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Official curriculum: "Radar arrival control, coordination of approaches, estimates (receiving, passing, and revisions), receiving non-automated hand-off and initial contacts, assigning descents, vectoring to circuit, final approach, issuing clearance, transfer of control to tower."

What it's really about: Arrivals.

If departures was kind of like a game of Space Invaders, I guess arrivals is a bit like Tetris . Or, to use another metaphor, you'll find it's a lot easier to unpack a box (departures) than to pack a box full (arrivals). I don't have a lot to say about the actual content of this block, so I'll ramble on about a few other things.

In this block you might start to notice, if you haven't already, that different instructors have different ways of doing business.

The key in these early blocks is to build relationships, instead of nitpicking over marks . Don't argue with an instructor about a five mark deduction on a PC. Save that for when it really counts, like arguing about whether or not you passed an eval . As you move through the IFR program, there are definite stages at which your instructors begin to respect your abilities more, and it becomes easier to raise marking issues .

Your course director has to walk a fine line. He can set a single, common standard for every IFR procedure cipro online. Or, he can give instructors permission to teach students something useful by showing them how things were done back at their home units accutane online. (The problem being, each instructor is from a different unit, so each has a different way of doing something.) The former approach simplifies marking and reduces confusion. On the other hand, if he doesn't allow for the latter, you are in for a big shock when you hit the regional school, because you know nothing about the real world.

Some course directors, unfortunately, do not have the leadership skills to set common standards, and so confusion reigns by default. But other course directors excel at this. They seem to know when to lay down the law and when to give instructors enough slack to do their own thing. Like I said, it's a fine line, and I have great respect for the course directors who do it well.

The next block is an important one. Now that we're getting into the serious stuff, I feel obliged to warn you that I completed NCTI in the summer of 2002. It's possible that some of the information in these sections is out-of-date, or even completely inaccurate. A glacier moves faster than curriculum changes at NCTI, so frankly I am not too worried. That said, if you do notice that something isn't correct, please drop me a line and I will fix it ASAP.