Hi, I consider myself an intermediate climate with not that much experience on real rock. I have flashed a couple of 11c (Rock) and haven't tried anything harder. I wanted to know which will be the ideal grade to try to project considering my current ability. Right now I just want to have more experience on the wall and want to try something challenging. I fear to get into something to difficult that won't come out in quite some time but I don't want easy climbs. I don't have that much time to spare on the rock so I was looking for something that wouldn't take more than three or four days. Maybe I'm asking for too much, but please tell me what do you think.
Grades will feel harder or easier for your depending on style, rock type, conditions, etc. Quickest and most accurate way to find out is to just work your way up grades at your local crag. It'll be pure luck to just jump on the perfect project... Just go climb!
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When you're new to rock, just try to get on a lot of pitches and have fun getting to onsight all the routes you haven't done yet! ...no need to rush into projecting. Projects will come to you with time. Eventually you'll be inspired by some challenging, aesthetic line and it will naturally become a "project" regardless of if it takes you one day or years of training to develop the strength and skill for it. Let the natural rock inspire you and choreograph your movement. That's the beauty of climbing on real rock.
As long as you're enjoying the process, I think it's all valid. Personally, I like to alternate days spent on long-term projects (one or more seasons), short-term projects (less than 10 attempts), and volume (on-sighting and repeating climbs). Choosing short-term projects that resemble the long-term ones (rock type, hold type, angle) can create learning opportunities and build confidence toward the long-term goal. I'm also willing to temporarily abandon a short-term project that starts to become long-term.
Are you leading these 11c routes or top roping them? If you are climbing this hard in the gym, surely there are folks int he gym wherever you are that can steer you to appropriate routes in your area. I can drive to four different climbing areas from my house in So Cal and I will tell you that a 5.9 is Tahquitz does not equal and 5.9 in Joshua Tree which is not the same as a 5.9 in Holcomb and all are different than a 5.9 at Malibu. Insert whatever grade you want, different areas have different standards.
If the 11cs were not challenging enough, get on some 12a climbs, or 12b, c, d, 14d... whatever. How can any of us know what is a good grade for you to project? Climb something harder that what you have climbed in the past but not so hard you are going to hurt yourself if you come off. Move up in grades slowly until you find a climb that you want to project, and then that becomes your project.
PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.
We find it helpful to distinguish a "dessert project" - a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.
In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.
Class VI wells are used to inject carbon dioxide (CO2) into deep rock formations. This long-term underground storage is called geologic sequestration (GS). Geologic sequestration, as part of carbon capture and storage (CCS), is a technology that can be used to reduce CO2 emissions to the atmosphere and mitigate climate change.
EPA developed a brochure that offers more information on how UIC Class VI regulations protect USDWs throughout project planning, construction, injection, and site closure. Please click the link below to download the brochure.
When EPA prepares a draft permit for a new Class VI GS project, it is published for public review with a minimum of 30 days for public comment. Communities are notified through newspaper and other media announcements and mailing lists. There are several opportunities for public participation, including submitting comments on the draft permits, requesting and attending public hearings, and filing appeals of final permitting decisions to the Environmental Appeals Board.
Completeness Review: The first step of the review is determining that the permit application is complete and contains all of the required information. Completeness reviews typically take 30 days for applications where Notice of Deficiencies (NODs) are not needed. EPA has developed a series of templates to help applicants develop a complete permit application.
Technical Review: After an application is determined to be complete, the Technical Review will begin. This involves a thorough review of all application materials and an ongoing dialogue with the applicant to understand the proposed project and ensure that it will be constructed and operated in a manner that will not endanger USDWs. This is accomplished through an ongoing dialogue between the applicant and the permitting authority.
Request for Additional Information (RAI): An RAI is a formal request from the permitting authority that additional information be provided to address questions that arise during the Technical Review of the application. RAIs are sent to applicants, who must provide the requested information for the agency to evaluate the suitability of the proposed project. Applicants should respond with 30 days or provide an alternative timeline if necessary to prepare the response.
Prepare Draft Permit: If the technical review determines that the permit application meets the requirements of the Class VI Rule and the proposed project is suitable for CO2 injection for GS, a draft permit will be prepared, specifying the conditions that the well would be able to operate under. The permit includes the Class VI Project Plans as enforceable conditions.
EPA aims to review complete Class VI applications and issue permits when appropriate within approximately 24 months. This timeframe is dependent on several factors, including the complexity of the project and the quality and completeness of the submitted application. It is important for the applicant to submit a complete application and provide any information requested by the permitting agency in a timely manner so as not to extend the overall time for the review.
Owners or operators of Class VI wells must submit permit applications and GS project information directly to EPA in an electronic format approved by EPA. This requirement applies regardless of whether the project is located in a state with primary enforcement authority (primacy) for Class VI wells.
Carbon capture and storage (CCS) involves a variety of activities that can potentially affect various environmental media. The Class VI requirements apply only to the injection of CO2 into the subsurface and focuses on the protection of underground sources of drinking water. However, CCS project operators are subject to a variety of other federal, state, and local requirements to ensure the protection of natural resources, infrastructure, people, and wildlife.
The document linked below lists the regulatory and statutory authorities that may be relevant to the development of a CCS project in the United States. It provides an overview of the types of permits and permissions that may be needed for CCS; however, the applicable permits and reviews will depend on the characteristics of the particular project and the state and locality where it is sited. These authorities are divided into those that may apply to project site selection, CO2 point source capture, CO2 transportation, and CO2 sequestration.
In project work (IQP, MQP only) extending beyond one term for which a grade is not yet assigned, an interim grade of SP (Satisfactory Progress) may be used on grade sheets. In such cases, the SP evaluation will count as units earned toward meeting the 15-unit rule, the distribution requirements, and the minimum standards for satisfactory academic progress. SP grades remain on the transcript until changed to the final grade as submitted on the Completion of Degree Requirement Form or through the grade change form procedure. 006ab0faaa
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