT will gain insight into the necessity of being part of a team and participate in team-building functions.

*Understanding Contracts: The MIT will be instructed in the legal aspects of contracts.

*Understanding Ethics: The MIT will achieve an understanding of professional and business ethics, and will practice in an ethical manner.

3.4 COMMUNICATIONS

TIME RANGE (5% - 10%)

MITs will be provided with opportunities to develop oral and written communications abilities:

*Oral Communications: The MIT will report or make presentations to management or peers.This could include project status reviews, research or study reports and presentations at public forums. The MIT will establish public speaking skills through business and community activities. Discussion skills are to be developed through active participation in meetings.

*Written Communications: The MIT will prepare technical reports which clearly describe the project and summarize results. This could include reporting on the MIT program. Effective writing skills are to be developed through the use of business letters and internal corporate communications (e.g. memos and/or letters).

3.5 SOCIAL IMPLICATIONS

TIME RANGE (2% - 10%)

The MIT will receive instruction in the following social implications of professional practice:

*Safeguards to the Public: The MIT will be instructed in the role and responsibilities of professional practice in the areas of physical entities, safety and the environment.

*Benefits to the Public: The MIT will be exposed to the benefits that the professions provide to the public.

*Regulation Agencies: The MIT will be provided with an appreciation and understanding of the roles and responsibilities of regulating agencies in his or her professional practice.

第四部分导师计划

4.1 导师计划 - 总括

导师计划致力于专业的全面发展，是导师和MIT的机会，因为他们都能在导师计划中受益。导师计划进行固定组对，每一组其中包括一个拥有丰富工作经验的导师和一个工作经验不丰富的专业人士或MIT。导师教授的核心工作经验包括计划、获得职业目标以及讨论并克服专业与个人挑战。

MIT参与导师计划，可以得到的好处包括：

自我发现和进一步制定并实现目标
意识到并协商职业与个人障碍
进一步意识到组织内的技术与专业期望
进一步了解人际技巧和软技巧，最终增强专业联系

导师一般都是经验丰富的专业人士。成为导师的标准包括：

是NAPEG注册专业人士，并享有良好声誉;
至少有7年的专业实践工作经验;
与作为MIT的学科领域相同，或者直接了解工作领域；
与MIT不相关.

当不能通过上述方法找到一位合适的导师时，直接监督者可以充当导师。

申请注册时，NAPEG会协助MIT找到一位合适的导师。MIT自己之前找的导师可以成为导师候选人，但最终的导师将由NAPEG决定。NAPEG会员也可以申请参与导师计划。例如，NAPEG工程师或地球科学家，最近迁居了，打算参与导师计划，以适应新的工作环境。

MIT可以得到的好处，包括:

接受指导
问题得到解答
可以和专业工程师或专业地球科学家讨论工作之外的内容
有一个工作参谋
接受有关之前职业的指导
开始计划实现将来的专业目标

4.2 导师的职责

导师并不能取代雇主的培训，担任的辅助角色包括指导、建议、训练、刺激、支持、劝告、鼓励和激励，所以是MIT的良师益友。下面对导师的职责进行了明确定义，NAPEG《导师指南》将对其不断扩充：

作为MIT的秘密参谋，帮助他们达到尚未达到的要求；积极的倾听者，和他们进行对话并作出反馈；
为MIT提供下列指导，帮助他们尽快融入工作环境：
- 如何读懂他人/了解他人/与他人沟通
- 如何做事
- 如何处理事情
- 如何权衡时间压力和工作质量
- 如何平衡个人时间和工作时间
- 如何处理干扰
让MIT参与专业和技术实践；
（至少每三个月一次）定期监督MIT的实习工作，找出缺陷 - 监督工作应该包括一般性讨论，即不涉及其工作的具体技术方面；导师应该帮助MIT明确并不断发展专业目标；
指导MIT培养非技术性技巧,包括沟通、人际技巧、项目管理、解决问题能力、管理以及交易这些技巧。

导师不能参与MIT的工作，他们只负责鼓励和引导MIT。

4.3 MIT的职责

MIT应该明白一点：自己对与导师的关系投入的多少将直接决定其是否能带来最大效益。导师会根据MIT所传达的工作经验和想法进行针对性的支持和指导。MIT的职责包括：

坦率地讨论问题、想法和担忧
提供有助于讨论的相关工作经验
告知导师自己最近的工作经验或专业成长
有关专业发展机会向导师征求意见
告知导师自己最近培养的非技术性技巧，并有关这些技巧的未来发展向导师寻求指导

4.4 MIT/导师联系

虽然导师和MIT联系次数不固定，但是建议是至少每三个月联系一次。导师一定要允许MIT畅所欲言，MIT也一定要在需要帮助的时候谋求导师的帮助。

4.5 监督者与导师

监督者和导师是两个不同的角色。监督者负责直接向雇佣者报告MIT工作的情况，但也时不时扮演导师的角色。他们应该以不偏不倚的态度和MIT交流有关道德或职业挑战。

如果雇主无法为MIT安排内部专业技术监督，那么，他应该安排一位注册专业工程师或专业地球科学家，在技术上监督和审查MIT的工作。在这样的情况下，技术监督和导师角色都保持独立。如果在特殊情况下，一个人既担任导师又担任监督者，那么，两种角色必须要明确定义并用文件记录，其中包括安排合理的酬劳。监督者与MIT和雇主的关系必须和导师与MIT的关系区分开，并且，必须符合道德规范的要求：“专业工程师和专业地球科学家必须公正、诚信地对待其他专业工程师、专业地球科学家、雇主等等。”

有些公司的内部导师计划与NAPEG导师计划水平相当。**注意：**一定要区分监督者和导师这两个不同的角色，确保MIT可以自由讨论道德问题或职业选择。NAPEG导师计划的目的不是取代公司的内部计划而是为了辅助公司的内部计划。

SECTION 4 MENTORING

4.1 MENTORING - GENERAL

Mentoring contributes to the development of well-rounded and successful professionals. This opportunity is afforded to both Mentors and MITs as each receive significant benefit from the relationship. In practice, mentoring is a structured pairing of a professional with greater experience and a member in training or professional with lesser experience. Key experiences to be transmitted include planning and attainment of career goals as well as meeting and surpassing professional and personal challenges.

For the MIT, the benefits of engaging in a mentoring relationship include:

Personal discovery and improved goal setting and attainment.

Awareness and negotiation of career and personal obstacles.
Expanded awareness of technical and professional expectations in organizations.
Greater knowledge of interpersonal and soft skills and strengthened professional relationships as a result.

Mentors will be experienced professionals. The criteria to be a mentor are:

Professional registration with NAPEG and in good standing;

At least seven (7) years experience as a professional;
In the same discipline as the MIT or have direct knowledge of the job scope; and
Not related to the MIT.

Although it is not recommended, a direct supervisor may serve as a Mentor, but only if all other avenues to identify a Mentor with the above criteria have been exhausted.

Upon registration, interested MITs will be invited to work with NAPEG towards selecting a suitable candidate. At this time other potential candidates identified by the MIT will also be considered, with the final pairing being facilitated by NAPEG. This opportunity is also available to any member of NAPEG who may wish to have a mentor. For example engineers or geoscientists who have recently moved north may wish to enter into a mentoring relationship in order to familiarize themselves with their new working environment.

The benefits for the Member-in-Training are:

Receiving guidance

Getting questions answered
Having a professional engineer or professional geoscientist to talk to, out of the
context of work
Having a sounding board without feeling judged
Having guidance for the early career years
Starting to plan a path fulfilling future professional goals

4.2 MENTOR’S ROLE

Mentoring does not take the place of the employer’s training. It is, in general, a complementary role to help guide, counsel, coach, motivate, support, advise, advocate, inspire and be a role model and a friend for the MIT. The following points define the mentor’s role and will be further expanded in NAPEG’s Mentor Guidelines currently under development:

Be a confidential sounding board for the MIT to express needs and help meet those needs without passing judgement on the MIT. Be an active listener and encourage open dialogue and feedback.

Help the MIT assimilate into the working environment by giving guidance on such matters as:
- How to read/understand/communicate with others.
- How to get things done.
- How to sort out situations that have developed.
- Coping with time pressures versus quality of work.
- How to balance between personal time and work time.
- How to manage interruptions.
Involve the MIT in professional and technical societies.
Regularly monitor the MIT’s in-training experience, at least every three months, and identify gaps. Monitoring should involve a general discussion, not specific technical aspects of the MIT’s work. The Mentor should work with the MIT towards defining and developing their professional goals.
Guide the MIT towards development of non-technical skills such as:
- Communication
- Interpersonal skills
- Project management
- Problem solving
- Management
- Business

The mentor must not take responsibility, technical or otherwise, for the work of the MIT. The mentor’s role is to encourage and guide.

4.3 CHARACTERISTICS OF A MENTOR

The Member-in-Training should understand that optimizing benefits of the mentoring relationship is dependent on his or her level of dedication to it. The expression of the MIT’s experience and thoughts will allow the mentor to better tailor the support and guidance. The following points define the MIT`s role:

Discuss candidly issues, thoughts and concerns

Bring forward pertinent work experiences that will stimulate discussions
Update the mentor on recent experiences or professional growth
Seek advice regarding Professional Development opportunities from the mentor
Update the mentor on development of non-technical skills and seek guidance for future development of those skills

4.4 MIT/MENTOR CONTACT

The frequency of the mentor/MIT contacts does not have to be fixed; however, it is recommended that they meet on an informal basis, a minimum of once every three months. The mentor will maintain an open door policy to foster communication and the MIT is encouraged to enlist the mentor’s help whenever necessary.

4.5 SUPERVISOR AND MENTORING

Distinct from the role of a mentor is the role of the supervisor. The supervisor’s role, as it relates to the MIT, remains unchanged from that relative to any other employee who directly reports to him/her. When a supervisor also acts as a mentor they shall remain impartial such that their behaviour is no more or less preferential towards that MIT as it is towards any other employee who directly reports to him/her. They should be able to freely discuss any ethical or career challenges that the MIT has with a balanced point of view.

When a situation arises where an employer is unable to provide an MIT with “in-house” professional technical supervision, a contractual arrangement may be made with a registered Professional Engineer or Professional Geoscientist to provide technical supervision and review of the MIT’s work. In such cases it is preferred that the technical supervision and mentoring roles remain separate. If circumstance dictates that the mentor and supervisor are the same person then the roles must be clearly and separately defined and documented,including arrangements for fair remuneration. The relationships (supervisor to MIT and supervisor to employer) must be distinct from the mentor to MIT and must respect the Code of Ethics requirement: “Professional Engineers and Professional Geoscientists shall conduct themselves toward other professional engineers, professional geoscientists, employees and others with fairness and good faith.”

Some companies have in-house mentoring programs that are comparable to the NAPEG mentoring program. Caution should be used to ensure separation between the roles of supervisor and mentor, as well as ensuring that the MIT is able to freely discuss ethical issues or career choices. The NAPEG mentoring program is not intended to replace or supersede companies’ in-house programs but could be utilized in addition to them.

4.6 预约导师

MIT经过NAPEG注册之后，可以随时选择导师。他们可以从NAPEG办公处获得一些潜在导师，也可以自己联系符合条件的导师。最终，他们将联系潜在导师，并安排见面双方签订相关协议。具体的指导流程可能会通过双方合同进行相关规定。

北方地区的工作性质会使得MIT和导师由于距离的原因不方便联系彼此。但是，一定要使用恰当的方法维持这样的关系。

4.7 协议书/法定协议

MIT的承诺和特点在很大程度上可以决定是否可以成功得到一位导师的指导，所以，他们应该具备的几个重要特点如下所示：

乐于学习：必须思想开明，乐于提供和接受反馈，善于接受导师的指导。
乐于自我评估：必须乐于不断评估并制定自己的职业目标。
保密：和导师之间的敏感性话题一定要彼此保密。
自信：必须自信地处理、参与和维持与导师的关系。
积极维持和发展与导师的关系：不断探索自己的职业发展，推动与导师的关系。
职业目标：负责制定目标，计划自己的职业；他们应该和导师进行相关讨论，让导师提供一些可以实现职业目标的建议。
负责制定职业目标，计划自己的职业和与导师的关系。

4.8 执行

整体关系结构与职业目标

一般与导师的关系主要经历开始、指导和结束三个阶段。开始阶段要考虑的因素包括：选择建立导师/MIT关系，决定见面频率与方式，最后关系进展的方式。在这个阶段，MIT和导师都要明确自己的目标，这样双方都会知晓自己想在该过程中收获些什么。尤其MIT的目标一定要相当明确。在导师的帮助下，MIT可以实现短期、中期和长期个人与职业目标。指导阶段是其中最重要的一个阶段，包括长时间定期见面。

结束阶段代表指导协议的终止，一般是MIT实现了目标，可以独立工作，但是有时候协议也会突然终止，其原因包括：工作调动、工作变动、工作职责或其他个人原因。

见面频率与方式

MIT一定要明确并不断调整与导师见面的频率。见面的方式也一定要明确。尽管建议是至少3个月见一次面，但是个人还是可以决定见面的次数，并在接受指导的过程中不断调整见面次数。见面的方式很重要，必须符合MIT个人的需要。最终他们会和导师见面，讨论相关事宜。MIT需要决定自己将怎样发展和导师的关系，他们必须时刻记得自己的最终目标，了解这个过程将最终实现自己和导师的目标。此外，MIT必须不断调整见面的方式。

不断评价与导师的关系和职业目标

无论什么项目都必须确保开展的一切工作都是为了能实现之前制定的目标。定期重新审视并最终决定是否改变这些目标也很重要。

谈论的话题

MIT和导师之间谈论的话题应该包括:

评估MIT为实现目标而展开的工作
MIT面临的个人或职业挑战，包括性格冲突、工程或地球科学行为引发的道德问题和/或工作/生活平衡以及时间管理策略
不确定或感兴趣的技术话题
社区服务和志愿者工作
职业发展、轨迹和机会
对社会的专业义务、责任&社会意义
软技能或非技术性机能

避免无效的导师/MIT关系

由于种种原因，导师很可能不能向MIT提供预期的结果。为了避免这类情况发生，MIT最好定期、公开评估关系状态，并讨论任何潜在或存在的问题，他们可以：

定期联系导师；
交流期望/规则性、方式和技术偏好;
交流保密性（通过电子邮件交流时显得更重要）;
讨论有计划、有框架;
定期审视这段关系（至少3个月一次）;
把指导手册作为辅助工具;
如果可能的话，亲自到导师的办公室或工作场所拜访;
提前制定协议，避免这段关系不能正常发挥作用;

4.6 MENTOR APPOINTMENT

A mentor can be sought and selected by the MIT at any time after they have registered with NAEPG. They can work with NAPEG’s office to obtain a list of potential mentors, or may choose to find one through personal contact with an individual who meets the criteria as set in 4.1. The MIT will contact and arrange to meet with potential mentors to determine suitability by mutual agreement. The mentoring process may be formalized by a voluntary contract.

The nature of working in the North is such that it is possible that the MIT and potential mentors may be remote to each other. The relationship is still possible to have, but careful attention will have to be made to the means by which the relationship is maintained.

4.7 LETTER AGREEMENT/LEGAL AGREEMENT

The success of a mentoring relationship is determined largely by the commitment and characteristics of the MIT. There are several important characteristics the MIT should foster:

Willingness to learn: The MIT must be open-minded, willing to provide and receive feedback,and be receptive to guidance from the Mentor.

Willingness to self-evaluate: The MIT should be willing to re-evaluate and update their careerand mentoring relationship goals as they evolve.
Confidentiality: It is important that sensitive topics discussed during the course of the mentoring relationship remain in the confidence of the MIT and the Mentor alone.
Self-confidence: The MIT must possess the self-confidence to approach, engage, and maintain the Mentor – MIT relationship.
Initiative to maintain and advance the mentoring relationship: The MIT is primarily responsible for driving the mentoring relationship through a continued interest in their personal development.
Career goals: The MIT has a responsibility to form goals and plans for their career; these should be discussed with the mentor so that the mentor can provide input on attaining these goals.

In addition to those characteristics listed above the MIT has a responsibility to form goals and plans for both their career and the mentoring relationship. Methods for developing and refining these goals are outlined in the following section.

4.8 IMPLEMENTATION

Overall Relationship Framework and Career Goals

It is expected that the mentoring relationship will go through three phases: start-up,mentoring, and close out. It is important to determine at the outset how each phase will play out in terms of time, and how to determine when a phase is over. Considerations at the start up include: selection of the mentor/MIT, determining the frequency and structure of meetings, and finally, how the relationship should progress. At this stage, goals should be outlined for both the MIT and the mentor, so it is clear what both participants would like to gain from the mentoring process. In particular, goals for the MIT should be especially clear and well developed. These are the short, mid, and long-term personal and career goals that the MIT wishes to work on with the aid of their mentor. Mentoring represents the most significant phase as it includes regular meetings over an indefinite period.

The closeout phase of the relationship represents the planned or unplanned termination of the mentoring agreement. Ideally this occurs as the result of the MIT achieving their goals and naturally achieving independence, however in other cases it may occur more suddenly.Either person may be forced to end the relationship for a variety of reasons including relocation, new employment or employment responsibilities, or, more generally, for personal reasons.

Frequency and Structure of Meetings

The frequency at which meetings will take place should be determined, and re-evaluated continually. The structure of the meetings should also be determined. While it is recommend that meetings be at least every three months, individual preferences will likely dictate how often meetings should occur. It is important to re-evaluate throughout the mentoring process to determine if meetings should take place more or less frequently. The structure of the meeting is important, and must be tailored to the individuals involved. At opposite ends of the spectrum would be meetings where an agenda is set, and items discussed, versus informal chats about whatever topics happen to come up. The individuals will need to determine how structured the mentor/MIT relationship will be. In setting the structure, it is essential to remember that there is an end goal in mind, and this is the process to ensure that both the MIT and the mentor achieve their goals. As with the rest of the mentoring process, regular re-evaluation of the meeting structure should take place.

Ongoing Evaluation of the Relationship and Career Goals

As with any project, constant monitoring should take place to ensure that the goals that were outlined in the start-up phase are being worked towards. It is also important to periodically reconsider those goals to see if perhaps they need to be changed.

Topics of Discussion

What is discussed between the mentor and the MIT will be left up to the individuals. Thereare however, several areas that should be covered:

Evaluate the MIT’s progress in attaining their goals, with a re-focusing if necessary

Personal or professional challenges faced by the MIT. Examples are numerous but may include discussion of personality conflicts, ethical questions of engineering or geoscience conduct, and/or work/life balance and time management strategies.
Discussion on technical topics of uncertainty or interest
Community service and volunteering
Career progression, trajectory and opportunities
Professional obligations, duty to society & social implications
Soft or non-technical skills

Avoiding Mentor/MIT Relationship Pitfalls

There are many ways in which a mentoring relationship can fail to provide one or both members with the outcome that they would like. The best way to avoid these problems is to regularly and openly evaluate the state of the relationship and discuss any potential or existing issues. Some points to consider when establishing the mentoring relationship in order to avoid pitfalls are:

Set up regular times for contact;

Discuss expectations/regularity, mode and technology preferences for communication;
Discuss confidentiality (even more important when communicating via email);
Have a framework and plan for discussions;
Regular review of the relationship (at least every three months);
Use the mentoring guidebook as a support tool (currently under development);
Where possible, and if opportunity permits, plan a visit to mentor’s office or jobsite;
Have an agreement beforehand on how you will dissolve the relationship if it is not working

费用 - 飞出国

NAPEG申请费用

递交申请时必须支付申请（注册）费用，支付方式包括支票和信用卡。

MIT: $125.00 plus GST $131.25
（MIT申请）会员： $175.00 plus GST $183.75
新会员（没有经过加拿大其他管辖地区的注册）： $300.00 plus GST $315.00
会员/（流动）被许可人士： (自2013年12月13日起） $100.00 plus GST $105.00
实践许可： (自2013年12月13日起） $100.00 plus GST $105.00

注意：NAPEG实施“不退款”政策。

NAPEG年费

获得NAPEG理事会批准之后，申请者必须支付年费和专业印章费。当前的年费是自注册之日起按比例计算。票据收到时就会过期。60天之内如果不能完成支付，申请者必须支付相关逾期费用；90天之内如果仍没有完成支付，注册机构会取消注册申请者的资格。

MIT： $100.00 plus GST $105.00
会员/被许可人士： $340.00 plus GST $357.00
非实践会员/被许可人士： $140.00 plus GST $147.00
实践许可： $390.00 plus GST $409.50

注意：NAPEG实施“不退款”政策。

NAPEG专业印章

申请者获得理事会批准，支付年费和印章费之后，将会收到专业印章。印章包括会员印章、被许可人士印章和许可印章，每个印章都必须支付42美元（$40.00 plus GST）。

逾期费

当前逾期费是$45.00 plus GST ($47.25)。60天之内如果不能完成支付，申请者必须支付相关逾期费用；90天之内如果仍没有完成支付，注册机构会取消注册申请者的资格。

详见： http://www.napeg.nt.ca/files/Forms%20Library/Registration%20Checklist%20-%20NAPEG%20-%202015%2002%2009.pdf

注册流程清单 - 飞出国

MIT申请中必须包括: - 飞出国

申请表 - 完整填写、签字并标明日期
学术文件 - 将表格直接交给相关大学，不要交给NAPEG
- 如果你获得了一所认证加拿大大学工程专业学士学位，那么，你必须提供毕业证书
- 如果你拥有其他学历（不考虑其相关项目、达到的水平、学位或授予国家，包括地质学&地球物理学学历），那么，你必须提供官方成绩单，其中必须包含课程名称和最后获得的分数
MIT品行良好声明表 - 代替申请表中的品行推荐信
当前个人简历
政府签发的带有个人照片的证件的副本（例如：护照、驾照等等）
申请费： $131.25

专业人士或专业被许可人士申请中必须包括:

申请表 - 完整填写、签字并标明日期
学术文件 - 将表格直接交给相关大学，不要交给NAPEG
- 如果你获得了一所认证加拿大大学工程专业学士学位，那么，你必须提供毕业证书
- 如果你拥有其他学历（不考虑其相关项目、达到的水平、学位或授予国家，包括地质学&地球物理学学历），那么，你必须提供官方成绩单，其中必须包含课程名称和最后获得的分数
- 如果你目前是NAPEG或APEGAMIT，还没有完成额外教育要求，那么，你可以不再提供相关学术文件，因为你在递交MIT申请时提供过这些文件
3封工作经验推荐信（如果你需要提供不止3封推荐信才可以涵盖自己的全部工作经验，那么，你也要提供相关推荐人的姓名和联系方式，不可以是yahoo、hotmail、gmail等这些一般的电子邮箱）
政府签发的带有个人照片的证件的副本（例如：护照、驾照等等）
托福成绩副本或一封手写信（母语不是英语时）
工作经验记录 - NAPEG将你的申请递交给APEGA之后，你会收到一封电子邮件，其中包含可以记录工作经验的电子表格。注意： APEGA不接受之前的工作经验记录电子表格！
研究生学位经验学分 - 必须提供必要的相关文件
NAPEG Essay
当前个人简历
申请费：$315.00

Fees

NAPEG Application Fees

The application (registration) fee must be submitted with the application. Fees may be paid by cheque or credit card.

Member-in-Training $125.00 plus GST $131.25

Member-in-Training to Member $175.00 plus GST $183.75
New Members - not already registered in another Canadian jurisdiction) $300.00 plus GST $315.00
Member and Licensee - Mobility (effective Dec 13/13) $100.00 plus GST $105.00
Permit to Practice (effective Dec 13/13) $100.00 plus GST $105.00

*Please note NAPEG has a “no refund” policy.

NAPEG Annual Dues

After approval by NAPEG Council, applicants will be invoiced for annual dues* and professional stamp. Current dues will be pro-rated based on the date at the time of registration. Invoices are due when rendered. Any accounts not paid within 60 days will be charged a late fee. Any accounts not paid within 90 days, the registrant may be struck from the register.

Member-in-Training $100.00 plus GST $105.00

Member/Licensee $340.00 plus GST $357.00
Non-Practicing Member/Licensee $140.00 plus GST $147.00
Permit to Practice $390.00 plus GST $409.50