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(-) 2020: National Ocean Sciences Competition for High School Students (1)
(-) 2013: ELG for Building Capacity of Informal and Formal Educators (10)
(-) 2006: Environmental Literacy (5)
2021: NOAA OED Broad Agency Announcement for FY 2021—2024 (1)
2020: ELG for Community Resilience to Extreme Weather Events and Environmental Hazards (10)
2015: National Ocean Sciences Competition for High School Students (1)
2012: AMS Datastreme Program (1)
2010: Support for GLOBE Program Office Activities (1)
2010: ELG for Informal/Nonformal Education (16)
2009: Ocean Education Grants for AZA Aquariums (11)
2009: ELG for Science On a Sphere Network Capacity Building (2)
2008: Science On a Sphere Program Evaluation (1)
2008: National Environmental Literacy Assessment (1)
2007: Teacher Professional Development Fellowship Program (1)
2007: ELG for Formal K-12 Education (3)
2006: Science On a Sphere Installation Cooperative Agreements (3)
2005: Environmental Literacy (15)
Interpreting Global, Half-hourly Cloud Observations to Promote Weather and Climate Literacy
AMNH will use NOAA weather satellite data to annotate 72 high definition (HD) video time-series global cloud cover visualizations using thermal infrared brightness temperature data acquired by five geostationary satellites and joined into global mosaics at half-hourly intervals. The HD visualizations will be used in informal and formal education activities and will be made available on the Web. These media pieces will be used for informal education activities at AMNH and 28 other informal science institutions (ISI) around the United States .
AMNH will use NOAA weather satellite data to annotate 72 high definition (HD) video time-series global cloud cover visualizations using thermal infrared brightness temperature data acquired by five geostationary satellites and joined into global mosaics at half-hourly intervals. The HD visualizations will be used in informal and formal education activities and will be made available on the Web. These media pieces will be used for informal education activities at AMNH and 28 other informal science institutions (ISI) around the United States . The target population of visitors to subscribing ISIs is currently ten million and is projected to be over 15 million by the end of the grant. The HD visualizations will be used in formal settings, as well. Fifteen schools throughout New York City with large numbers of new English Language Learners will be targeted and professional development for teachers of ELL students will be provided through programs at AMNH as well. AMNH's effort focuses on weather and climate patterns that will be visible in the cloud-data visualizations. All viewers of the media will learn about general circulation patterns and changes in phase of water associated with the hydrologic cycle.
Competition: 2006: Environmental Literacy
Partners: NASA Goddard Space Flight Center · U.S. Geological Survey Headquarters · Woods Hole Oceanographic Institution ·
CoCoRaHS: The Community Collaborative Rain, Hail and Snow Network
Colorado State University offsite link · Fort Collins, Colorado
The Community Collaborative Rain, Hail and Snow Network (CoCoRaHS) involves thousands of people of all ages in the observation and study of weather, climate and water resources. In CoCoRaHS, citizens of all ages help measure and report rain, hail and snow from their own homes, schools and businesses. These data are then efficiently collected via the internet, archived in a national database, and made immediately available to participants, scientists and the general public showing the fascinating patterns of precipitation from each passing storm (see http://www.cocorahs.org).
The Community Collaborative Rain, Hail and Snow Network (CoCoRaHS) involves thousands of people of all ages in the observation and study of weather, climate and water resources. In CoCoRaHS, citizens of all ages help measure and report rain, hail and snow from their own homes, schools and businesses. These data are then efficiently collected via the internet, archived in a national database, and made immediately available to participants, scientists and the general public showing the fascinating patterns of precipitation from each passing storm (see http://www.cocorahs.org). The measurement of precipitation and the patterns, variations and impacts that result, open the door to creative study of our environment. It is the "lowest common denominator" of hydroclimatic exploration. In this project, data from the CoCoRaHS citizen science network will be shared with and utilized by NOAA partners to help monitor drought, to help detect local severe storms, to alert local authorities to developing flash flood situations, to provide "ground truth" for NOAA and NASA remote sensing technologies, and to provide verification for both local and national weather and climate forecast products.
PI: Nolan Doesken
State: Colorado County: Larimer District: CO02
Partners: American Meteorological Society (AMS) ·
Signals of Spring - ACES [Animals in Curriculum-bases Ecosystem Studies]
U.S. Satellite Laboratory offsite link · Rye, New York
Signals of Spring ACES (Animals in Curriculum-based Ecosystem Studies), will use NOAA remote sensing data with curriculum-based activities for middle and high school students (see http://www.signalsofspring.net/aces/). Students use Earth imagery to explain the movement of animals that are tracked by satellite with NOAA's ARGOS monitoring system. The project addresses the issues surrounding the animals and environments of NOAA's National Marine Sanctuaries (NMS). Comprehensive teacher professional development will be delivered both onsite and online for 250 teachers.
Signals of Spring ACES (Animals in Curriculum-based Ecosystem Studies), will use NOAA remote sensing data with curriculum-based activities for middle and high school students (see http://www.signalsofspring.net/aces/). Students use Earth imagery to explain the movement of animals that are tracked by satellite with NOAA's ARGOS monitoring system. The project addresses the issues surrounding the animals and environments of NOAA's National Marine Sanctuaries (NMS). Comprehensive teacher professional development will be delivered both onsite and online for 250 teachers. The project will impact 20,000 students and parents. Ten curriculum modules will be delivered to students, accompanied with an investigation of El Nino and animals, as well as ocean life and global climate change. ACES will provide classrooms with the curricular area of conservation and the ecological issues surrounding the ocean, using marine animals as the engaging component. Students will apply NOAA Earth data to animal migrations and the critical environmental issues that face these animals that are of depleting populations. Once teachers and students have the necessary skills to interpret data, students will perform the ACES investigations.
PI: Glen Schuster
State: New York County: Westchester District: NY16
Partners: Eureka City Schools / Eureka High School · Oakland Unified School District / Oakland High School · Oikonos Ecosystem Knowledge · Shoreline Unified School District / Tomales High School · Stanford University / Graduate School of Education · Sunnyvale School District (SSD) / Stanley B. Ellis Elementary School · Columbia University / Teachers College · Newark Public Schools District / Ann Street School · University of Washington (UW) / School of Aquatic & Fishery Sciences · Wheelock College (WhaleNet) ·
Building Ocean Literacy in our youth through unique learning experiences in our National Marine Sanctuaries.
California State University at Monterey Bay offsite link · Seaside, California
This project aims to develop and implement residential and non-residential science camp and summer camp programs and related activities to over 1500 youth and teachers from 8 elementary and middle schools. NOAA's Multicultural Education for Resource Issues Threatening Oceans (MERITO) program will serve as a key outreach mechanism to reach underserved youth and their families. The proposed project will utilize existing ocean educational materials, including those developed by NOAA, in experiential learning programs for youth through Camp SEA (Science, Education, Adventure) Lab.
This project aims to develop and implement residential and non-residential science camp and summer camp programs and related activities to over 1500 youth and teachers from 8 elementary and middle schools. NOAA's Multicultural Education for Resource Issues Threatening Oceans (MERITO) program will serve as a key outreach mechanism to reach underserved youth and their families. The proposed project will utilize existing ocean educational materials, including those developed by NOAA, in experiential learning programs for youth through Camp SEA (Science, Education, Adventure) Lab. The two major goals of the project are: (1) to develop and implement marine-oriented outdoor science and summer camps in close collaboration with the Monterey Bay National Marine Sanctuary, resulting in an effective model for dissemination of the Ocean Literacy Essential Principles and Fundamental Concepts to large numbers of youth and their teachers; and 2) to develop a model and a feasibility plan to implement the program across a broader geographical area, e.g. through other National Marine Sanctuaries.
PI: Nicole Crane
Partners: California Coastal Commission · Alisal Union School District / Dr. Martin Luther King Jr. Academy · Monterey Peninsula Unified School District / Highland Elementary School ·
Ocean Science - Formal and Informal Education for Ocean Literacy
Seattle Aquarium offsite link · Seattle, Washington
The Ocean Science project integrates the Ocean Literacy Essential Principles and Fundamental Concepts into a Western Washington region-wide, coordinated program of formal and informal education consisting of: 1. Teacher professional development in the ocean sciences to integrate the Ocean Literacy Essential Principles and Fundamental Concepts into inquiry-based marine science education and instruction; 2.
The Ocean Science project integrates the Ocean Literacy Essential Principles and Fundamental Concepts into a Western Washington region-wide, coordinated program of formal and informal education consisting of: 1. Teacher professional development in the ocean sciences to integrate the Ocean Literacy Essential Principles and Fundamental Concepts into inquiry-based marine science education and instruction; 2. Evaluation and re-alignment of existing Sound Science ecosystems curricula into Ocean Science, incorporating NOAA data and promoting the Ocean Literacy Essential Principles and Fundamental Concepts; 3. Classroom programs, beach field investigations, and on-site programs at the Seattle Aquarium of the Olympic Coast national Marine Sanctuary's Olympic Coast Discovery Center for grades 4-5 students, their parents and teachers; 4. Parent training in ocean science content, the Ocean Literacy Essential Principles and Fundamental Concepts, and inquiry-based methods for supporting their children's science education; 5. Informal education for the general public via an interactive learning station linked to the Window on Washington Waters exhibit and designed to innovatively use NOAA data and information (videos, computer simulations and other creative media) to increase and evaluate ocean literacy in adults and children. Window on Washington Waters displays the outer coast marine environments and sea life of the Olympic Coast National Marine Sanctuary.
PI: Kathleen Sider
State: Washington County: King District: WA07
Partners: Highline Public Schools · Seattle Public Schools · Environmental Science Center (ESC) · Feiro Marine Life Center (Feiro) · Washington Department of Fish and Wildlife ·
Aquarium of the Pacific offsite link · Long Beach, California
A consortium of Aquarium of the Pacific, National Aquarium in Baltimore, New England Aquarium and Seattle Aquarium will build educator capacity in the aquarium community and informal science education field to more effectively communicate about climate change and its impact on coastal zones and marine life. The project will utilize NOAA datasets and visualizations in providing interpreters with training and strategic framing communication tools based on the best available social and cognitive research. The objectives of the project are to: (1) develop and test four exemplary interpretive "visual narratives" that integrate research-based strategic communication with NOAA data visualization resources; (2) test the application of the visual narratives in a variety of geographic regions and institution types (aquarium, science center, etc.) using multiple technology platforms; (3) build a professional development program for climate change interpretation with data visualization; and (4) leverage existing networks for dissemination and peer support. Other key partners include the NOAA Environmental Visualization Laboratory (VisLab), the NOAA Pacific Marine Environmental Laboratory (PMEL), the Exploratorium in San Francisco, the Ocean Explorium in southern Massachusetts, FrameWorks Institute and New Knowledge Organization.
PI: David Bader
State: California County: Los Angeles District: CA47
Partners: Exploratorium · Monterey Bay Aquarium · National Aquarium / National Aquarium In Baltimore (NAIB) · New England Aquarium Corporation / New England Aquarium (NEAq) · Science Museum of Minnesota · Seattle Aquarium · Oregon Museum of Science and Industry (OMSI) · NOAA Environmental Visualization Laboratory · NOAA Pacific Marine Environmental Laboratory (PMEL) ·
PI: Jim Wharton
Partners: Aquarium of the Pacific · Exploratorium · Monterey Bay Aquarium · National Aquarium / National Aquarium In Baltimore (NAIB) · New England Aquarium Corporation / New England Aquarium (NEAq) · Science Museum of Minnesota · Oregon Museum of Science and Industry (OMSI) · NOAA Environmental Visualization Laboratory · NOAA Pacific Marine Environmental Laboratory (PMEL) ·
National Aquarium / National Aquarium In Baltimore (NAIB) offsite link · Baltimore, Maryland
PI: Heather Doggett
State: Maryland County: Baltimore City District: MD07
Partners: Aquarium of the Pacific · Exploratorium · Monterey Bay Aquarium · New England Aquarium Corporation / New England Aquarium (NEAq) · Science Museum of Minnesota · Seattle Aquarium · Oregon Museum of Science and Industry (OMSI) · NOAA Environmental Visualization Laboratory · NOAA Pacific Marine Environmental Laboratory (PMEL) ·
Carbon Networks
University of Hawaii System / Waikiki Aquarium offsite link · Honolulu, Hawaii
Carbon Networks addresses the disconnect between scientific evidence and the public's understanding of the impacts of ocean acidification and carbon dioxide in the atmosphere.
Carbon Networks addresses the disconnect between scientific evidence and the public's understanding of the impacts of ocean acidification and carbon dioxide in the atmosphere. It brings together three diverse, informal education partners – the Exploratorium in San Francisco, the Waikiki Aquarium in Hawaii, and the Pacific Science Center in Seattle – in a collaborative project to co-design and implement professional development for staff and local educators, as well as create educational programs and activities for museum visitors to better understand the evolving narrative and impact of ocean acidification and climate change.
PI: Andrew Rossiter
State: Hawaii County: Honolulu District: HI01
Partners: Exploratorium · Pacific Science Center · University of California at Santa Barbara · NOAA Earth System Research Laboratory (ESRL) · NOAA Pacific Marine Environmental Laboratory (PMEL) · National Marine Fisheries Service (NMFS) / Southwest Fisheries Science Center · National Marine Sanctuary (NMS) / Channel Islands · National Marine Sanctuary (NMS) / Greater Farallones · National Marine Sanctuary (NMS) / Cordell Bank · National Marine Sanctuary (NMS) / Olympic Coast · U.S. Integrated Ocean Observing System / CeNCOOS · University of California—Berkeley · National Marine Sanctuary (NMS) / Monterey Bay · U.S. Integrated Ocean Observing System / PacIOOS · University of California—Davis ·
Partners: California Academy of Sciences · Seattle Aquarium · Pacific Science Center · U.S. Integrated Ocean Observing System / NANOOS · University of California at Santa Barbara · NOAA Earth System Research Laboratory (ESRL) · National Marine Fisheries Service (NMFS) / West Coast · NOAA Pacific Marine Environmental Laboratory (PMEL) · National Marine Fisheries Service (NMFS) / Southwest Fisheries Science Center · National Marine Sanctuary (NMS) / Channel Islands · National Marine Sanctuary (NMS) / Greater Farallones · National Marine Sanctuary (NMS) / Cordell Bank · National Marine Sanctuary (NMS) / Olympic Coast · U.S. Integrated Ocean Observing System / CeNCOOS · University of California—Berkeley · National Marine Sanctuary (NMS) / Monterey Bay · University of Hawaii System / Waikiki Aquarium · National Sea Grant College Program / University of Washington (UW) · U.S. Integrated Ocean Observing System / PacIOOS · San Francisco State University (SFSU) / Romberg-Tiburon Center · National Marine Fisheries Service (NMFS) / Alaska Fisheries Science Center · University of California—Davis ·
Pacific Science Center offsite link · Seattle, Washington
PI: Keni Sturgeon
Partners: Exploratorium · Seattle Aquarium · U.S. Integrated Ocean Observing System / NANOOS · University of California at Santa Barbara · NOAA Earth System Research Laboratory (ESRL) · National Marine Fisheries Service (NMFS) / West Coast · NOAA Pacific Marine Environmental Laboratory (PMEL) · National Marine Fisheries Service (NMFS) / Southwest Fisheries Science Center · National Marine Sanctuary (NMS) / Channel Islands · National Marine Sanctuary (NMS) / Greater Farallones · National Marine Sanctuary (NMS) / Cordell Bank · National Marine Sanctuary (NMS) / Olympic Coast · U.S. Integrated Ocean Observing System / CeNCOOS · University of California—Berkeley · National Marine Sanctuary (NMS) / Monterey Bay · University of Hawaii System / Waikiki Aquarium · National Sea Grant College Program / University of Washington (UW) · U.S. Integrated Ocean Observing System / PacIOOS · National Marine Fisheries Service (NMFS) / Alaska Fisheries Science Center ·
Advancing Climate Literacy through Investment in In-service and Pre-service Science Educators (ACLIPSE)
Lawrence Hall of Science offsite link · Berkeley, California
The ACLIPSE project leveraged NOAA assets including the NOAA-funded Ocean Sciences Sequence for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change, data from NOAA-supported ocean, estuarine and atmospheric observing networks, and NOAA-affiliated scientists.
The ACLIPSE project leveraged NOAA assets including the NOAA-funded Ocean Sciences Sequence for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change, data from NOAA-supported ocean, estuarine and atmospheric observing networks, and NOAA-affiliated scientists. ACLIPSE developed strategies for incorporating real-time ocean observing data into climate and ocean science education; designed and implemented an undergraduate curriculum in climate science for pre-service (student) teachers at multiple universities (http://mare.lawrencehallofscience.org/college-courses/ACLIPSE); offered a variety of workshops for teachers and educators across the country and at National Estuarine Research Reserves (NERRs); and developed materials specifically designed to provide professional learning and instructional materials for middle and high school teachers to use with their students and other learners (http://mare.lawrencehallofscience.org/curriculum/climate-data-aclipse-a…). The professional learning workshops for local teachers and NERR Education Coordinators and research staff (i.e., System Wide Monitoring Program (SWMP) Technicians) were located at five NERR sites representing different regions of the US, including the Pacific Northwest (Kachemak Bay NERR, Alaska and Padilla Bay NERR, WA), central West Coast (San Francisco NERR, CA), Southeast (GTM NERR, FL), and Northeast/Mid-Atlantic (Jacques Cousteau NERR, NJ). Resources and instructional materials focused on climate and ocean acidification were provided to all participants for learning about and teaching these important and relevant content areas, and as the context for teaching about and applying current teaching and learning research. Emphasis was placed on helping the teacher audiences to becoming more expert on how to use NOAA monitoring data in the classroom in authentic and engaging ways to build teacher and student data skills. NERR educators and their local in-service teachers were provided with professional learning opportunities and a collection of activities providing online data, place-based, locally relevant observing data, NGSS teaching and learning pedagogy, and climate change topics. The project built capacity of formal and informal science educators by providing (1) opportunities to become knowledgeable about global environmental change and real-time data; (2) exposure to place-based connections with the ocean through technological observing systems; and (3) materials and expertise to apply their learning to teaching practice in a long-term, sustainable manner. ACLIPSE instructional materials are based on the principle that real-time environmental data is a valuable tool for providing students with opportunities for self-directed exploration of the natural world. Students engaging in these activities gain a deeper understanding of carbon cycling, ocean acidification, and other phenomena related to climate change. These activities were designed with the three-dimensional approach to teaching in mind (e.g. NGSS-designed), and also use a data literacy framework to build educators and their learners' skills in using data visualizations. The materials for informal educators and grades 6-8 teachers can also be accessed from the NOAA Education site, Classroom- Ready Data Resources, Climate & Data ACLIPSE Activities at https://www.noaa.gov/education/resource-collections/data/classroom-ready. Partners in the project included Rutgers University, Padilla Bay National Estuarine Research Reserve, Florida State University, California State University East Bay, Louisiana State University, and multiple NERR sites and Education Coordinators across the country and their local secondary teachers.
PI: Catherine Halversen
State: California County: Alameda District: CA13
Partners: Western Washington University · Florida State University · National Estuarine Research Reserve (NERR) Jacques Cousteau · NOAA Pacific Marine Environmental Laboratory (PMEL) · Louisiana State University (LSU) · Northern Arizona University · California State University at East Bay · Rutgers University · National Estuarine Research Reserve (NERR) · National Estuarine Research Reserve (NERR) Guana Tolomato Matanzas · National Estuarine Research Reserve (NERR) Kachemak Bay · National Estuarine Research Reserve (NERR) North Inlet-Winyah Bay · National Estuarine Research Reserve (NERR) Padilla Bay · National Estuarine Research Reserve (NERR) San Francisco Bay ·
Western Washington University offsite link · Bellingham, Washington
This three-year project leverages NOAA assets including the NOAA-funded Ocean Sciences Sequence for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change, data from NOAA-supported ocean, estuarine and atmospheric observing networks, and NOAA-affiliated scientists. The goal is to design and implement a complementary suite of materials, courses and workshops for university teacher educators to use with middle school in-service and preservice teachers.
This three-year project leverages NOAA assets including the NOAA-funded Ocean Sciences Sequence for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change, data from NOAA-supported ocean, estuarine and atmospheric observing networks, and NOAA-affiliated scientists. The goal is to design and implement a complementary suite of materials, courses and workshops for university teacher educators to use with middle school in-service and preservice teachers. The project builds capacity of formal science educators by providing (1) opportunities to become knowledgeable about global environmental change and real-time data; (2) exposure to different climate knowledge systems through place-based connections with the ocean through technological and/or indigenous observing systems; and (3) materials and expertise to apply their learning to teaching practice in a long-term, sustainable manner. Educational partners in the project include Louisiana State University, Florida State University, California State University East Bay, and middle school teachers from Tribal communities in Washington state.
PI: Jude Apple
State: Washington County: Whatcom District: WA02
Partners: Lawrence Hall of Science ·
National Estuarine Research Reserve (NERR) Padilla Bay / Washington State / Department of Ecology · Lacey, Washington
State: Washington County: Thurston District: WA10
Partners: Lawrence Hall of Science · Washington State / Office of Superintendent of Public Instruction ·
Continuing of the National Ocean Sciences Bowl (NOSB) Competitions
Consortium for Ocean Leadership offsite link · Washington, District of Columbia
The National Ocean Sciences Bowl (NOSB), initiated in 1998, is a nationally recognized high school academic competition through which talented students excel in the science, technology, engineering, and math (STEM) fields and are introduced to ocean science as an interdisciplinary field of study and a possible career path.
The National Ocean Sciences Bowl (NOSB), initiated in 1998, is a nationally recognized high school academic competition through which talented students excel in the science, technology, engineering, and math (STEM) fields and are introduced to ocean science as an interdisciplinary field of study and a possible career path. As the NOSB also engages high school teachers, schools, and local communities in the competition and other program elements, it results in broader awareness of the ocean sciences and environmental issues and increased attitudes toward stewardship of ocean resources within these audiences. The program operates with the involvement of the ocean science research and professional community. Support from NOAA is requested to support about 20% of NOSB national office staff time needed for total program implementation, subawards to the regional competitions, and site visits for planning the 2015 national finals.
Competition: 2014: National Ocean Sciences Competition for High School Students
PI: Kristen Yarincik
State: District of Columbia County: District of Columbia District: DC00
The National Ocean Sciences Bowl: Using An Academic Competition To Engage High School Students in Ocean Science Education and STEM Career Preparation
The National Ocean Sciences Bowl (NOSB) is a program that uses a quiz bowl competition, along with supporting educational activities for students and teachers, to develop the next generation of ocean scientists, stewards, and leaders. The NOSB is managed by the Consortium for Ocean Leadership, a Washington, D.C. based non-profit and supported by 25 research institutions, federal laboratories, state Sea Grant programs, and aquaria across the United States. The NOSB develops knowledgeable ocean stewards that understand the ocean's impact on daily life and the importance of scientific research.
The National Ocean Sciences Bowl (NOSB) is a program that uses a quiz bowl competition, along with supporting educational activities for students and teachers, to develop the next generation of ocean scientists, stewards, and leaders. The NOSB is managed by the Consortium for Ocean Leadership, a Washington, D.C. based non-profit and supported by 25 research institutions, federal laboratories, state Sea Grant programs, and aquaria across the United States. The NOSB develops knowledgeable ocean stewards that understand the ocean's impact on daily life and the importance of scientific research. The program fosters use of the ocean as an interdisciplinary vehicle to teach science and mathematics and encourages its inclusion in curricula. It encourages and support the involvement of under-represented and geographically diverse communities in ocean science. Lastly, it provides students interactive education that develops critical thinking and skills for the workforce and exposes them to ocean science professionals and career opportunities. These objectives are achieved through a fast-paced and engaging quiz bowl competition that is supplemented by career mentoring events, yearly competition themes, and experiential field trips to help students gain a broader and deeper understanding of ocean science content than they would in a traditional classroom setting. The primary audience of the NOSB is high school students and teachers (formal educators serving as coaches). Secondary audiences include the academic and professional ocean science community, many of whom serve as mentors or volunteers, and students who benefit from the participation of their teachers and schools even though they have not participated in a competition. Each year, the NOSB directly engages approximately 2,000 students from 325 schools in 34 states plus the District of Columbia through 25 regional competitions. The top team from each region then competes in the national final competition, which changes location each year. The NOSB's focus on ocean science is crucial as our nation's need for an ocean-literate society is increasing given growing environmental challenges as well as opportunities in a sustainable ocean-based economy. Formal coursework in ocean and environmental sciences is not prevalent in most U.S. schools; thus, the NOSB fills a critical role in engaging high school students in ocean learning and expands their knowledge of the ocean's role in issues affecting our nation's citizens, such as a changing climate, extreme weather events, coastal resilience, food provision and security, and our economy. The NOSB supports NOAA's Education Strategic Plan goals of a Science-Informed Society, Conservation and Stewardship, and Future Workforce. NOSB students are introduced to ocean-related STEM fields and career pathways. The NOSB also engages all participants in the competition and other program elements, resulting in ocean science and environmental awareness and increased interest in stewardship of ocean resources within these audiences. The program operates with the involvement of the ocean science research, education, and technology community, including NOAA laboratories and Sea Grant programs.
Partners: Pittsburgh Zoo & PPG Aquarium · University of South Florida / College of Marine Science (CMS) · Oregon State University (OSU) / College of Earth, Ocean, and Atmospheric Sciences · University of Alaska (UA-Fairbanks) / College of Fisheries and Ocean Sciences · The University of Southern Mississippi (USM) / Gulf Coast Research Laboratory · Virginia Institute of Marine Science / Marine Advisory Services · Youngstown State University · National Sea Grant College Program / Virginia Institute of Marine Science · Old Dominion University (ODU) / Ocean, Earth & Atmospheric Sciences · National Sea Grant College Program / Massachusetts Institute of Technology (MIT) · National Sea Grant College Program / Texas A&M University · Michigan Sea Grant · National Sea Grant College Program / University of Alaska (UA-Fairbanks) / Alaska Sea Grant · National Sea Grant College Program / University of Delaware / Delaware Sea Grant · National Sea Grant College Program / University of Florida / Florida Sea Grant · National Sea Grant College Program / University of Maine / Maine Sea Grant · National Sea Grant College Program / New Jersey Sea Grant Consortium · National Sea Grant College Program / Oregon State University / Oregon Sea Grant · State University of New York at Stony Brook / School of Marine and Atmospheric Sciences (SoMAS) · Rutgers University / Department of Marine and Coastal Sciences · University of San Diego / Department of Environmental & Ocean Sciences · California State University at Monterey Bay / School of Natural Sciences · University of Wisconsin (UW–Milwaukee) / School of Freshwater Sciences · University of Colorado Boulder / CIRES / Education & Outreach · University of Maine / School of Marine Sciences · University of Miami / Rosenstiel School of Marine and Atmospheric Science · East Carolina University (ECU) / Coastal Studies Institute ·


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Virtual Exhibit with Marion Angelica – Sculpturally Oriented Functional Pottery
by Cyndi Casemier on June 14, 2020 in artful life, ceramics I love, Cyndi Casemier Blog, virtual exhibit
On Wednesdays, I am hosting Virtual Exhibits, where I share the artwork of an artist in the gallery.
This week, I shared Marion Angelica's pottery. Marion works in porcelain and says, "Porcelain has captured me – hands and heart."
Marion is a Minnesota clay artist who began as a sculptor.
Marion has a bachelor's of art degree in sculpture from the University of Massachusetts. A Master's of Art in ceramics from the University of Minnesota-Duluth and a Master's of Fine Art in ceramics from the University of New York-New Paltz. In 2012 and 2013, Ms. Angelica was awarded the Jerome Foundation Emerging Artist Award.
She worked in retail in NYC. Worked on a Kibbutz and as a nanny in Israel. Also attended art school there.
Then, returned to Minnesota – worked in the non-profit world while kids were young. Loved being a mom. When, her youngest went to college, she began again – in the clay world. This time functional ceramics. Her clay work is about texture, nature, and pushing boundaries. Most importantly, she likes the ability to use art in your daily life. Marion can throw on the potter's wheel but loves hand-building. She loves to go as far as the porcelain will allow by squeezing, folding, and bending it, forming interesting bowls, mugs, teapots, and more.
Marion says, "I believe that authentic art of all kinds requires honed skills and aesthetic sensibilities in combination with openness to accepting unanticipated happy d, I find my most successful pieces often take shape when I carefully watch and feel what the clay does and respond to it. The result is that I have come full circle in my working life. I am back working in the studio with a vengeance and am back to building my career as a ceramic artist who is still madly in love with clay."
When Marion chose to re-activate her ceramics career, this artist decided that she would create sculpturally oriented functional work. I made this decision for several reasons.
I want the scale and price of my work to be accessible to people who appreciate art, but are not necessarily wealthy arts patrons.
I would like my work to primarily reside in homes or offices rather than in museums.
I want my creations to be sculptural, but I want to add the challenge of designing them to be used for living rather than simply for viewing.
I would like people to live intimately with my creations by handling them and making them part of their celebrations, rituals and pleasures.
And, only half jokingly, I add, "I do not want my children to have to clear out a basement of sculptural work after I die."
Please take a few minutes and watch my video sharing her pottery. They are very lovely and finely crafted.
(Watch the Video Here)
All of Marion's pottery is available for purchase online. I hope my video assisted you in finding a new piece of pottery for yourself or to be given as a gift. Take good care, C2.
art collectorsgiftsJerome Foundation Emerging Artist Awardmugsplatterpotteryserving bowlsteabowlsteapots
This is art for your life!
Virtual Exhibit with Julie Devers Pottery

redpajama_set_name: RedPajamaCommonCrawl


The shade is handcrafted by skilled artisans using age-old techniques and lead-free solder. The classic design includes large panels of ivory opal glass complimented by brown cathedral glass with small pieces of dark blue and green/brown glass used as accents. The glass used is of the highest quality, processed to produce the purest, most vibrant color while bringing soft light to any area of your home. While the design is the same, each lamp is a one-of-a-kind because of the nature of the glass. Includes a 40-watt bulb (uses up to a 60-watt). It has a 5-1/2" square antique bronze colored metal base with pull chain and finial. The shade measures 15-1/2" square at the bottom and 8-1/2" tall. Lamp measures 28-1/2" from the top of the table to the tip of the finial. Weighs 8 lbs. 5.5 oz.
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Working with multiple partners from Chicago and Toronto, including the Illinois Institute of Technology (IIT), The City of Chicago, and The City of Toronto, Cannon Design and ARUP, the IwB conducted a 4-day charrette working in South Chicago. The Charrette was held in three locations: at the Chicago Institute of Technology Crown Hall building, the Cannon Design office on North Michigan Avenue, and the Chicago Architecture Foundation's (CAF) historic Santa Fe/ Railway Exchange Building.
Working with the theme of 'activating resilient communities', 5 teams of 10 international students, were asked to generate solutions for South Chicago neighbourhoods experiencing population decline and infrastructure deterioration. Charrette teams explored how to activate production and regain value in South Chicago neighbourhoods through community-based master planning initiatives. The results of the charrette produced on-the-ground proposals for neighbourhood infrastructural improvements and community empowerment strategies. Results were showcased in an exhibition in Chicago in April 2014.
How do we create stability, value, and desire in a neighbourhood through community-centred master planning?
The goal of the charrette was to create a series of implementable ideas that can be applied to 'shrinking' neighbourhoods in Chicago and in other cities in the United States and internationally. The Activating Resilient Communities Chicago Charrette drew from the understanding that the success of a resilient community builds on existing initiatives and leverages the skills and spirit of residents, non-profit organizations, entrepreneurs and government organizations to create new opportunities that ideally consider both local and regional issues.
This definition of community resiliency strays from the traditional planning methodologies that are centred around a top-down professional and policy making approach. Instead, it takes a more organic approach that engages and empowers both high level policy and grassroots initiatives and plans for future resiliency on the neighbourhood scale.
Chicago as a whole is not experiencing major population decline, but it is experiencing a serious 'shrinking effect' on the neighbourhood level. Several South Chicago neighbourhoods have seen significant population losses over the past few decades. For instance, Englewood and West Englewood, which in 1960 had approximately 100,000 residents are shown in 2000 census data to have population of roughly 40,000, and in 2010 data just 30,000 residents remaining. Similarly, the Washington Park population has declined rapidly from nearly 57,000 in 1950 to 14,146 in 2000. On average the neighbourhoods of Washington Park area, Englewood and West Englewood have seen a 63% decline in population when comparing 1950's census numbers with those from 2010. Other South Chicago neighbourhoods have faced equally serious and rapid population shrinkage.
Population shrinkage has had serious implications for the quality of life in South Chicago. In the 1950s and 1960s, these neighbourhoods were middle-class and presented a first opportunity for homeownership for many young families in Chicago. Today, the South Chicago area has been associated with poverty and urban blight. South Chicago has one of the highest rates of foreclosures in the city, which has left buildings vacant and has created 'dead spaces' throughout its neighbourhoods. According to RealtyTrac.com, 1 out of every 151 homes in West Englewood was foreclosed in March 2012, the highest rate in the city. According to a study by Marshall Brown, an architect, urban planner and professor at the Illinois Institute of Technology, about 151 acres, or 35 percent of the developable land in the neighborhood is vacant (Chicago Business, Nov.2013). In addition to the decrease in population, of those who still live in the neighbourhood, 1 in 4 are said to be unemployed and 44% live below the poverty line and census data revealed that annual income per capita was $12,255, which in part accounts for the the fact that the area also has some of the highest concentration of public housing in the United States (Time Magazine).
The population shrinkage has had serious implications on local amenities like food distribution and production as well as access to education and health care. Englewood and West Englewood have been included in the districts Mayor Rahm Emanuel has described as 'food deserts', geographic areas where affordable and healthy food is difficult to obtain (Chicago Tribune, Aug. 2013). Similarly, support for the education infrastructure that was constructed for the communities of South Chicago has weaned because utilization of elementary and secondary schools has declined in many areas as a direct result of population exodus.
The educational changes alone are striking. In 2013, the Chicago Public School Board (CPS) approved a number of school closures in what was declared, "the largest school closure in Chicago history" (Chicago Tribune, May 2013). The Chicago Public Schools Commission on School Utilization recently recommended the school district close up to 80 elementary schools in a 12-to-24 month period. In total, there were 49 school closures across Chicago that aimed to combat a massive budget deficit and allow the district to distribute scarce resources more efficiently. These school closures and consolidations will impact more than 50,000 children between the ages of 5 and 13, resulting in the destruction of 2,595 classrooms, most of which are located in low-income communities.
In the context of the serious social, economic, and environmental effects of population shrinkage in Chicago, the Activating Resilient Communities Chicago Charrette emerged as part of the City of Chicago's strategy to combat these issues and take a proactive stance to build resilient communities. Working with the IwB, the City of Chicago identified several shrinking neighbourhoods from its 2020 Green Healthy Neighbourhood Strategy report: Englewood, West Englewood, and Woodlawn. Along with the sites, and with the IwB's assistance, the city also identified themes for investigation on the sites: Urban Agriculture (Vacant Lots), Art & Craft (Cultural Nodes), Advanced Manufacturing (Abandoned Institutions), Health & Wellness (Highway & Rail Buffer Zones), and Local Services (Main Streets).
The Charrette focused on defining and instituting resilient communities in South Chicago. Teams looked at a particular site, theme, and typology to create scalable solutions that are rooted in grassroots initiatives already at play in the area to activate and empower South Chicago communities. The charrette worked with the definition of a resilient community as one that responds to, withstands, or recovers from adverse situations. This definition looks at growth from a holistic point of view, and positions itself to improve social, economic, and environmental conditions for local residents and the greater region. Here, resiliency can be defined as a measure of the sustained ability of the community to utilize available resources to address local and immediate needs.
Working in multidisciplinary, international teams, charrette participants created productive communities through the lens of five key themes that were developed in consultation with IIT and the City of Chicago. The final presentations are available below.
Teams were responsible for a list of deliverables, including but not exclusive to: a detailed existing and future site plan, a design of a physical intervention on the assigned site, a systems and design timeline for change (a detailed timeline that showed how the proposal would unfold), as well as a conceptual 3-D sculpture (a physical model that captured the spirit of the proposal).
Team 1 proposed "South Side Grown", a plan to use urban agriculture to activate positive change in South Chicago's vacant lots. The proposal included a series of phased interventions on the case study lot. Projects included: modular green house units that could be used on a small scale, by individuals, or utilized for industrial purposes; healthy eating, wellness programming and farmers markets for the community; and various social media interventions to rebrand the neighbourhood.
The proposal aimed to "bring the neighbourhood back to the city, and bring the city into the neighbourhood" through a phased plan that developed the sites from 2015 to 2014, significantly changing the image of South Chicago empty lots into self-sustaining urban farms and local food production networks.
To view the complete project presentation click here.
Team 2 proposed the "Art Loop Program", a master plan for the Washington Park Community site that weaves a loop through vacant areas of the neighbourhood, connecting and activating the site through ongoing art programming. In an area of little density, few people and a lack of a sense of place, Team 2 proposes a plan for new public space, art and community building services, and special event spaces.
Team 3 had the task of making a proposal to redevelop an abandoned school in Englewood, South Chicago. In Englewood alone, 7 schools have recently been closed. Team 3 uses the abandoned infrastructure as a potential site for local manufacturing called "Community Made Chicago", a processing and education centre that moves manufacturing back to the local level.
Focussed on the potential of the former Englewood Public School as a new manufacturing site, the proposal presents a network of maker hubs that combine manufacturing and education, turning the school into a hub that is a processing centre for medicinal packaging, bicycle and home renovation parts, and training of employees from the community.
Team 4 created a resident driven system that promotes recreation and wellness in a safe environment through different activities spaced throughout the community. This system is called "Rooms to Grow" and proposes a proactive plan and design for the 'nothing' spaces that have been created over time in Englewood. Team 4 makes new area connections via the divided spaces in the neighbourhood by integrating and intersecting with existing elements in the surrounding space.
The vacant land is repurposed into recreation and health and wellness areas for play, small business and public gatherings. Modular shapes, termed 'rooms' allow for small/individual use areas as well as new areas that can meet the needs of the whole community.
The complete project presentation is coming soon.
Team 5 proposed "Stroll 63rd", a series of infrastructural and programming initiatives to activate the Main Street of Englewood, a 1 mile long street located between the West Englewood and Englewood subway stops; the site lacks basic amenities and street life and has many vacant spaces.
Team 5 proposes a series of modular benches, light fixtures and other basic street furniture and infrastructure as well as modular units for possible small businesses start ups. The proposal creates plug and play elements that can activate the street, and "Turn this Main Street from a through place to a to place".
To see the complete project presentation click here.


Translating policy engagement into concrete investments, the EBRD is determined to take its efforts to develop local currency and capital markets to the next level in its regions, the Bank says in its new strategy for the sector approved by the EBRD Board of Directors.
Building or strengthening local capital markets was one of the key lessons of the 2008-09 global financial crisis. The EBRD responded with a dedicated strategy to the fact that its regions had been hit particularly hard. This tailor-made approach has borne fruit: In the period 2014-17 alone the Bank registered 408 local currency transactions, with a cumulative volume in excess of €7 billion. At the same time, the EBRD was engaged in policy initiatives in many countries.
Based on this foundation the new strategy's goal is to promote more efficient and self-sustaining financial markets through further stepping up its engagement, increasing the share of EBRD investments in local currency and identifying and supporting local currency market reforms strengthening resilience, competitiveness and good governance. As of June 2018 the local currency share in the total number of debt and equity operations by the EBRD stood at 39.7 per cent.
Expanding product ranges and the investor base through the introduction of new instruments, increasing small businesses' access to capital market financing, enlarging the liquidity pool and enhancing risk management.
The EBRD's activities in local currency and capital market development combines investment with policy engagement. The Bank offers, for example, local currency loans, participates in IPOs in local currency, issues local currency boards, promotes covered bonds and invests in local stock exchanges. The policy side includes analytical and advisory work, organisation and implementation of capacity-building and knowledge-sharing activities, as well as technical support for investments and capital market transactions which could play catalytic roles in the process of capital market development.


text:
Pacific Northwest - October 4, 2011
PNW Section celebrates the visit of Bob Bushnell (far left) and Jerry Ferree (far right). Dr. Mike Matesky holds the cake with Chair Dan Mortensen (hiding).
Meeting Topic: Bill Putnam — His Work and His Legacy
Speaker Name: Bob Bushnell and Jerry Ferree
Meeting Location: Shoreline Community College, Shoreline WA
The PNW Section managed to schedule two meetings in October 2011, since that was the way the stars aligned.
Our October 4th meeting was an insider's look at the recording business in its heyday: 1950 to 1975 by two fellows who were there to be a part of it, Bob Bushnell and Jerry Ferree. They both worked their way up from the bottom, working alongside an industry giant: Bill Putnam. Bob and Jerry wrote a book on the subject, "From Downbeat to Vinyl: Bill Putnam's Legacy to the Recording Industry." They shared some of these tales as well as other stories about this time in the industry.
Putnam was an engineer's engineer, skilled in acoustics, electronics, and an accomplished mixing engineer as well. He started Universal Recording in Chicago, and then moved to the west coast where he started United Recording in Hollywood. Along the way, because the specialized electronics needed by studios weren't generally available, he started a company to design and manufacture those products. That company eventually became known as UREI: United Recording Electronics Inc. UREI goodness is still sought after half a century later.
Bob Bushnell spoke first, telling how, as a young man he went to a meeting of the Chicago Audio and Acoustical Group at Universal Recording. He introduced himself to Bill Putnam and asked to work. He was told to come in the evening, which Bob didn't realize was when R&B sessions were usually done! There he saw his first echo chamber, a real, hard plaster room with a mike and speaker inside, dehumidified with silica gel.
Bob felt that Bill Putnam was a great mixer, worked well with the musicians and producers, and was a talented electronics designer.
Mr. Bushnell also had stories about Putnam moving the business to Los Angeles as United Recording and later buying the nearby Western Recording, as well as the formation of UREI. Bob had to wear many hats, from managing the studio tie lines to disc mastering, sessions and special projects demanding lots of overnighters. Putnam was good at delegating work - "just get it done."
Bob went into some detail about disk mastering the Westrex 45/45 stereo LP system and processing vinyl records.
Next Jerry Ferree spoke.
First, he had to comment on the classic dual phone-plug patch cord on hand and its constant use during this time. He also talked extensively about disk mastering on various lathes, including the advance ball on a Fairchild, 2/3 speed mastering, groove pitch and depth adjustments. He spoke of the teamwork and spirit at the studio.
A break was held, where copies of the book were available, as well as some snacks.
Door prizes were:
-CD by jazz artist Gretchen Parlato, courtesy Rick Chinn, won by Christopher Deckard
-Fluke items, courtesy Fluke/Rick Rodriguez: Volt Light won by Mike Matesky; Meterman DMM won by Steve Turnidge
-A copy of Bob and Jerry's book, "From Downbeat to Vinyl: Bill Putnam's Legacy to the Recording Industry" won by Colin Isler
Continuing after the break, Bob and Jerry recounted some of the recording equipment they used, and other recollections like Putnam's preference for Hubbell twist-lock connectors on his microphones, the artists they recorded, using 35mm recorders, and film soundtrack work. Bob would eventually form Bushnell Electronics to make custom recording consoles.
Today, Bob and Jerry are happily retired to Montana and Oregon, respectively.
Written By: Gary Louie and Rick Chinn


text:
{{Підприємець
|ім'я           = Рафаель Гаарла
|оригінал імені =
|ім'я при народженні = Тойво Рафаель Вальдемар Гарберґ
|зображення     = Rafael-Haarla-1929.jpg
|ширина         =
|підпис         =
|дата народження  =
|місце народження =
|дата смерті      =
|місце смерті     =
|громадянство     =
|компанія1 = Raf. Haarla Oy:n
|посада1   = засновник, виконавчий директор
|компанія2 = Haarlan Paperitehdas Oy:n |посада2   = виконавчий директор
|компанія3 = Haarlan Selluloosayhtiö Oy:n
|посада3   = виконавчий директор
|компанія4 =
|посада4   =
|винаходи  =
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}}Рафаель Гаарла''' (; 6 березня 1876, Корпілагті, Тавастгуська губернія, Велике князівство Фінляндське — 1 червня, 1938, Тампере, Фінляндія) — фінський підприємець-промисловець, комерційний радник і правий політик. Організатор і власник кількох підприємств целюлозно-паперового кластера, творець промислової групи. Корпоратівіст, активний антикомуніст. Фінансист і видатний діяч Руху Лапуа, учасник заколоту у Мантсяля (1932).

 Торговець і промисловець
Народився в сім'ї комерсанта Еліса Гарберга і Едли Гарберг (Арвелін). Закінчивши гімназію, працював торговим представником компанії "Häkli, Lallukka ja Kumpp".У 1895 — 1900 керував магазином.

У 1900 завів у Тампере власну справу з оптової торгівлі паперовою продукцією. Змінив прізвище Гарберг на Гаарла.

У 1903 торгове підприємство Гаарли було перетворене на завод "Raf. Haarla Oy: n", що виробляв блокноти, шкільні зошити, конверти і паперові серветки. Виробництво і реалізацію вдалося швидко розширити. У 1910-х фірма Гаарли була однією з найбільших в галузі.

У 1916 — 1922 Рафаель Гаарла був депутатом міської ради Тампере.

Коли в 1918, вже в незалежній Фінляндії, виробники паперу створили картель, Гаарла відмовився до нього приєднатися.

У 1920 заснував у Тампере власну паперову фабрику "Haarlan Paperitehdas Oy: n".З 1926 в Ліевестуоре (Лаукаа) запрацював целюлозно-паперовий комбінат "Haarlan Selluloosayhtiö Oy: n".У 1929 Гаарла придбав пакет акцій целюлозних заводів в Котці і Лог'ї.

З 1927 йому належала також паперова фабрика в Таллінні.

У 1924 Рафаель Гаарла отримав титул комерційного радника. Тоді ж він формально залишив пост директора компанії, передавши його своєму молодшому синові Лаурі Гаарлі. Насправді ж основні рішення як і раніше приймалися Гаарлою-старшим.

Бренд "Haarla" у фінській паперовій промисловості  зберігався до 1989.

 Правий політик
Рафаель Гаарла дотримувався правих політичних поглядів, був переконаним націоналістом і антикомуністом.

Активно підтримував "білих" в громадянській війні 1918. У незалежній Фінляндії виступав за встановлення авторитарного режиму, був противником парламентської системи .

Комуністи і соціалісти ненавиділи Гаарлу. Він двічі ставав об'єктом замахів — в 1918 і 1920. Поширеність соціалістичних настроїв в Тампере стала однією з причин переведення основних підприємств в центральні та північні райони, де переважали консервативно налаштовані робітники.

У травні 1929 за ініціативою Гаарли була створена права "Спілка фронтовиків" з "білих" ветеранів громадянської війни, яку деякий час очолював старший син Рафаеля Гаарли Ейно Гаарла. Гаарла-старший був її фінансистом.

При цьому Рафаель Гаарла не був ні лібералом, ні навіть консерватором. Його соціально-економічні та політичні погляди (викладені в праці "Битва колективних договорів: політичний погляд на професійні організації", виданої в 1929 і в публікаціях журналу "Rintamamies") ґрунтувалися на корпоративізмі.

Забороняючи на своїх підприємствах марксистські організації, Гаарла створював хороші умови праці, організував систему участі робітників у прибутках, займався благодійністю .

Такі позиції закономірно привели Рафаеля Гаарлу в правий Рух Лапуа Вігторі Косоли. Гаарла був одним з головних фінансистів руху, з ентузіазмом підтримував акції прямої дії. Брав участь в Мянтсяльському заколоті, був засуджений на шість місяців в'язниці. Ейно Гаарла брав участь у викраденні і нейтралізації соціал-демократа Вяйне Гаккіли, здійснених групою капітана Арві Калсти.

Після заборони Руху Лапуа Рафаель Хаарлем приєднався до створеного на його основі "Патріотичного народного руху" ("IKL").'' Однак керівництво "IKL" дистанціювався від Гаарли через його захоплення масонством. Гаарла порвав з рухом, але продовжував політичну активність в рамках "Спілки фронтовиків" .

Родина
Рафаель Гаарла був двічі одружений. У першому шлюбі його дружиною була Руус Кескінен, у другому (після смерті Руус) — Лідія Гурст. Мав синів Лаурі і Ейно, доньку Анну-Лійсу.

Брат Рафаеля Гаарли - Лаурі Суло Гаарла — відомий фінський письменник, поет та історик .

Онук Рафаеля Гаарли — Пекка Гаарла — продовжувач сімейного бізнесу і консервативний політик, депутат парламенту від партії Національна коаліція .

З 1924 до смерті в 1938 Рафаель Гаарла жив у Тампере в палаці, побудованому в стилі неокласицизму (будівля є одною з визначних пам'яток Тампере). У 1929 придбав відомий маєток Лаукон у Весілагті.

Меценатство в Тампере
Гаарла подарував місту Тампере скульптури роботи Вяйне Аалтонена, що зображують історію Пірканмаа. Він також пожертвував кошти на пам'ятник Маннергейму роботи Еверта Поріли в Тампере.

Примітки

Фінські антикомуністи
Політики Фінляндії
Померли в Тампере
Фінські підприємці
Підприємці XX століття
Промисловці
Меценати

redpajama_set_name: RedPajamaWikipedia


text:
//
// Copyright 2009-2010 Facebook
//
// Licensed under the Apache License, Version 2.0 (the "License");
// you may not use this file except in compliance with the License.
// You may obtain a copy of the License at
//
//    http://www.apache.org/licenses/LICENSE-2.0
//
// Unless required by applicable law or agreed to in writing, software
// distributed under the License is distributed on an "AS IS" BASIS,
// WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
// See the License for the specific language governing permissions and
// limitations under the License.
//

// UI
#import "Three20UI/TTViewController.h"

// Network
#import "Three20Network/TTModelDelegate.h"

@protocol TTModel;

/**
 * A view controller that manages a model in addition to a view.
 */
@interface TTModelViewController : TTViewController <TTModelDelegate> {
  id<TTModel> _model;
  NSError*    _modelError;

  struct {
    unsigned int isModelDidRefreshInvalid:1;
    unsigned int isModelWillLoadInvalid:1;
    unsigned int isModelDidLoadInvalid:1;
    unsigned int isModelDidLoadFirstTimeInvalid:1;
    unsigned int isModelDidShowFirstTimeInvalid:1;
    unsigned int isViewInvalid:1;
    unsigned int isViewSuspended:1;
    unsigned int isUpdatingView:1;
    unsigned int isShowingEmpty:1;
    unsigned int isShowingLoading:1;
    unsigned int isShowingModel:1;
    unsigned int isShowingError:1;
  } _flags;
}

@property (nonatomic, retain) id<TTModel> model;

/**
 * An error that occurred while trying to load content.
 */
@property (nonatomic, retain) NSError* modelError;

/**
 * Creates the model that the controller manages.
 */
- (void)createModel;

/**
 * Releases the current model and forces the creation of a new model.
 */
- (void)invalidateModel;

/**
 * Indicates whether the model has been created.
 */
- (BOOL)isModelCreated;

/**
 * Indicates that data should be loaded from the model.
 *
 * Do not call this directly.  Subclasses should implement this method.
 */
- (BOOL)shouldLoad;

/**
 * Indicates that data should be reloaded from the model.
 *
 * Do not call this directly.  Subclasses should implement this method.
 */
- (BOOL)shouldReload;

/**
 * Indicates that more data should be loaded from the model.
 *
 * Do not call this directly.  Subclasses should implement this method.
 */
- (BOOL)shouldLoadMore;

/**
 * Tests if it is possible to show the model.
 *
 * After a model has loaded, this method is called to test whether or not to set the model
 * has content that can be shown.  If you return NO, showEmpty: will be called, and if you
 * return YES, showModel: will be called.
 */
- (BOOL)canShowModel;

/**
 * Reloads data from the model.
 */
- (void)reload;

/**
 * Reloads data from the model if it has become out of date.
 */
- (void)reloadIfNeeded;

/**
 * Refreshes the model state and loads new data if necessary.
 */
- (void)refresh;

/**
 * Begins a multi-stage update.
 *
 * You can call this method to make complicated updates more efficient, and to condense
 * multiple changes to your model into a single visual change.  Call endUpdate when you are done
 * to update the view with all of your changes.
 */
- (void)beginUpdates;

/**
 * Ends a multi-stage model update and updates the view to reflect the model.
 *
 * You can call this method to make complicated updates more efficient, and to condense
 * multiple changes to your model into a single visual change.
 */
- (void)endUpdates;

/**
 * Indicates that the model has changed and schedules the view to be updated to reflect it.
 */
- (void)invalidateView;

/**
 * Immediately creates, loads, and displays the model (if it was not already).
 */
- (void)updateView;

/**
 * Called when the model is refreshed.
 *
 * Subclasses should override this function update parts of the view that may need to changed
 * when there is a new model, or something about the existing model changes.
 */
- (void)didRefreshModel;

/**
 * Called before the model is asked to load itself.
 *
 * This is not called until after the view has loaded.  If your model starts loading before
 * the view is loaded, this will still be called, but not until after the view is loaded.
 *
 * The default implementation of this method does nothing. Subclasses may override this method
 * to take an appropriate action.
 */
- (void)willLoadModel;

/**
 * Called after the model has loaded, just before it is to be displayed.
 *
 * This is not called until after the view has loaded.  If your model finishes loading before
 * the view is loaded, this will still be called, but not until after the view is loaded.
 *
 * If you refresh a model which is already loaded, this will be called, but the firstTime
 * argument will be false.
 *
 * The default implementation of this method does nothing. Subclasses may override this method
 * to take an appropriate action.
 */
- (void)didLoadModel:(BOOL)firstTime;

/**
 * Called just after a model has been loaded and displayed.
 *
 * The default implementation of this method does nothing. Subclasses may override this method
 * to take an appropriate action.
 */
- (void)didShowModel:(BOOL)firstTime;

/**
 * Shows views to represent the loaded model's content.
 *
 * The default implementation of this method does nothing. Subclasses may override this method
 * to take an appropriate action.
 */
- (void)showModel:(BOOL)show;

/**
 * Shows views to represent the model loading.
 *
 * The default implementation of this method does nothing. Subclasses may override this method
 * to take an appropriate action.
 */
- (void)showLoading:(BOOL)show;

/**
 * Shows views to represent an empty model.
 *
 * The default implementation of this method does nothing. Subclasses may override this method
 * to take an appropriate action.
 */
- (void)showEmpty:(BOOL)show;

/**
 * Shows views to represent an error that occurred while loading the model.
 */
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The growing problem of UK driver shortages – already threatening Christmas cargo deliveries – has been taken up by an MP, former haulier Andrew Bridgen.
"We've got to get people involved in this industry. With the Road Haulage Association (RHA) and Freight Transport Association (FTA) we are going to lobby to help recruitment next week," said Tory MP for North West Leicestershire.
One haulage company told The Loadstar it needed around 90 more drivers, and said the shortage had been compounded by an earlier-then-expected peak season with higher-than-forecast volumes.
A forwarder said container import volumes were double what it had forecasted, and said the implementation of the Driver Certificate of Professional Competence (CPC) periodic training – which all truckers had to complete by September 10 – had created a "perfect storm".
He added that it had led to increased waiting time for an available vehicle and led to much higher rates, with the immediate carriage of a 20ft container from Tilbury to the Midlands costing £1,200 instead of the normal £500.
Shipping lines' haulage arms are also seeing longer lead times and higher rates. Maersk Line now requires a week's notice on a container collection, while MOL announced a £100 surcharge on bookings between 9am and 12pm from Southampton. OOCL will increase haulage rates by £80 per container from September 22.
The FTA said implementation of the new driver regulations had sparked industry-wide fears that Christmas cargo arriving in the UK could face serious delivery delays.
Also, as a result of the new CPC regulations, haulage companies say some older drivers have chosen early retirement rather than invest the £3,000 required to obtain the CPC.
The Driver and Vehicle Standards Agency (DVSA) said "the vast majority of drivers have met the deadline". There are an estimated 675,000 professional drivers in Great Britain, and the DVSA said 664,000 drivers had completed the 35-hour course by the deadline.
However, the FTA warned that 82% of transport managers who attended an association conference on the same day as the CPC law came into effect, reported driver shortages as a massive problem.
The DVSA insisted, however, that figures for new truckers acquiring licences was already on the up this year. A spokesperson told The Loadstar that 12,623 LGV practical tests were conducted between April and June – a 3.2% year-on-year increase.
New drivers are still unlikely to fulfill the demand, which will only increase, with 40% of drivers holding licences for 7.5 tonnes-plus aged 50 and over. This means that more than 250,000 drivers in the UK will be heading for retirement in the next 15 years, according to FTA estimates.
"The logistics sector's greatest and most urgent need is for new drivers – over 149,000 of them by 2020," said Paul Brooks, managing director of the BiS Henderson Academy.
He predicted that a generation of older drivers approaching retirement, combined with the Driver CPC regulations, would see "an already alarming shortage of proficient HGV drivers exacerbated, leading to even greater pressures on logistics costs".
The FTA said it was not only the Driver CPC which had caused the driver shortage problem. The cost of licence acquisition, at approximately £3,000, meant people were unable to always fund this themselves, especially self-employed workers. This, combined with insurance problems for younger drivers, meant the industry was struggling to bring in young blood.
"If we are going to help the skills shortage, government must not belittle vocational training," said Sally Gilson, the FTA's skills policy development manager.
The FTA is raising awareness of the lack of young people coming forward with the hope of attracting more into the industry.
Nonetheless, this particular pre-Christmas peak is set to be more challenging than most for forwarders and hauliers, and there will be an intense focus on the capacity of agency drivers and subcontractors to fill the void.
"This massive peak in demand leads to heavy use of agency drivers, and FTA members are really worried that these drivers may not be legally ready to drive when they are needed," Ms Gilson added.
The FTA said that surveys of agency driver availability suggest there may not be the numbers of qualified drivers to meet peak demand.
Truck drivers wages are than other jobs in the U.K. as well as in Canada and the U.S. With the cost of living in Canada do not take a trucking job of less than $22.00 per hour plus free rent or $26.00 per hour with and overtime after 50 hours. Many CTA. and APTA. and OTA. or BCTA. trucking companies and agents are cheating new drivers (or new truck drivers to Canada are only paying $.40 to $.44 per mile and not paying for all hours worked based on their E-log.
I have been a driver for 32 years and driven all over Europe and beyond, and currently drive (I did), and won't be driving a truck again out of principle, as my competence to drive was when I passed my truck test many years ago.
And the reason I will not drive a truck again is that this is a tax on drivers again and will create a huge shortage of competent drivers. One small accident (not my fault) in 32 yrs is a sure sign that I am competent to drive a 50ft truck.
Good luck to the minister for transport in finding the drivers that the country needs.
Scrap the CPC to fill the vacancies, or give it automatically to drivers that have been driving over three years .
I completely agree with loan !! I've had my licence for twelve years and my father has had his 44 years. On principle we both decided not to do the CPC rip off course. So there's another 2 lost drivers. Because we are not competent Hahaha what a joke. Good luck getting drivers for Christmas.
When the FTA and other leading figures start to talk and listen to Professional Drivers then maybe a solution could be found.
Why they treat us all like kids without any due respect, more will hang up their keys and leave.
The biggest recruitment to new Drivers is by those in the profession and how many would advize a younster to enter our profession now.
Things will continue to get worse with shelves going bare and fuel pumps empty because our leading figures know better without asking the rank and file.
I agree, it's a worrying state of affairs. The government will only take notice when the deliveries to the House of Commons run late or Cameron's children don't get their Xmas presents in time.
What's next the old 3.5 tonne can allowance?
I've got 15 years hgv experience. I lost my job about 2 years ago now. Been unable to find full time employment or to many after the same position. I can't afford to do the cpc training and I love driving. I've worked hard for the past 30 Years. Nobody wants to help so I'm thinking of giving up my hgv for something else. Don't want to but what do you do.
More training? We are trained to our eyeballs. I have been driver for over 12 years. Driving is in my family. Now this job has had it. Hauliers paying rubbish wages, they have not realized that 39 hours in a factory gets the same pay as a driving job which you would be away from home all week. The roads are way overcrowded and the standard of driving has got beyond a joke. The people who preach the rules at us lorry drivers are the ones cutting us up to get to their meetings on time! About time they paid us a proper wage and start training these car drivers and putting black boxes in their cars to do them for speeding all the time and tailgating everything on the road. I can't wait to find a job in a factory as i will be off the road then. Only problem is there is that many eastern europeans working in factories i can't get a job in them!!
100 percent spot on. Professionals we are. So pay us a professional wage. Do people not realise that the country will come to a complete stop if there are not enough drivers to transport everything. We are our own worst enemies for not sticking together and demanding as one a better deal.
Eastern Europeans are not a problem, at least they work hard, pay taxes and seat quiet whereas people from other countries who have got 4,5,6 children always complain, demand and live on benefits from our taxes. That is why government looking for other sources of budget income i.e. CPC qualification.
This shortage was caused by the trucking industry not paying a high enough wages to keep people driving trucks instead of other jobs. I was at a truck driver recruiting event on Saturday and out the the 23 companies looking to hire only 2 were offering a fair wage. A number of people looking at a getting second jobs left the event laughing at the payscales being offered. I had 5 or 6 companies ask me when the other jobs truck drivers were getting would slow up, hoping that they would come back to driving trucks. The trucking rates need to have a bottom rate set by the gov. and require all trucking companies to set aside 1% of gross sales for driver training and set min wage for truck drivers with 2 or more years experience of £13 per hour or $22.00 per hour plus overtime.
(6) I drove many different types of lorry combinations including single axle trailers 'chinese six 'a frame drawbar' trombone and the last of the 4 in line type trailers all.
Lots of new drivers will never work or have done any of the above. "Thank god", some older drivers may say… but back then there was always someone around to show you… not so in the last 20-odd years. There is not many left in this industry of the skilled type.
You cannot de-skill a job such as lorry driving to the degree that it has been, and pay terrible rates and wages and expect to attract new blood. The so-called CPC is a total insult to many drivers – sitting in a classroom with someone who's never done half the things he or she is reading to you. That is not going to help you when you're out there in the big bad world.
We still have a group of older, retiring hauliers and drivers who, if asked and payed for their time, would pass on their much needed knowledge via driver colleges with vehicles flat and boxed. Today's vehicles are much are more simple to drive than yesterdays, and loading them is mostly down to others on forklifts and rear loading docks, but no matter if its a curtainsided lorry or box, you as a driver are responsible for the lorry and its load – the buck stops with you.
As with any tradesman, be it brickie or plummer, you have to have certain skills before you're let loose on someone's site or house. How can it be not be the same for an HGV driver on our roads. Pay the the drivers the proper rates; better the conditions; give them the hands-on training and this could be changed, and it won't risk the economy.
Having been a Class One Trucker in the UK for 20 years before heading Down Under to OZ as a Semi Trucker, I'm just reading about the ridiculous position the UK trucking industry finds itself in and to be honest, it only has itself to blame.
Had those big trucking companies embraced the skills of their drivers rather than ripping them off for many years with absolutely diabolical wages, then maybe there would be plenty stepping up to the plate to cover the growing work load now.
The government bureaucrats are also to blame in a country which prides itself in allowing, and even promoting, flexible working conditions for business. That is all except truck driving in which drivers can be on duty for a staggering 15-hour shift each day yet can only drive for 9 of those 15 hours each day followed by having to effectively take 2 days break each week.
Do the industry a favour and finally drop that stupid 15-hour shift down to a much safer 12 hours shift a day in which the driver is free to drive for all of those hours (with a mid-shift break) or do any other work followed by a very sensible 12 hours break each day. The driver would then be refreshed enough to work more days of the week should they so require.
I really don't know any other industry in the UK which is so over-regulated and restricts drivers from being allowed to make decent money. Coupled with the new CPC rules which now adds even more bureaucracy to the job but without any more pay. Something simply doesn't add up. I know where I'd rather be and it isn't England!
I haven't done my cpc because I did my driving test and paid for it when I was 21 I am now 40 and feel I am being told my experience isn't good enough. The wages are not good enough, you can get better elsewhere, the treatment of drivers isn't good enough, you can get better elsewhere.
You could see the difference in treatment, from one door you have the factory pickers who were asked if they could possibly work overtime tonight, and the drivers were told that they had to do a 6 hour run and told they have to do it or else.
Drivers are left waiting for 5 and 6 hours with no meals of drinks provided, nobody gives a monkeys about you.
If a driver makes a mistake he is instantly locked up and ask questions later.
The risks are immense and the pay poor along with poor treatment and experienced drivers told they need to be trained by some goon who doesn't want to drive for a living.
The whole industry needs to wake up and see how they have been treating drivers, including how they get treated by VOSA.
For £3000 you can train to be anything else that pays better, plumbers get double or quadruple the wages drivers do and they are treated better and home every night.
I have to say that none of the above has surprised me. I did the Driver CPC, but have not driven a truck in anger for almost 9 years. I have got no intention of driving for a living again. I work in Transport and see the problems both here in UK and in Europe everyday. This will get worse for sure and pretty soon I guess. There are a lot of drivers similar to me. Have Licence, Have CPC but not going to drive. I have seen how drivers get treated by the clients and it is not good. Driver parking facilities are extremely poor and very expensive. I am only 58 but there is no incentive to want to get behind the wheel again.I did the CPC just to keep the licence entitlement. I have been asked a few times if I would do some weekend driving.. But by the time it is taxed etc, it is not worth getting out of bed for. Someone needs to wake up and smell the coffee beans. Make it more attractive and people may be more inclined to come back to driving again. I used an agency some while ago and sorry but it had to be said that the quality of driver was seriously lacking. Either only just past the test or really not up to the standard required. With some older drivers taking up the early retirement there is a big hole to be filled.
Try paying a decent rate per hour. 8 quid for a professional is an insult. I have been driving for 24 years to date. And try getting transport managers who treat drivers with respect. Instead of: "If you don't do it I will get Johnny Foreigner to do it. Cheaper." The lack of decent management in this country is the problem – short-sighted and pompous.
Reading the above posts which I have added to earlier I guess that what this crap industry will do is…Run to europe and bring another set of second rate drivers in when they already have bloody good drivers who are just fed up of even more regulation!..Wake up British parliament before us drivers do not return!!!
I agree with nearly all of the above. I would like to add – why are uk working to 2014 deadline when the Germans are working to 2016?
Are European drivers allowed to drive in the UK without the driver cpc, if so isn't this discrimination against UK drivers.
How come they are safe without it yet UK drivers will be fined and deemed unfit to drive.
Very poor treatment of UK drivers by the UK government and haulage associations that are only concerned about the cost to there members.
As a driver for 24 some years now. The wages I beleave are the biggest factor in this. 8 and 9 pound an hour for driving a class one truck is frankly an insult. They say you can earn 33000 a year. But what they leave out is the five nights away in a tin can. You'll get 100 quid there per week Whoopi do. Also the fact your working 70 hours a week. They might as well forget the working time directive. They have ways of p o a. To keep you out longer.
Who in their right mind would come into this over regulated industry. Bad management is rife. Same as government management.
It needs a top down make over with realistic wages for the skills.
Last but not least. Treat drivers like people. Not like they own us.
in a class-room setting orchestrated by someone suited who has never touched a heavy truck in their life.
I reckon just 1 year truck driving experience outweighs +fifty times the knowledge gained passing a DCPC!
We are all being forced to jump through false hoops to please no-one but idle legislators and law-makers.
supply connections to industry & commerce that fuels and benefits the whole nations prosperity and wealth.
If You are going to make rules and govern, then govern Us Well! If Not, then Don't blinking bother at all !!
I have to agree with one of J. Clarkson's famous quote's = Please just leave us alone!
I apologise in advance. But after 30 year of professional european truck driving that's how I really see it!
Please Please tell us what You think? Are we as Professionals filling in secreterial rubbish?
Im the same, was driving class 1 for 20 yrs. Now hung up the keys. The job is the most overregulated and persecuted job there is!.
What other job is your supervisor THE TRAFFIC POLICE AND VOSA????. Any small mistake you make results in FINES AND POINT ON YOUR LICENCE! A we all know there is no leniency now with any of them due to their funding top downs from Government. Drivers are now just a EASY TO EXTORT CASH COW!
Their is no publis body to help or represent drivers as the FTA and RHA are about the buisness not the drivers!. Then you have the CPC now, just another extortion racket from government, Lets screw the drivers some more!
Ive been driving 15 yrs i agree with all what above drivers have said. I am at moment desperately looking to see what other career i could do to get away from this prehistoric joke of an industry. It is i hope going to reap what is has sown. I dont know any other job where you can turn up and be forced to do a 15 hour day 3 times a week and then after up to 13 hour shifts whether you wish to or not. When you have had enough of trying to drive while desperately trying to stay awake and not kill someone. you cant just give up and go home because you are no Where near home. You have no social life and miss out on family. And on top of that you are treated and spoken to like you are scum by transport managers and desk staff. Good luck haulage industry on attracting people to work in the conditions you yourself have sunk to the depths of. Your abuse of decent hardworking men an woman disgusts me. You yourself should sort out your disgusting treatment of drivers in order to make the industry a place where new comers would wish to work instead of expecting finacial handouts and blaming government for your problems.
I worked in this industry since 1979, I obtained my Class 3 as it was back then under the vocational scheme at 19, long since gone, over the years it got upgraded to a Class 2 by default, but most of the comments from truckers on here are relevant, I sat a 1 hour 30 minute test back in the day, gained all of my experience just doing the job, never had a serious accident in 35 years and now its CPC time! well I'm sorry I for one won't be doing it, I'm 54 now, and getting a little bit too old for classroom antics which pour scorn on my 35 years of experience and professionalism, on top of CPC is the the driver behaviour trackers now being installed everywhere, that is basically a catylist to the fact that your employer doesn't trust you to drive in a competent manner, as you may have guessed? I've hung my keys up also guys!
Some good points there, I think we all feel the same, but don't expect governments to fund anything mate,they are not interested in the minions.
Agency has just put our wages up which has had the following 'effect new drivers being taken on at lower rate mostly eastern European and us british and European agency drivers given less work i'll like to know how the vetting of some these guys licences is conducted and whats the cost 'because a few of them can't reverse to save their lives.
There's a lot of whinging on here from the old guard. First off, driving is not a 'professional' job. A job that (once the medical & Haz/Theory tests are out the way) requires 4 days of training followed by a test ( for Class 2, 1, ADR, and HIAB) can never be compared to professional jobs like being a lawyer, doctor, teacher etc. It can't even be compared to a tradesman who has learned their craft over the course of an apprenticeship followed by years of developing their skills. Modern trucks are so easy to drive that any young lad who's enthusiastic about driving can get to grips with it very easily these days. Those who talk about skills like roping & sheeting, crash gearboxes, chaining etc are living in the past. These are hardly difficult things to pick up as and when needed. Driving will never attract much over minimum wage. If it did, everyone would do it. There's far more people in this country with the licences than there are vacancies. If any haulier is struggling to recruit, then it's primarily a simple case of increasing the remuneration slightly. Too many older drivers slag off the Eastern Europeans… I can only assume that this is because in most cases these guys are better qualified, more flexible, and harder working than most of you. This is certainly the case with the Polish guys in my place, who could teach some of our British guys a thing or two about hard work and flexibility. Times are changing, the good old days are well and truly over. Driving is now 'a job', just like stacking shelves, sweeping floors, and working in a call-centre. Me?… I only drive 2 days a week now and I dictate my own availability and what work I want to do. If the transport managers aren't happy with this, they're swiftly told where to go and poke it, and there's plenty more work out there with other people. The job is what you make of it. Lay down like a door-mat and be treated like one, have a bit of self-respect and dictate your own terms and you will in turn be treated with respect.
As a PROFESSIONAL European HGV1 driver with over 30 years knowledge. I have seen the job degraded and so badly managed by managers and sloppy authorities. (As for Lawyer's they are basically over-paid over-valued and enjoy an easy life).
The only way us Professional Drivers are ever going to be listened to by the so called ruling classes is simply to have a 'DAY OFF!'. That would show everybody from EMP's- Bankers – LAWYERS TOO! all the way down to the hard working folks on the shop floor just who is holding this economy together.
covering Millions of Kilometres throughout the whole of Europe.
I am a Professional Driver and wear it very proudly.
As for the Polish! I have worked along side them and I don't have an issue, as I Trucked in Poland just after the wall came down 1990, but when I see UK firms hiring un-professional East European Drivers who are unable to communicate and struggle to perform reversing manoeuvres requiring skill and care, who's damaged vehicles are held together with duck tape I realise something has gone very wrong indeed.
That's why I have started my own web design Business.
The Unions can't help You as they are just puppets between Government and Business, when they should of sorted the Drivers 15 hour day by now, instead they force you to fill in meaningless paperwork and tick-boxing secretarial stuff thinking they are working on the drivers behalf! Ha.
Theory tests and little plastic certificates are laughable, except for HAZ/Chem.
Now The Authorities that in forced the tickets scheme have just realised their own actions have caused a huge Drive shortage (bad management again) because Professional Drivers like myself refuse to be insulted and conform to complete non scene.
But I do stand firm for my fellow Professional hard working HGV Truck Drivers. A one day strike would open the eyes of many and show them what a valuable part of the world economy you play and may be treat you more fairly.
TRUCKERS NEED TO STAND TOGETHER!
Could a lawyer do our job ?
As you say laughter all round.
CAN YOU ROPE & SHEET?
As a long term Professional Yes of coarse I can rope & sheet, I also could remove a damaged truck piston and cylinder liner on the roadside if I had too, change tyres, repair brakes and electrical issues, as I have gained many practical skills throughout my trucking career.
But a DCPC is absolutely of no use to myself.
I have asked so many drivers what they have gained by sitting the DCPC course and the general reply is SOD-ALL!.
I think the authorities and policy makers have made a real mess-up here, and for no reason, it's all red tape and office type bureaucracy & non-sense.
40 to 44 cents a mile in canada is a little low,but it could be worse especially if you have no experience,I'm going into my 38th year of driving.Would love to drive in another country but the red tape involved to do it legally I'm thinking would or could be a nitemare.


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A Change for the Best?
October 26, 2004 By maltaadmin Leave a Comment
Track Start
Paul Grech discusses the new start rules which have been introduced in 2003
Their work often goes unnoticed, but no athletics' event could go ahead without them. Starters and track officials suffer the same fate as referees in any other sporting discipline: anonymity if they get it right, criticism when they don't. Yet their importance can never be understated, particularly in the light of the new false start regulations introduced on the first of January by the IAAF.
Athletes competing in races of 400 metres or shorter are no longer allowed a false start each. Instead, only one false start is allowed in a race, after which any athlete who jumps the gun will immediately be disqualified.
It is a move intended to make athletics more attractive as a spectator sport, particularly for television audiences who were losing patience with events that were taking too long to get underway. But, predictably, these drastic changes haven't gone down well. Marion Jones described the new rules as "ridiculous", a view shared by Maurice Green whilst Craig Masback, chief executive officer of US Track and field, stated his disappointment as "the world athletics body has given no chance to the athletes as to what they think. This is unfortunate".
"The Americans have been particularly outspoken. Very few Europeans have been outspoken. I think it's a case that the rule is there, you have to apply it and they have to work with it. I think that will happen. I hope so." With over twenty-five years' experience as a starter, Alan Bell is qualified more than most to talk about the recent changes. Especially as he was part of the IAAF committee that drafted the new regulations.
"Some athletes have criticised them because some of them might have spent a lifetime training under a system. Some of them have considered the fact that they might lose money as a result. But if you talk to many top athletes privately – and I have been in that fortunate position – I think most of them accept this."
Like so many others, he started his career as an official to remain involved in the sport after an injury had cut short a career as an international high jumper. He laughs at our suggestion that perhaps failure to make it as an athlete was the real reason for taking up this path and he tells how it has enabled him to officiate at some fantastic venues (last year's Commonwealth Games held in Manchester are his favourite memory: "We took a lot of pride in doing that.").
Regardless of the potential benefits that this career might hold, few seem to be interested. Then again, not everyone is capable of doing the job. "First of all, someone who has a good sense of judgement and who is alert. But I think also someone who has the powers of concentration and who is prepared to make a decision very quickly. That is usually based on experience." Alan says after giving it some thought before admitting that "at the highest levels we now also have the help of a number of technological devices because, with the world's best athletes you're looking at thousands of a second."
A common view is that, given the minimal margin of errors that starters will be allowed under the new rules, they will become increasingly more reliant on the support of technology. But Alan is quick to refute this theory. "It might be a misconception to say that we'll rely even more. People need to be aware that starters at international level, their judgements are based on visual evidence. The technology is an added advantage in that it gives you another source of evidence. In my experience rarely does the technology contradict what the starters saw. With the new rule, the technology will make the starter more comfortable that the decision made was the right one."
So there's no chance that machines will eventually take over the starters' role? "Absolutely not." he says. "Within the last month, I was officiating in an international event and the equipment did not work. So the starter has to rely on his visual impact. What has changed over the past years is that we now work much more as a team. Traditionally there was just one starter. Now, at international level, there will be three starters by requirements."
Nor does Alan think that the new rules put starters under any added pressure. "I believe that once the athletes are aware of the new rules there won't be a great difference. The athletes will behave and starts will be as good as they've always been. Initially there may be pressure on starters and I think that it will be a test of character."
The question is whether athletes – let alone the spectators – are aware enough of the new rules. Alan's experience means that he can shed some light on this issue. Unfortunately, what he has to say isn't too comforting. "Since January I've officiated at four international meetings where the new rules were being applied and that's been in three different countries. There have been athletes from some countries that weren't informed about the change in the rules."
"And the way the rules have been promoted in terms of its operation hasn't been as good as it should."
Filed Under: Articles, Featured, Track Tagged With: IAAF, Sprints, Start, Track
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Ten residents of the Rose of Sharon apartments in Savannah cannot go home Sunday after a cooking fire triggered the sprinkler system and flooded several units Saturday night. It happened just after 11 p.m. Savannah Fire Rescue responded to the Rose of Sharon senior-living apartments. They say a resident on the fourth floor was cooking when a pot caught fire and activated the sprinkler system. He was transported to hospital for smoke inhalation. The water damage displaced 10 residents. Two residents sought assistance from the Red Cross. Eight found temporary housing on their own. Savannah Fire Rescue recommends that you never leave food unattended while it is cooking. Always set a timer as a reminder and turn the stove and oven off if you have to leave the house.


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Q: Help identifying pneumatically activated switch with possible BMS Some decent googling has yielded me no results.
Attached are pictures of a component that allows power from a 3-5v power supply to flow when positive pressure is applied to one side or negative pressure on the opposing side. It also has a voltage cutoff. The internal diode has the text "C912 AYCeY".
I am also interested in figuring out how the sensor (unidirectionally!) detects the pressure difference.
Thank you!

A: By the look of it, it could be an electret pressure switch.
An electret microphone would serve as a differential pressure sensor if the opposite sides of the electret could be isolated.

A: C912 is an "SMD Code" used by some Mfg. instead of full P/N
The bottom row AYCeY are traceability & date codes just used by Mfg/Dist.
Case size appears to be sot235 aka 5-SOT-23 or others...
Due to a lack of passive parts, it is probably just a BJT transistor used as a switch.
Just a quick guess is that compression causes a black deposit of carbon to make contact with the metallic disk and suitable spacer.

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Why should your child become a School Safety Patrol? Not only will they learn important road safety skills, they'll learn valuable leadership skills and be role models at their school.
Special hot chocolate and pizza lunch days at their school.
Each year Winnipeg and Brandon patrols are graded on their performance, reliability and road safety knowledge. The top teams are celebrated at awards ceremonies in their respective communities at the end of the school year.


Downsizing a home that you've spent most of a lifetime accumulating stuff for, and then moving to a small house or condominium, can be full of choices.Here are some considerations for empty nesters looking to downsize.
Is Retiring With a Mortgage Such a Bad Thing?
Ideally, you'd retire without owing money on a mortgage, car loan or credit card.
Retiring with mortgage debt: Should you worry?
Should you carry a balance on your mortgage loan when you reach retirement age? Or should you do all that you can to pay off that housing debt early, before you leave the workforce?.
Recent changes in federal rules that make it more difficult for seniors to get a reverse mortgage are meant, in part, to protect seniors from themselves, experts say.
An annuity is a solid option for anyone worried about running out of money for their mortgage during retirement.