NSU’s NSU’s 17 17 Academic Academic Institutes Institutes  Brief Therapy Institute  Lifelong Learning Institute  Community Resolution Services  National Coral Reef Institute  Criminal Justice Institute Brief Therapy Institute   The Eye Institute Community Resolution Services  Options National Coral Reef Institute  Guy Harvey Research Institute Criminal Justice Institute     Hudson The EyeInstitute Instituteof Entrepreneurship and Executive Education Guy Harvey Research Institute  Institute of Trauma and Victimization Hudson Institute of International Institute Franchise Entrepreneurship andfor Executive  Education Education  Southeast Rumbaugh-Goodwin Institute for Institute for Cross-  Institute of Trauma and Victimization   Tyler Institute Institute The Language  International Institute for Franchise Education   Women’s Tyler Institute Resource       National Lifelong Learning Institute Institute for Educational Rumbaugh-Goodwin Institute for National Institute for Educational Cancer Research Options CancerCounseling Research Cultural Southeast Institute for Cross South Florida Ocean Cultural Counseling Measurement Center  South Florida Ocean The LanguageCenter Institute Measurement Institute Women’s Resource Institute
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It’s really not this bad! Office Officeofofthe theDirector Director National NationalInstitute Institute on onAging Aging National NationalInstitute Institute on onAlcohol AlcoholAbuse Abuse and andAlcoholism Alcoholism National NationalInstitute Institute ofofAllergy Allergyand and Infectious InfectiousDiseases Diseases National NationalInstitute Institute ofofArthritis Arthritisand and Musculoskeletal Musculoskeletal and andSkin SkinDiseases Diseases National NationalCancer Cancer Institute Institute Eunice EuniceKennedy Kennedy Shriver ShriverNational NationalInstitute Institute ofofChild ChildHealth Healthand and Human HumanDevelopment Development National NationalInstitute Instituteon on Deafness Deafnessand andOther Other Communication Communication Disorders Disorders National NationalInstitute Institute ofofDental Dentaland and Craniofacial Craniofacial Research Research National NationalInstitute Institute ofofDiabetes Diabetesand and Digestive Digestiveand and Kidney Diseases Kidney Diseases National NationalInstitute Institute on onDrug DrugAbuse Abuse National NationalInstitute Institute ofofEnvironmental Environmental Health Sciences Health Sciences National NationalEye Eye Institute Institute National NationalInstitute Institute ofofGeneral General Medical Sciences Medical Sciences National NationalHeart, Heart, Lung, Lung,and andBlood Blood Institute Institute National NationalHuman Human Genome GenomeResearch Research Institute Institute National NationalInstitute Institute ofofMental MentalHealth Health National NationalInstitute Institute ofofNeurological Neurological Disorders Disordersand and Stroke Stroke National NationalInstitute Institute ofofNursing NursingResearch Research National NationalCenter Center for forComplementary Complementary and Alternative and Alternative Medicine Medicine John JohnE. E.Fogarty Fogarty International International Center Center National NationalCenter Center for forResearch Research Resources Resources National NationalLibrary Library ofofMedicine Medicine National NationalInstitute Instituteofof Biomedical BiomedicalImaging Imaging and andBioengineering Bioengineering Clinical ClinicalCenter Center Understanding NIH Center Centerfor for Information Information Technology Technology Slide 10 National NationalInstitute Instituteon on Minority MinorityHealth Healthand and Health Disparities Health Disparities Center Centerfor for Scientific ScientificReview Review 8 November 2017
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National Institutes of Health Office Officeof ofthe theDirector Director National NationalInstitute Institute on onAging Aging National NationalInstitute Institute on onAlcohol AlcoholAbuse Abuse and andAlcoholism Alcoholism National NationalInstitute Institute of ofAllergy Allergyand and Infectious InfectiousDiseases Diseases National NationalInstitute Institute of ofArthritis Arthritisand and Musculoskeletal Musculoskeletal and andSkin SkinDiseases Diseases National NationalCancer Cancer Institute Institute National NationalInstitute Institute of ofChild ChildHealth Health and andHuman Human Development Development National NationalInstitute Instituteon on Deafness Deafnessand andOther Other Communication Communication Disorders Disorders National NationalInstitute Institute of ofDental Dentaland and Craniofacial Craniofacial Research Research National NationalInstitute Institute of ofDiabetes Diabetesand and Digestive Digestiveand and Kidney KidneyDiseases Diseases National NationalInstitute Institute on onDrug DrugAbuse Abuse National NationalInstitute Institute of ofEnvironmental Environmental Health HealthSciences Sciences National NationalEye Eye Institute Institute National NationalInstitute Institute of ofGeneral General Medical MedicalSciences Sciences National NationalHeart, Heart, Lung, Lung,and andBlood Blood Institute Institute National NationalHuman Human Genome GenomeResearch Research Institute Institute National NationalInstitute Institute of ofMental MentalHealth Health National NationalInstitute Institute of ofNeurological Neurological Disorders Disordersand and Stroke Stroke National NationalInstitute Institute of ofNursing NursingResearch Research National NationalInstitute Instituteof of Biomedical BiomedicalImaging Imaging and andBioengineering Bioengineering National NationalCenter Center for forComplementary Complementary and andAlternative Alternative Medicine Medicine Fogarty Fogarty International International Center Center National NationalCenter Center for forResearch Research Resources Resources National NationalLibrary Library of ofMedicine Medicine National NationalCenter Centeron on Minority Health Minority Healthand and Health HealthDisparities Disparities Clinical ClinicalCenter Center Center Centerfor for Information Information Technology Technology Center for Scientific Review
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National Institutes of Health Office of Extramural Research Office of the Director National Institute on Aging National Institute on Alcohol Abuse and Alcoholism National Institute of Allergy and Infectious Diseases National Institute of Arthritis and Musculoskeletal and Skin Diseases National Cancer Institute National Institute of Child Health and Human Development National Institute on Deafness and Other Communication Disorders National Institute of Dental and Craniofacial Research National Institute of Diabetes and Digestive and Kidney Diseases National Institute on Drug Abuse National Institute of Environmental Health Sciences National Eye Institute National Institute of General Medical Sciences National Heart, Lung, and Blood Institute National Human Genome Research Institute National Institute of Mental Health National Institute of Neurological Disorders and Stroke Fogarty International Center National Center for Research Resources National Center on Minority Health and Health Disparities National Center for Complementary and Alternative Medicine NIH Clinical Center Center for Information Technology National Library of Medicine Center for Scientific Review National Institute of Nursing Research National Institute of Biomedical Imaging and Bioengineering No funding authority3
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Organizational Structure of NIH Office of the Director http://www.nih.gov/ic d National Institute on Aging National Institute on Alcohol Abuse and Alcoholism National Institute of Allergy and Infectious Diseases National Institute of Arthritis and Musculoskeletal and Skin Diseases National Cancer Institute National Institute of Child Health and Human Development National Institute on Deafness and Other Communication Disorders National Institute of Dental and Craniofacial Research National Institute of Diabetes and Digestive and Kidney Diseases National Institute on Drug Abuse National Institute of Environmental Health Sciences National Eye Institute National Institute of General Medical Sciences National Heart, Lung, and Blood Institute National Human Genome Research Institute National Institute of Mental Health National Institute of Neurological Disorders and Stroke National Institute of Nursing Research National Center on Minority Health and Health Disparities National Center for Complementary and Alternative Medicine Fogarty International Center National Center for Research Resources National Library of Medicine National Institute of Biomedical Imaging and Bioengineering No funding authority 18 18
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TABLE 10–2 Roles in Career Development Individual Manager • Accept responsibility for your own career. • Assess your interests, skills, and values. • Provide timely and accurate performance feedback. • Provide developmental assignments and support. • Participate in career development discussions with subordinates. • Support employee development plans. • Seek out career information and resources. • Establish goals and career plans. • Utilize development opportunities. • Talk with your manager about your career. • Follow through on realistic career plans. Employer • Communicate mission, policies, and procedures. • Provide training and development opportunities, including workshops. • Provide career information and career programs. • Offer a variety of career paths. • Provide career-oriented performance feedback. • Provide mentoring opportunities to support growth and self-direction. • Provide employees with individual development plans. • Provide academic learning assistance programs. 10–4 Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, Prentice Hall, Inc. All rights reserved. 1992),©p.2008 56; www.ge.com.cn/careers/career_management.html; and www_03.ibm.com/employment/us.cd_career_dev.shtml. Accessed May 18, 2007.
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Career Services: An Opportunity At All Points of the Loss – Momentum CONNECTION ENTRY PROGRESS Framework Interest to Application Enrollment to Completion of Gatekeeper Courses Entry into Course of Study to 75% Requirements Completed COMPLETION Complete Course of Study to Credential with Labor Market Value Leverage results of Noel Levitz CSI to identify undecided students POTENTIAL STUDENTS Redesigning admission process from major selection to Career Interest Areas (from 106 choices to 15) Stronger Connection between Career Services and Enrollment Services Team approach with Student Success Coaches, Advisors, Academic Counselors, & Career Specialists at the front end • Follow up to ensure on correct path • Referral to more indepth career Robust Career Decision tools: coaching, as needed MyPlan, Career Coach and OhioMeansJobs.com • Embedded into SDEV course outcomes Experiential educational opportunities available to help in career decision Annual Job Fair and Internship Fair Curriculum Council Approved Experiential Education in all programs of study 11/14 VIP program prepares students for Job Fair by assisting them with resume building and interviewing skills Received second 2-year Ohio Means Internship and Co-op (OMIC) grant in 2014 – 26 new internship placements since July 2014 TRANSFER AA/AS UNIVERSITY/ COLLEGE PARTNERS JOB & CAREER AAS INDUSTRY PARTNERS Service Learning offerings in every Division Career Week, March 3-7: Career exploration activities, workshops, faculty presentations, and employer tours Source: Lorain County Community College
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2. Career Guidance One free service that you should definitely take advantage of is the Career Center. They can help you with all of your long and short-term career plans, providing you with access to tons of books, magazines, and packets full of internships and other job-related opportunities. Plus, you can schedule a meeting with a career counselor to discuss your ideas and receive free career guidance. Additionally, the Career Center provides students many opportunities to meet alumni, attend job fairs, and more. Most costs for these events are paid by the Career Center. There is even a special Sunday Career Brunch series at the Williams Inn with free tickets for the Inn’s fabulous brunch. Occasionally, there may be some charges. For example, in past years the Career Center took interested students to NYC to have lunch with many accomplished alumni and to visit the United Nations. Students were asked to pay $20 for the day – much less than the real cost of the lunch and travel. Nonetheless, if you’re dissuaded from attending events for financial reasons, speak with the Director of the Career Center, John Noble ([email protected]). He can waive most charges and won’t in the least consider it a burden.
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Earning Power - The CFA Premium The CFA Premium: US$40,000 $203,000 $163,00 0 Median Total Compensation for CFA Institute members with 10+ years experience Source: 2003 Compensation Survey CFA Institute
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SA B B B B B S B B Pre-test/Post-test Statements MBTI Strong I am aware of how my interests, abilities, and values 4.12 4.40 relate to academic majors. SA Pre-test/Post-test Statement MBTI B I am aware of how my interests, abilities, and 4.12 I am aware of how my interests, abilities, and values 4.08 4.36 values relate to academic majors. 4.40 related to career decision-making. B I am aware of how my interests, abilities, and 4.08 values related various to career decision-making. I understand how to research career fields. 3.74 4.36 B I understand how to research various career 3.74 4.12 fields. 4.12 B toI fell prepared select a major that relates 4.05 to 4.05 I fell prepared select a majortothat relates to my career my career goal. goal. 4.29 4.29 B I am aware of career paths related to some 4.07 majors of interest. I am aware of career paths related to some majors of 4.07 4.37 interest. S I feel motivated to take action steps toward 4.37 4.35 career planning and/or decision making. 4.41 B I am familiar with UNC Charlotte resources I feel motivated to take action steps toward career 4.35 3.90 campus offices that can support my planning and/orand decision making. 4.41 4.14 academic success. I am familiar UNCaCharlotte resourcesbase and about campus 3.90 3.48 B with I have strong knowledge careers. offices that can support my academic success. 4.14 3.95 4.07 4.55 Strong 4.07 4.14 4.55 4.53 4.14 4.53 3.61 3.61 4.31 4.31 3.66 3.66 4.10 4.10 3.84 4.41 3.84 4.29 4.41 4.46 3.92 4.29 4.32 4.46 I have a strong knowledge base about careers. 3.41 4.06 purely by chance. 3.48 3.95 3.92 3.41 4.32 4.06
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Recognition of creditable years of service TAC §153.1022 •(i) Credit for career and technology teachers. In accordance with TEC, §21.403, effective with the 1982-1983 school year, certified career and technology education teachers employed for at least 50% of the time in an approved career and technology position may count up to two years of work experience for salary increment purposes if the work experience was required for career and technology certification. – (1) For purposes of this section, an emergency teaching permit shall be the equivalent of a teaching certificate. – (2) Once credit for work experience has been granted, the credit shall be continued regardless of the position held. For personnel granted credit under this section whose employment is split between career and technology and non-career and technology positions, the years granted shall apply to both the career and technology and the non-career and technology positions. TEC §21.403 •(b) For each year of work experience required for certification in a career or technological field, up to a maximum of two years, a certified career or technology education teacher is entitled to salary step credit as if the work experience were teaching experience.
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Career Plan Results What characteristic about this career path will help you reach your goal. Why does your major (Career Path) Interest You? How do I find jobs in this career field? I am unsure about why it interests me. This job relates to my major. How do I find summer internships related to this career? It has a good salary range. How does my major relate to this career? It sounds exciting and adventurous. How do I find someone in the career field to learn more? It seems stable and not too risky. I know someone who has been successful in this career field. Does it require more education or certifications? Someone suggested I pursue this career field (like a family member or friend). Is this job stable or projected to grow in the current job market? It matches my Skills, Interests, Values, and/or Personality. 0 100 200 300 400 500 600 What is the salary range for this job? 0 50 100 150 200 250 300 350 400 Count Percent Count Percent
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2005 Registration Deadlines May/June administration Received by 15 September 2004 15 February 2005 15 March 2005 Required Fees* $735 $815 $1,120 Final Deadline: All forms must be received by CFA Institute on or before 15 March 2005 *Includes registration fee that candidates pay only when first entering the CFA Program CFA Institute
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Goal I To help students clarify their career goals Outcomes and Actions  1.A. Students will assess their future career opportunities – – Take career readiness inventory & write reflective piece Research careers and related educational expectations  1.B Students will relate career requirements to their personal interests, abilities, and values – – – Analyze career options based on interests, abilities, & values Explore qualities needed to be successful in a particular career through mentoring relationship and informational interviews Develop professional presentation skills  1.C. Students will choose appropriate career pathways, based on continuous self-assessment and analysis of the work world – – Chart a career pathway Participate in experiential learning activities
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Annual Alumni Contribution Rates Technological Research Universities FY07 FY09 FY10 29.0% 36.0% 25.6% 16.9% 18.1% DNR 31.6% 23.3% DNR 19.1% 35.9% 34.8% 23.4% 14.0% 17.8%  Colorado School of Mines  Michigan Technological University  New Mexico Institute of Mining & Technology  Clarkson University 14.1% 15.9% 12.0% 15.7% 11.5% DNR DNR 16.7% DNR 15.8% DNR DNR  Stevens Institute of Technology 29.6% DNR DNR 8.8% 7.9% DNR 17.0% 11.3% 16.7% 9.2% 15.6% DNR 7.6% 5.8% DNR 7.1% 3.2% DNR 3.9% 2.8% DNR      California Institute of Technology Massachusetts Institute of Technology Georgia Institute of Technology Rensselaer Polytechnic Institute Missouri S&T  Illinois Institute of Technology  Worcester Polytechnic Institute  New Jersey Institute of Technology  Florida Institute of Technology  University of Alabama – Huntsville  South Dakota School of Mines
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High Need Academic Competence • • • • • • • Personal Competence • • • • • • • GPA is a 2.0 or below; Maybe on probation and at risk of being suspended or dismissed Does not complete courses successfully; receives D, INC, F grades, or withdraws from most or all courses Struggles greatly with academic challenges; cannot cope with challenges; gives up easily Does not have acquisition of time management skills; does not prioritize Chronic absences from or lateness to class and often takes extended breaks during class Work is of poor quality; unrealistic expectations of professors role; no accountability May have some knowledge of college and program resources, but does not utilize No interest in co-curricular activities and places no value to the importance of participation Cannot balance personal and academic life; focuses on personal life stressors and is easily distracted Does not participate in program and college activities Reflection on parental, familial and affective relationships, and feels powerless or has an unwillingness to make adjustments Is not aware of procrastination or refuses to address procrastination Chronic excuse making, blaming others; does not take responsibility; unrealistic Non-committal Mid Need Low Need • GPA is below 2.5; at risk of falling into probation Completes courses with inconsistent grades; may withdraw from a course Shows awareness of academic challenges; struggles to meet challenges successfully Shows awareness of time management issues, but struggles with prioritizing Attends class to meet minimum requirements and may have minor punctuality issues Work is of average to poor quality Shows awareness of college and program resources, but underutilized • • Is aware of co-curricular activities and shows some interest in participating Desires to be organized, but has difficulty balancing personal and academic life Inconsistent in participating in program and college activities Reflection on parental, familial and affective relationships, but has difficulty making adjustments Hesitant of collaborating with other students in program activities or group work Is aware of procrastinating but struggles with completing tasks and follow through Shows signs of anxiety when under stress • Is aware of importance of career exploration, and moderately confident in their choice of major Is aware of importance of professionalism Inconsistent with setting clear vocational plans and aspirations; difficulty identifying personal interests; some interest in educational and vocational exploration Is aware of study abroad opportunities, and considers it as an option Is aware of scholarship opportunities, and considers it as an option • • • • • • • • • • • • • • Career Planning Competence • • • • • Has not explored career paths, and indecisive as to what major to choose Conducts themselves unprofessionally Inability to identify clear vocational plans and aspirations; unaware of personal interests; distracted from pursuing educational and vocational exploration Views study abroad opportunities as far reaching and unrealistic options Views scholarship opportunities as far reaching and unrealistic options; unwilling to follow through with application process • • • • • • • • • • • • • • • • • • • • • Maintain GPA of at least 3.0 Successfully complete all courses; rarely withdraws and only as a last resource Shows awareness of academic challenges; copes successfully with challenges Manages time efficiently, prioritizes Attends class regularly and is on time Work meets high quality standards Makes use of college and program resources Is aware of importance of participation in co-curricular activities Is organized/balances personal and academic life Actively participates in program and college activities Reflection on and readjustment of parental, familial and affective relationships Collaborates with other students in program activities Does not procrastinate Keeps stress levels under control Is aware of importance of active involvement in career exploration Is aware of importance of conducting oneself professionally Setting vocational plans & aspirations; identifying personal interests; educational and vocational exploration) Attended a study abroad workshop Attended a scholarship presentation Researched scholarship opportunities
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Past Career Technical Education Future Career Technical Education Technical Skills Training in Isolation Technical Career Preparation supported by rigorous academic and employability skills Technical Skills Training in depth for one job Career Preparation (in depth and in breadth) for lifelong career mobility and advancement Education/Career Preparation for those who can’t make it in college Education/Career Preparation of choice for the diversity of all students Program focused, instruction centered, compliance driven Industry focused, student centered, and performance driven Traditional names of focus on today’s entry-level job preparation programs like carpentry and welding, in which programs, not pathways exist Customized packaging of instruction into sequences of courses blending with science and math applications create new pathways for career advancement and continuing education for both emerging and existing careers over the lifespan 24
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TABLE 10–3 Possible Employer Career Planning and Development Practices Job postings Formal education/tuition reimbursement Performance appraisal for career planning Career booklets/pamphlets Written individual career plans Career workshops Assessment Center Counseling by manager Upward appraisal Lateral moves/job rotations Appraisal committees Counseling by HR Training programs for managers Pre-retirement programs Orientation/induction programs Succession planning Special needs (highfliers) Formal mentoring Special needs (dual-career couples) Common career paths Diversity management Dual ladder career paths Expatriation/repatriation 10–7 Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 56; © 2008 Prentice Hall, Inc. All rights reserved. www.ge.com.cn/careers/career_management.html; and www_03.ibm.com/employment/us.cd_career_dev.shtml. Accessed May 18, 2007.
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Job Search Process Facts ● On average, it can take 6 – 9 months of active job searching for a senior or recent graduate to receive a job offer after graduation. ● Students who frequently used their career center were more likely to receive a job offer sooner than those who did not. Use of Career Services Linked to Job Offers Spotlight Online for Career Services Professionals, June 23, 2010 The National Association of Colleges and Employers’ (NACE) 2010 Student Survey shows a strong link between use of career services and a student’s ability to get a job offer. Results show that, the more frequently a senior used career services, the more likely he/she would receive a job offer. Just under 29 percent of those who received job offers had not used the career center—meaning the remaining 71 percent with offers were career center users.    Tips for graduates on the job hunt In addition, the study found that the likelihood of getting a job offer increased with the frequency of use, so that those who used the career center four or more times a semester were more likely to have job offers than those who used it once a semester. 
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References AISC. (n.d.). Steel Connections: Behavior and Practice [35mm Slide Show with Script]. American Institute of Steel Construction, Inc. Chicago, IL. AISC. (2001). LRFD Manual of Steel Construction, Third Edition. American Institute of Steel Construction, Inc. Chicago, IL. AISC. (2002a). Seismic Provisions for Structural Steel Buildings. American Institute of Steel Construction, Inc. Chicago, IL. AISC. (2002b). Design Guide 15 – AISC Rehabilitation and Retrofit Guide. American Institute of Steel Construction, Inc. Chicago, IL. AISC. (2003). High Strength Bolts: A Primer for Structural Engineers. American Institute of Steel Construction, Inc. Chicago, IL. AISC & NISD. (2000). Detailer Training Series [CD-ROM set]. American Institute of Steel Construction, Inc. and National Institute of Steel Detailing. Chicago, IL. (Available from AISC, One East Wacker Drive, Suite 3100, Chicago, IL 60601). American Welding Society, (AWS). (2004a). American Welding Society Web Site. Available at: http://www.aws.org/. Viewed August, 2004. American Welding Society, (AWS). (2004b). “Structural Welding Code.” ANSI/AWS D1.1-2004, Miami, FL. Green, P. S., Sputo, T., and Veltri, P. (n.d.). Connections Teaching Toolkit – A Teaching Guide for Structural Steel Connections. American Institute of Steel Construction, Inc. Chicago, IL. Research Council on Structural Connections, (RCSC). (2000). Specification for Structural Joints Using ASTM A325 or A490 Bolts. American Institute of Steel Construction, Inc. Chicago, IL. Ruby, D.I. (2003) . “All About Bolts.” AISC Modern Steel Construction, May. SSTC. (2001). Structural Bolting Handbook. Steel Structures Technology Center, Inc. Novi, MI. 73
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Science Careers Consultant – Lisa Happell •Science have their own career consultant who can help you with a range of employment and career services. •Book in for a 30 minute career consultation. Our Career Consultant can help with the following: •Resumes, cover letters, selection criteria. •Career advice and direction. •Career opportunities with a Science degree. •Networking and social media (LinkedIN) •How to develop employability skills. Bookings - login to Career Gateway. Under the heading appointments in the box on the left hand side, search and book your science appointment time.
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Study Question 5: How do organizations maintain a quality workforce?  Career development – Career — a sequence of jobs that constitute what a person does for a living. – Career path — a sequence of jobs held over time during a career. – Career planning —matching career goals and individual capabilities with opportunities for their fulfillment. – Career plateau — a position from which someone is unlikely to move to a higher level of responsibility. • Progressive employers seek ways to engage plateaued employees. Management 8/e - Chapter 12 32
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Career Planning Career Planning Steps Employee self-assessment  What are the employee’s values, interests, & motivations? Available job opportunities  What different job opportunities & career paths are available to the employee both within the current organization & in other organizations? Formulate career goals & a plan to achieve the goals  What are the employee’s career goals?  Incorporate family issues, including dual-career family issues  What does the employee need to do to achieve the goals?  Types of training, job assignments, etc. 6
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ATMS 316- Synoptic Fronts • Frontal rainbands – mesoscale • warm-sector rainbands – likely associated with a CFA or a split front » upward velocity near a CFA is likely the result of frontal vertical circulations associated with the CFA » midtropospheric potential instability associated with the relatively dry air behind the split front
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VLA-VHF: 180 – 200 MHz prime focus dipole (CfA/NRAO)  Leverage: existing telescopes, IF, correlator, operations  $110K D+D/construction (CfA)  Labor (CfA/NRAO)
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