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Official curriculum: "Exchange of radar information, arrival/departure, missed approaches, clearances for visual approach, flight priority, vectoring around obstacles, runway changes tofranil."

What it's really about: Arrivals and departures combined, an introduction to RSiT, getting used to rated runs, and your first eval rumalaya.

In Block 1 you learned departures, in Block 2 you learned arrivals, therefore it only makes sense that in Block 3 you learn how to handle simultaneous arrivals and departures.

The first day inside the RSiT will be your most exciting day so far at NCTI, guaranteed. Note that the RSiT is a different simulator than the RTIS discussed in Blocks 1 and 2. How different, you ask? Oh, I don't know, how different is a Porche from a VW Rabbit? Instead of sitting in a computer lab staring at a 14" monitor, you'll now be working in front of a full ATC console, complete with a real databoard, hotlines, a floor pedal for the radio, etc. The lights are dim, it's noisy, and the place is full of energy.

The RSiT will also be your first introduction to GT's. GT is an abbreviation for General Trainer. Although the feeder position in Blocks 1 and 2 was done by a fellow student, now it's done by a professional. And the GT's work in the back room, so you don't even get to see them during the run. It adds a lot of realism.

A few notes about etiquette. At the end of every run, thank the GT. Even if you did a horrible job, and all you want is to go bury your head in the sand, take a moment to step on the floor pedal and say, "thanks for the run." GT's are people too, and everybody likes to be shown appreciation for their work, regardless of whether they are being paid or not.

The first couple of runs in the RSiT are freebies, designed to help you get used to the idea of "keeping paper." If an instructor sitting behind you, writing notes, is something that makes you nervous, this is the time to get rid of that fear.

A common mistake, at first, will be using the radio (foot pedal) to talk with everyone, even other controllers. You're going to step on the foot pedal to call another controller, there will be no reply from the GT. You'll try again, still no reply. You'll look at your instructor and ask, "What's wrong with this stupid GT?" And your instructor will reply, "Umm, because you're not using the hotline?" "Oh," you say, "heh heh..."

Supposedly, this is also a good time to "experiment." Enlightened instructors will tell you, with an air of pedagogical wisdom, that because no marks are recorded for these runs, this is the time to have your sep losses, to play with the aircraft, to try crazy things. I suppose this is all true. I always found that when I experimented with separation in unrated runs, my instructors experimented with swatting me in the back of the head.

After a few freebies, the rated runs begin. The first one or two are slow, but after that the speed picks up quick. Most of what is listed in the official curriculum is covered in the classroom but not tested in the simulator. Missed approaches, visual approaches and runway changes will not be on the eval. (Note, that information is current as of August 2002. If someone wants to update me please do.)

Very late in Block 3, the concept of vertical separation is introduced. The runs become so busy that you can no longer get by with lateral separation alone. It's a shame this concept is introduced so late in the course, because it happens to be key to passing the eval. In fact, it's not uncommon for a student to make excellent progress almost to the end of the block, then fail the last few runs. Needless to say the student goes into the eval with less confidence.

The key to maintaining safe separation in this situation, while still being expeditious, is to pick the right crossing altitude. Let's say that the ceiling of your airspace is 14,000 feet. If you see that an arrival and a departure are going to cross paths far away from the airport, pick a high crossover altitude. You might clear the arrival down to 11,000 and the departure up to 10,000. You are still maintaining the required 1000 feet of vertical separation, but you are also now allowing the departure to keep climbing for as long as possible. If the aircraft are going to cross close to the airport, you might pick a lower altitude. Clear the departure up to 6000 and the arrival down to 7000.

I'm not saying, necessarily, that these are good altitudes to pick. It's going to depend on what runway is in use, what the aircraft type is, what other traffic there is, etc. What's more, I can't even remember the terminal airspace from NCTI that well. These examples are just to give you a rough idea of a concept that gives many people grief late in Block 3.

And the Block 3 eval will be busy - at least as busy as any of the rated runs. This can cause problems with nerves, which can be a problem in any run, anytime, but there's more at stake in the eval because you *must pass* the eval.

After the eval, the instructors and course director will meet for a "round table." During the round table, which typically lasts two to four hours, they discuss each eval and try to agree on a common marking standard. Once they've figured things out, they will call the students up to the classroom and give out the marks. The instructor who marked your eval will take you each aside individually and give you a debriefing.

For students who failed the eval, there are two options. The first is to do a re-eval. This is a privilege and not a right, and whether you get a re-eval depends on a number of factors:

• Were you passing or failing the rated runs previous to the eval? Was your performance getting better or getting worse? Ideally, you want to show consistent improvement in your performance.
• Do you get along well with your course director, instructors, GT's and classmates? No one wants to give a second chance to an egomaniac, a backstabber, or a plain old jerk.
• Are your academic marks good? How did you do on IFR1 and the previous exams? Hard work is a sign of desire.
• Are there other extenuating circumstances?

The second option after a failed eval is to be recoursed into a class behind you. All the considerations for a re-eval apply here as well, with one additional caveat: does the class behind actually have room to accept an additional student?

Sometimes a course director will give you the option of choosing to do a re-eval or taking a recouse. If this occurs, weigh the choice carefully: did you fail the eval because of a one-time fluke or a bone-headed mistake? Are you still confident in your abilities? If so, do the re-eval. Alternatively, do you feel like your confidence is shaken and needs time to rebuild? If possible, avoid a recourse because leaving your own class - especially if they are a good group of people - creates additional stress, which you just don't need (see below). But if there is something about terminal control that you just don't "get", a recourse may be your only option.

Sometimes a second re-eval is offered, but these are rare.

CAUTION: For students who have been recoursed - you are stepping into a social minefield. :-) As a recoursed student, you tread a fine line between embracing your new class vs. hanging out with your old buddies. If it's necessary to choose, pick the former. Why? Because your new class is now the group of people who will get you through the course. Teamwork is huge in the ATC program - without it, it becomes almost impossible to succeed. Your social "in" to your new class is the fact that you have experiences that they do not, in the form of rated runs, an eval, and maybe an IFR exam. Share your knowledge, but do not lord it over your new classmates. You have, at most, three weeks of extra knowledge that they do not. They will catch up to you soon enough. And if you've been a cocky superstar that whole time, your new classmates will remember that when the playing field levels. Bad behaviour on your part might include:

• Not eating meals with your new class. Nothing creates resentment faster than continuing to eat all your meals with your old class. The snide comments will fly. ("What, is she too good to eat with us?")
• Answering all the questions up in the classroom. Guess what? Everyone knows you've already done this part.
• Whining to your new instructors about how things are done differently in this class. I don't think they care.

Remember: by definition, if you have been recoursed it means you have failed to meet the required performance standard. If that doesn't give you cause to be humble about the experience, I don't know what will.

On the other hand, if you've just passed your first eval, congratulations! Now might be a good time for a pint. :-)