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Six workers are swinging axes, hauling timber and throwing around an arsenal of power tools perched high above an old building on Harlem's 125th Street. With no scaffolding or supports, they're a rare sight. Even more unusual: they're building a wooden water tank.
This is the legendary construction team of Rosenwach Tank. They can put up a 10,000-gallon wooden water tank in less than half a day. You've seen their work.
Click here to see the Rosenwach Tank crew at work >
The wooden tanks on top of buildings all over the city are a quirk of New York's infrastructure. Wooden water tanks were vital in the early twentieth century, as the city grew skyward. They're the way many of the city's older buildings get their water supply, and have enough water stored to feed the sprinklers if there's a fire. They use wood because just three inches of wood insulate the tank as well as 24 inches of concrete would.
Rosenwach is the last company to make them in the city. It has been in business for almost 150 years doing something that's now almost obsolete.
The company is still around because while their market is disappearing, it's disappearing very slowly.
"We're in a dying business," said Andrew Rosenwach, whose great-grandfather started the company. "When I was looking at joining, my father told me 'If you join the family business and they stop putting tanks up, you'll have enough business taking the tanks down,'" he said.
Companies in this position have a choice to make, say strategists. They can retreat into their niche and watch the clock wind down. Or, they can fight, by moving their business away from the obsolete.
Andrew Rosenwach has chosen to fight.
Essentially The Same Since 1865
As long as New York is still a city of old buildings, Rosenwach will be in business. While wood is still lighter than concrete, and a better insulator than steel, they'll be putting wood tanks on newer buildings. But those days are numbered. Founded in about 1865, Rosenwach Tank is an old school business. They make their own brass pipe: if they didn't, it would cost $1200 a foot. They even mill their own wood in the company's original Brooklyn workshop.
"It's a unique job. Only three of us do it in a city of 10 million," said Ken Lewis, who runs the Williamsburg workshop. Lewis has been at Rosenwach for 35 years, which, he acknowledged, was rare: "That's just the way this company is," he said.
"We survive on our own ingenuity and quality. That takes time," said Andrew Rosenwach.
Surviving On Ingenuity, Timber And Steel
"We're constantly reinventing ourselves," said Andrew Rosenwach, taking us on a tour of a workshop in Queens. Rosenwach focused on using every facet of the their expertise Pointing to a massive bench made for a Staten Island park, he explained that they wanted to keep the wood shop busy through the year, so they spun-off a company that makes furniture and decks for parks and gardens. With their expertise working on old buildings, they spun off another company that restores old facades. To keep the tank team busy during the winter, they fix sprinkler systems and service and build air conditioning cooling towers. Each wave of innovation meant serious investment. "We survive on our own ingenuity and quality. That takes time," said Rosenwach. "We're not cutthroat," but at the same time, "If you're not up to speed with us, you're not going to stay in business," he added.
Right now, the only competition left is Isseks Brothers. The Manhattan-based firm is almost as old as Rosenwach but they moved production to a factory in Pennsylvania.
How Companies Go From Obsolete To Vital
Over decades, "This can go two ways," said Professor Ron Adner, at the Tuck School of Business at Dartmouth. Some companies, like Crane— who make the paper dollar bills are printed on— and Remington— who make firearms— can stay on top by leading their niche.
"Others move towards greater and greater diversification, like Colgate or Proctor & Gamble," said Adner, author of ' The Wide Lens: A New Strategy for Innovation,' which explores why great products and businesses fall into obscurity.
"They [Rosenwach] are in a decaying market," said Adner. "The real challenge will be shifting the core."
The problem is, wooden tanks still dominate Rosenwach's business. The landscape furniture company, for example, keeps three or four men employed but it's maybe 10 percent of the company's value. "[Our] future is dominated by the tank business," he said. But that has to change as quickly as the city's skyline.


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Silver Spring Steel Essential Travel Kit - 400 lb. Capacity
- Safely load and transport your power chair or scooter with these Silver Spring Essential Travel Kits. Featuring a 400 lb. capacity folding mobility carrier and an assortment of accessories, these kits include everything you need to safely load, transport, and unload your mobility device.
- Features a Silver Spring Steel Folding Scooter and Wheelchair Carrier with a 400 lb. weight capacity, and a three-position loading ramp that can be easily folded for tailgate or hatch access
- Also includes a multi-level hitch adapter, spring pin handles, retractable tie-downs, and either a power chair cover, or scooter cover
- Save 10% and receive free shipping by purchasing these items as a kit
|Item #
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Originally $437.95
Save $47.96
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|Power Chair Kit
Originally $437.95
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Eliminate the hassle and cut the cost of purchasing individual components for transporting your power chair or scooter with these travel kits. The featured steel Silver Spring Folding Scooter and Wheelchair Carrier has a built-in 42" long folding loading ramp, and a 48" L x 27-3/4" W platform. It is compatible with Class III and IV trailer hitches. The multi-level hitch adapter can be used to raise your carrier 4-1/2" to prevent bottoming out while driving up steep inclines, or lower it 3-1/2" to make loading and unloading easier. Also included in these kits are spring pin handles to easily fold the carrier, two retractable tie-downs to secure your mobility device, and a water-resistant cover to protect your power chair or scooter during transport.
Please Note: Mobility devices are NOT to be occupied when loading, unloading, or on the carrier

subset: commoncrawl


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Journalists Pay Tribute to Prince on Twitter
A little over four months after David Bowie's death, the world lost yet another musical genius, the incomparable Prince who died April 21 at the age of 57. Below we take a look at a few noteworthy reflections of journalists on Twitter who continue to pour dismay and sadness of Prince's untimely death, but also pay tribute to the late star's outstanding career and reflected on his music, style, persona and more.
Matt Taibbi – Rolling Stone
Goodbye, Prince – You Were the Best of Us | Rolling Stone https://t.co/xYl8YzceUh
— Matt Taibbi (@mtaibbi) April 22, 2016
Jim DeRogatis – Sound Opinions – WBEZ-FM
Prince is gone, but the influence will endure & the music is of course immortal. A special @soundopinions next week.https://t.co/yBEiSezVJB — Jim DeRogatis (@JimDeRogatis) April 21, 2016
Dan Petty – The Denver Post
A look back at Prince's inimitable funk that glimmered in Denver: https://t.co/KrU8OES5NA via @bruvs — Dan Petty (@danielpetty) April 22, 2016
Mobeen Azhar – Journalist and Filmmaker
Prince has enough unreleased material to drop an album a year for the next 100 years, says @Mobeen_Azhar. https://t.co/cN9VXmmJux #Prince — The Takeaway (@TheTakeaway) April 22, 2016
Lindsey Underwood – The New York Times
We asked readers to tell us what Prince meant to them. Their responses were lovely: https://t.co/H6tfVK9oYc pic.twitter.com/fM51JQDHCD
— Lindsey Underwood (@thunderwooddd) April 22, 2016
Billboard Staff
Prince's fashion evolution: A look back at his iconoclastic style https://t.co/4oXqHYcIDw pic.twitter.com/SxOeSsYqEf — billboard (@billboard) April 22, 2016
Mo Ryan – Variety
I don't have a "take" on Prince. I just have a few loving thoughts I wanted to share https://t.co/NeJdhBc7El pic.twitter.com/P4k56zvjxT
— Mo Ryan (@moryan) April 21, 2016
Hua Hsu – The New Yorker
riffed on colors for @NewYorker's ever-expanding Prince tribute https://t.co/u3m1qQwMBI — hua hsu (@huahsu) April 22, 2016
Alex Needham – The Guardian US
Our @thrasherxy on how Prince broke all the rules about what black American men should be https://t.co/8pN8PX8luM pic.twitter.com/UApqmRaRk5
— Alex Needham (@alexneedham74) April 21, 2016
A purple nebula, in honor of Prince, who passed away today. https://t.co/7buFWWExMw pic.twitter.com/ONQDwSQwVa — NASA (@NASA) April 21, 2016
Photo via Prince Twitter
About Anna MarevskaAnna Marevska is an editor and writer for Cision Blog, and writes media updates, media influencer and industry features. She is also manager of content and research at Cision's research department, and the editor of FashionFilesmag.com. Find her on Twitter at @Anna_Mar3.
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Hello! Tonight I'm posting with another finished project, this time from the prolific DawnMLC, who can be found on her anime patterns website, which I'm currently doing a lot of downloading from, her anime patterns blog, which can also be found as a sidebar link on this blog, and her Deviant Art page, which has lots of nifty finished stitching. As you can tell, I have no idea where on the internet this Dawn person can be found. Despite this, she has stitched a Dracky that I posted a pattern of here at Dork Stitch a while back, and it is quite nifty!
Instead of using traditional cross stitches for this project, (which can be seen in its full glory here, at Dawn's DevArt page) Dawn did it entirely in half stitches on 22 count fabric, which, despite its tendency to boil eyeballs to the core, is really very nice, then backstitched around the entire piece, making it look nice and cartoony. What really has to be pointed out, however, is that the eyes and teeth were doing using glow in the dark floss, making Dracky the third project featured here to have glowy bits, following Anna Angell's Rorschach last week and my Aeris from over a month ago, though I'm not sure that my own counts. With this Dracky, though, I must award Dawn with the latest Dork Stitch gold star.
This star, though it isn't gold, represents a slime trying its best to protect itself against a dracky. Sadly, the slime doesn't realize that the dracky is made of fabric, or, for that matter, that it's made of a really smushed up tree. Still, the poor things are so used to being dots on a computer screen that they can't really be blamed.
Anyway, it is about time for me to quit posting here, but the next week shall bring more fun patterns and perhaps more finished projects! Also, I want to thank Elisabeth from Germany for commenting and wish her the best of luck stitching Ken! It's one of my favorite patterns I've posted here, so I hope you enjoy making it.
Sunday, November 15, 2009
Dawn Stitched A Dracky! (Hey, not all of the titles can be snarky.)
Posted by missy-tannenbaum at 10:17 PM
Labels: dragon quest, finished cross stitch
1 comment:
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In a span of only twelve months, two school districts in the state of Lousianna have taken major leaps toward becoming environments in which both students and school officials can feel safe and secure. Fidelis NA LLC, a startup company that specializes in risk mitigation, has played a major role in these improvements by providing a sense of security and safety in these times of frightening uncertainty.
Iberia Parish School District empowers 250 administrators, teachers and staff w/Situational Awareness and Preparedness Training
To maintain a balance of education, safety, and security, Iberia Parish School District held three situational awareness training sessions on March 7 and March 8 at Westgate High School's auditorium. Fidelis NA, LLC delivered the private training sessions empowering 250 of Iberia Parish School District administrators, teachers and staff on a comprehensive awareness and preparedness curriculum. The curriculum included strategies to ensure the team has the tools to remain proactive in the face of unknown risks plus equipped the staff with strategies to be reactive.
From Comfort Zone to Confident Zone: My Internship Experience with Fidelis NA, LLC
I am really glad that I interned with Fidelis in July and August. I am really glad that my supervisor is Luis, who is open-minded, easygoing and encouraging. I learned a great deal from him, and also from Fidelis. Fidelis NA, LLC was newly founded but has expanded rapidly. Fidelis is surely not comparable to big companies like Facebook and Amazon. But you can learn things that you can never learn from big companies. You are able to get help directly from leadership such as the CEO directly. You are able to discuss your ideas to the CEO directly. You are also able to develop a personal relationship directly with CEO. Think as a founder and act as a founder is one requirement for Fidelis' internship, which means you are able to experiment with solutions to problems. There is not an absolute right and wrong answer in Fidelis. You have the freedom to experiment and choose your best way to solve the problem. You can see your impacts as long as you make an effort.
Business Networking Event for Veterans by Fidelis
Keynote: Combating Service Member Stigmas
As a business owner, I am thrilled to announce that Fidelis is committed to helping bridge the gap in the Veteran hiring process. I have had many conversations with Veterans that continue to face challenges in the hiring process for multiple reasons: a) their resumes may not be as "polished" as their competition, b) networking is not their strength, c) after applying to a company that "hires Veterans," the applicant never hears back!
Fidelis' Veteran Networking
As a Veteran and business owner, I know how challenging it is to meet employers that value the leadership capabilities and unique skills learned in the armed forces. I also know it may feel like an uphill battle to develop a resume and a cover letter specifically to the company and job description. It's time consuming!
Crisis Management: A Framework for Transitioning from Reactive to Proactive
In transitioning from crisis response to crisis management, an organization should commit to five critical proactive measures: (1) establish what defines a "crisis", (2) consider crisis in the context of the organization's priorities, (3) anticipate potential crisis conditions through analysis, (4) establish decision points for potential crisis conditions, and (5) arrange for planned intervals during which crisis management leaders and teams meet to assess the current threat environment and potential crisis conditions.
Businesses take lessons beyond training from active shooter workshop
Evangeline Bank & Trust Co. is one of the businesses who previously attended and has since incorporated those lessons into their lives. After months of tragic shootings, they say prior knowledge of active shooters is becoming irrelevant. "It's basically changing pretty much every day," says Security & Administrative Assistant LaChanda Alfred.
Surviving an Active Shooter Incident Why a 'One Size Fits All' Approach Lacks Effectiveness
A common theme developed by the government and security companies to surviving an active shooter incident has been to create an easily articulated recommendation and strategy. "Run, Hide, Fight" which is the U.S. government's "guidance" to surviving an active shooter incident is the first one that comes to mind. Search the web, and you'll see numerous entities either training the Run-Hide-Fight methodology or creating their own acronyms that are highly marketable and resonate with people. But, are they effective?
Effective Mitigation Strategies for Personal Safety
In the early morning hours of 22 April 2018, a semi-nude gunman arrived at a Waffle House in South Nashville, TN, killing two people outside, then proceeding into the restaurant and killing two more before being taken down by an unarmed civilian. While this type of hostile act can happen anywhere and to anyone, there are strategies that individuals can apply daily to mitigate the risk to their personal safety in restaurants and other public venues.
Protect Yourself No One Else Will: 10 Tips to Develop an Effective Security Program
Every organization, whether a school or business, should have an emergency action plan in place. The plan should be thorough, but not complicated, simple but sufficient. It should address any and all emergencies relevant to schools and your geographical locations. Active shooter, fire, bomb threat, natural disasters, Chem-Bio (white powder), and more should all be addressed.
Active Shooter Workshop Looks to Prepare Hundreds in Ville Platte
"To evade you want to run the opposite direction of a sound of gunfire," says Perron. Then you obstruct by making your way to a safe room. "First ring of security is you lock the door. ..lock the door…second ring barricade with any and everything you have available," says Perron. Just as important is pre-recognition.


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I Focus on This One Thing/
Story - Brandon + Carol K. - as told to Audrey Mercier.
Brandon and Carol Kelley are no strangers to The Harbor Church. Having met and previously attended in 2008, with Pastor Marvin as a spiritual father ever since then - it's just like coming home. As I sat down with Brandon and Carol, I wanted to learn not only what their journey has been thus far, but how their desire to see youth reach their potential is a calling they are most passionate about.
After traveling for a couple years after getting married in 2009, they found themselves just living life, chasing after the American Dream, yet underneath the life they had made for themselves they always knew that they had a great calling. God never stopped tugging on their hearts, and when they planted themselves back in Louisiana, God began to open ministry opportunities for them to speak into the lives of youth.
Brandon and Carol both agreed that one of the greatest joys they've experienced in youth ministry is when they see the next generation fulfill the calling God has placed on their lives. Carol said, "Our heart is really to invest in the next generation. You don't get anything good unless you invest in it. We are investing our time, but we know that it's going to a good foundation, and these kids are completely worth our time."
The youth are not simply a number or just a guest that attends church. They have made it a point to convey that they want to make the youth feel like family and that they can count on Brandon and Carol. Whether it's going to a school play or having dinner with them, they want to develop a genuine relationship with the youth around them. Because in the midst of a fatherless generation, both Brandon and Carol realize that now more than ever, this generation needs hope, truth, and the opportunity to encounter God to cultivate a real relationship with Him.
The biggest takeaway from our conversation, was that Brandon and Carol are all in. They know that the opportunity to speak into the lives of this generation as Youth Pastors is something not to be taken lightly. The goal isn't just seeing the youth grow in numbers. The goal is to see this generation become equipped, encouraged, and set-free to fully pursuit God and share His love with everyone around them.
Brandon and Carol may hold the title of Youth Pastors, but the focus isn't a title; the focus is that God has entrusted an incredible generation to them, and Brandon and Carol will have a constant pursuit to guide, teach, and be the push these students need to go after all that God has for them.
"I don't mean to say that I have already achieved these things or that I have already reached perfection. But I press on to possess that perfection for which Christ Jesus first possessed me. No, dear brothers and sisters, I have not achieved it, but I focus on this one thing: Forgetting the past and looking forward to what lies ahead, I press on to reach the end of the race and receive the heavenly prize for which God, through Christ Jesus, is calling us." Philippians 3:12-14
Learn more about Legacy Students here.


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What's covered?
Your belongings
Cost to repair or replace (new for old) your lost or damaged contents, including furniture, whitegoods, appliances, clothing and personal effects.
Legal liability
Your legal liability for someone else's death or bodily injury or for loss or damage to someone else's property caused by an accident anywhere in Australia.
Temporary accommodation
Temporary accommodation for you and your pets if your rental property is unfit to live in due to loss or damage to the property or your contents. ||
Removal of debris
Removal and disposal of your damaged contents and storage of your undamaged ones during the time it takes to repair your rental property.
Terms, conditions, limits and exclusions apply.
For full details, please read the Product Disclosure Statement.
Insured events
Budget Direct renter's insurance covers your personal possessions against loss or damage caused by the following insured events:
- Storm and rainwater (flood cover is optional)
- Fire
- Lightning
- Theft (or attempted theft)
- Escape of liquid (e.g. burst pipe)
- Impact at property (e.g. fallen tree)
- Breakage of glass, ceramic and sanitary fixtures
- Malicious damage, vandalism, riot or civil commotion
- Explosion
- Earthquake or tsunami
Upgrade your cover
For an additional premium, you can customise your renter's insurance by adding one or more of the following optional covers to your policy:
How do I add an optional cover to my policy?
You can add one or more of these covers when you get a quote and buy a policy or – if you've already bought a policy – by contacting us or logging into your online account and editing your policy.
How much cover do I need?
It's up to you to determine how much it would cost to replace your belongings if they were totally destroyed, for example, by fire – the 'sum insured'.
This is the maximum amount we'll pay, so it's important you're comfortable the sum insured you nominate is sufficient to replace all of your possessions at today's prices.
Use this calculator to help you estimate the cost of replacing your contents
Compare contents insurance savings
Compared to their previous insurers' premiums, customers across Australia who switched to Budget Direct Contents Insurance told us they saved an average of
Use our Comparitron™ tool to compare home insurance savings reported by our customers.
Get a quote online and save 15%^
Getting a Budget Direct Contents Insurance quote is quick and easy.
Get a quote and buy a policy online and save 15%; or call us on 1800 288 149.
Find out more
The information on this page is a summary only. For more details about Budget Direct Contents Insurance, including the terms, conditions, limits and exclusions that apply, please read the Product Disclosure Statement.
How to make a claim
If your belongings are lost, damaged or destroyed by an insured event and you need to make a claim, we're here to help. Make a claim on your renter's insurance policy.
Award-winning Australian home insurance
After comparing the cost and features of over 130 policies offered by more than 50 insurers, Canstar awarded us one of three national awards for Outstanding Value Contents Insurance in 2018.
We also won Money magazine's Best of the Best 2019 title for Cheapest Home & Contents Insurance; and a Mozo Experts Choice Award 2018 for Exceptional Value Home & Contents Insurance.
Frequently asked questions
What's covered under a 'contents' insurance policy?
Among other things, a contents insurance policy covers:
- furniture and furnishings
- computers and electrical appliances
- kitchenware
- clothing and shoes
- personal effects like jewellery, sunglasses and cameras (if you want your portable items to be insured when you take them with you away from your home, you'll need to get extra Personal Effects Cover).
- fitted carpets and rugs
- internal blinds, curtains and window coverings.
I'm moving into a place with some housemates – will you insure me?
Yes – as long as you don't share with more than two unrelated housemates.
Note that your policy would cover only the contents you own – not your housemates' belongings.
Is there a minimum cover amount for contents?
Yes – $20,000.
Are valuables I take with me away from my home, like jewellery, covered?
Among the items covered by Budget Direct home contents insurance are:
- bicycles
- clothing
- jewellery/watches
- musical instruments
- photographic equipment
- sporting equipment
- medical aids.
These items are automatically covered if they are lost or damaged while inside your home.
Personal Effects Cover
If you want these items to also be insured when you take them with you away from your home, you'll need to add optional Personal Effects Cover to your policy; you can choose one or both of two cover types:
Unspecified Personal Effects: These are portable items not specified, or listed separately, on your policy. The most we'll pay per item is $1,000. You are required to nominate a total cover amount for a group of items damaged or lost in any one insured event: $1,000, $2,000, $3,000, $4,000, or $5,000.
Specified Personal Effects: These are portable items specified, or listed separately, on your policy, with individual descriptions and values.
For an additional premium, you can add one or both of the abovementioned personal effects covers to your policy.
You can do this when you get a quote and buy a policy or – or if you've already bought one – by calling us on 1800 182 310 or logging into your online account and editing your policy.
Note that some portable items, like mobile phones and laptops, are only covered if they are lost or damaged inside your home by an insured event.
This includes events like theft and storms but excludes accidental damage (e.g. due to you dropping your smartphone or tablet on the floor at home).
Are there any limits on the amount you'll pay to replace home contents?
Yes – the following table shows you the most we'll pay to repair or replace certain contents damaged or lost in any one insured event.
If you have an item that exceeds this limit, you'll need to list, or specify, the item on your policy (where applicable).
Hand-woven carpets and rugs
Up to $2,500 per item1
Cash, cheques, and any other negotiable financial document
Up to $800 in total
CDs, DVDs, flash cards, digital media cards, audio and video tapes, records, computer discs, computer software, game cartridges, and game consoles
Up to $3,000 in total1
Firearms (legally registered and stored)
Up to $2,000 in total
Home office equipment
Up to $12,000 in total
Jewellery and watches
Up to $1,000 per item or set; and up to $5,000 in total1
Solid and plated silver and gold items (excluding jewellery and watches)
Up to $2,000 per item or set
Paintings, pictures, works of art, sculptures, and art objects
Up to $5,000 per item or set; and up to $12,000 in total1
Collections, memorabilia, stamps, collectors' pins, medals, and collectors' non-negotiable currency
Up to $2,000 per item or collection1
Tools of trade
Up to $2,000 in total
Specified contents items
Up to the sum insured2
1. You may be able to insure the item/s for more than the limit by specifying it, or listing it separately, on your policy, with an individual description and value. You can do this when you get a quote and buy a policy or – if you've already bought one – by calling us on 1800 182 310 or logging into your online account and editing your policy.
2. This amount is shown on your insurance certificate and in your online account.
Home Insurance Knowledge Base
Your questions about insurance all
answered in one place.
Useful links
^ The online discount applies to the premium paid for a new Budget Direct insurance policy initiated online on or after 29 March 2017. The discount varies by product: 30% for combined Smart Home and Contents insurance, 15% for Smart Home only or Smart Contents only policies. We reserve the right to change the offer without notice. The base-rate premiums are subject to change. The discount does not apply to any renewal offer of insurance.
|| Damage caused by an insured event. The benefit is capped at 10% of your sum insured. For more details, please read the Product Disclosure Statement.
§ The addition of Flood Cover to a policy is subject to our underwriting criteria.
† {comparitron-disclaimer}


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Kris Kessler
Summertime! It's time to pull out the camping chairs, make the slushes, and have the whole neighborhood over for a big barbecue on your lawn, which of course is soft, velvety, and emerald green. Or not. Because this summer is looking like it's going to be very hot and dry, and your lawn is going to need a lot of water to make it through the summer and still look nice. Of course, as with everything, there is more than one solution. You could go water by hand out in the scorching heat, but that's no fun. Would you enjoy watering by hand in 100% humidity? No. Would your doctor approve of you possibly getting sunstroke and collapsing in the heat? No. Would your lawn take to being watered by hand? No.
Watering by hand can be risky, because no matter how hard you try, you tend to water unevenly. There will be spongy, boggy places with an overflow of water, and places where you did not water enough.
Another problem is water wasting (and we all know how expensive water is these days). With an irrigation system, you can set the timer for a certain amount of watering each day/week. YOu can adjust the irrigation system so that it avoids putting unnecessary water on sidewalks and driveways. We all love our concrete, but it doesn't need water.
Also, you save a lot of time by letting us take care of your lawn. You could simply be relaxing on the weekend with an icy lemonade, while your lawn waters itself. Really, how could you resist? :)
P.S. SPECIAL OFFER! If you sign up for our newsletter, you will get special offers at least once a week!
P.S. 2 I know some realllly good slush/lemonade recipes. I'm willing to share! :)


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If you are planning a party for your child and everyone in the class is invited, please feel free to place invitations in the tote bags outside your child's classroom. If the entire class is not invited, please use the regular U.S. mail to deliver your invitations.
Field Trips
FPDS goes on very few field trips. We invite special guests which enrich our program so that external field trips are limited to the older classes. When a class goes on a field trip, parents provide the transportation. We require a copy of each driver's license and insurance information. There needs to be a car seat for each child, an adult hand for each child to hold, and at least 2 adults in every vehicle. Each car seat provided for each child must be properly secured in the vehicle according to the specifications of the manufacturer of the car seat in which the child is sitting. Furthermore, each child must be properly secured in the car seat according to the specifications of the manufacturer of the car seat in which the child is sitting. Classes may walk over to the fire station, the mail box, or a neighborhood business but there still needs to be enough adults for each child to have an adult hand to hold. 17 - FPDS Parent Handbook
Stay n Play
Stay n Play is an extended childcare service available to registered students from 1:00 pm to 2:30 pm. each day. It is not part of our regular planned day. Parents will be billed $15.00 per day per child to utilize this program, or you may purchase a pack of 10 stays for $100.00. Students must be signed up by the morning in order to attend.
After School Enrichment
At times, special enrichment classes are offered at First Presbyterian Day School directly after school. These programs are separate from the Day School programming. The enrichment teachers must meet safety and legal specifications required for all teachers of young children; however, they are contracting with parents to provide the enrichment programs, rather than as a part of the Day School staff.
After School Policy
If you would like to visit with other parents, you must sign your child out, exit the building, and visit on the small playground or gravel picnic area. Our teachers need time in their classroom to clean up and prepare for a new day. Stay n Play students and staff are the only people allowed on the large playground immediately after school. Please be aware that the labyrinth and parking lot are not play areas!
In order to retain the privilege of playing on the small playground after school hours, the posted playground rules must be followed by you and your children. You may only enter and exit the small playground through the Day School building. Children may not enter the building for any reason whatsoever without an adult.
Parent Visitation
Parents are always welcome to visit the school and their child's class unannounced, during regular school hours.
Possibilities for School Closing
- FPDS will close when Austin Independent School District closes or delays due to bad weather.
- FPDS will close in cases of flooding, fire, lack of utilities or other eventuality making all or part of the building inaccessible, unusable or unsafe.
Refunds for tuition are not provided due to emergency school closure or for reasons as stated above.


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giovedì 30 maggio 2013
BASIC Make Up
27 commenti:
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Curiosity Matters!
Curiosity Matters! How might teachers enable students to develop the habit of enquiry and to embed a spirit of curiosity?
"Once we believe in ourselves, we can risk curiosity, wonder, spontaneous delight, or any experience that reveals the human spirit" ― E.E. Cummings
There is little doubt that curiosity matters. How can educators sustain and enhance curiosity? How can we teach students to be curious? In this workshop, Michelle will share her own journey working through her puzzle of practice: How might I assist students develop the spirit of curiosity? Participants will discuss and engage in thinking routines and strategies that can be used to assist develop and sustain students' curiosity.
Presenter: Michelle Caruso - North Ryde Public School
Bio: Michelle is a dedicated and passionate Primary Teacher and Assistant Principal who has a strong vision that curiosity is an achievable goal for all students. Last year Michelle embarked on a journey with a team of teachers that looked at a 'Puzzle of Practice' around facilitating curious learners. As an educator she values the important goal of enabling students to develop the habit of enquiry and to embed a spirit of curiosity.
Code: WS1
Discovering and Sharing Stories of the Past
Discovering and Sharing Stories of the Past: How might we make historical inquiry engaging and accessible for our learners?
Goal: Participants will gain an insight into the experience of one school that is in the early chapters of its 'culture of thinking' story. They will understand that "for classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers." They will leave with a better understanding of their own school's story
'In the long history of humankind (and animal kind, too) those who learned to collaborate and improvise most effectively have prevailed.'
Charles Darwin
This workshop offers a taste of how thinking routines and protocols can be employed amongst colleagues to foster collaboration in service of inspiring fresh ideas into teaching and learning programs. It proposes a model for differentiation that allows teachers to cater for the needs of learners within the classroom and scaffold student learning through the provision of targeted, frequent, timely and effective feedback opportunities.
Presenters:Erin Taggart - North Ryde Public School
Bio: Erin is passionate about driving and delivering future focused education directed at engagement and deep understanding, as well as equipping students with the skills and dispositions to work collaboratively in service of becoming effective problem solvers and change agents. Her vision is to build teacher and student capacity to thrive in dynamic, global environments.
Code: WS2
Slow Looking
Slow Looking: How taking the time to observe more than first meets the eye leads to deeper understanding and greater engagement.
'When people look slowly at things for themselves, they tend to grasp complexities and make connections in a way that no amount of expert information can convey' - Shari Tishman.
Slow looking can be defined as taking the time to observe carefully more than meets the eye at first glance. In this workshop, Simon draws on the work of Shari Tishman from Project Zero at the Harvard Graduate School of Education, and takes a practical look at how educators use strategies to foster slow looking, including categories to guide the eye, open inventories, scale and scope, and juxtaposition. Whether in Kindergarten or Year 12, Maths, English, Science or any other discipline, slow looking helps learners come to discern the multiple ways in which things are complex and uncover the intricacies of stimulus materials, objects, systems and relationships. When educators deploy approaches to help learners look slowly at the world around them, they build a culture where noticing and appreciating complexity is at the heart of how learning gets done.
Presenters:Simon Brooks - Simon Brooks Education
Bio: Simon works with educators around the world interested in building vibrant school cultures, where children delight in their learning and develop deep understanding through the process of becoming critical and creative thinkers. For many years, Simon was Director of Teaching and Learning at Masada College in Sydney, where he developed close connections with the Project Zero team at the Harvard Graduate School of Education. Simon is the recipient of the UNSW Dean's Educational Leadership Award, and in 2014 was honoured to become a fellow of the Project Zero Institute at HGSE.
Code: WS3
Starting Strong
Starting Strong: How might we look differently at students, schooling and standards via The Descriptive Review of a Child Protocol?
Description: Do you want to learn how to know a student better, and as a result of that knowledge, better meet the student's academic, social, or physical needs? Are you interested in delving deeply into practices, gaining different perspectives, examining assumptions, and building trust? Protocols, or structured conversations, have gained enormous popularity in schools around the world as essential tools for guiding professional conversation. This workshop offers an introduction to The Descriptive Review of a Child, a process for reflecting on students and their work. The primary aim of the Descriptive Review is to recognise and specify a particular child's strengths as a person, learner, and thinker, so that the school can respond to and build upon those capacities.
Presenters: Cameron Paterson & Sarah Hill - SHORE
Cameron is responsible for the strategic leadership of learning and teaching, innovation, and promoting excellence in teaching practice at SHORE in North Sydney. He taught in the teacher education program at Harvard in 2010-2011, he is on the faculty at Harvard's annual Project Zero Classroom and he is a Project Zero online coach.
Sarah has a degree in Special Education from Penn State University in the United States. She is currently a learning support teacher at Shore and is an inclusion advocate for all learners.
Code: WS4
So what are these Thinking Routines anyway?
So what are these Thinking Routines anyway? A beginners' guide to using Thinking Routines to foster engaged thinkers and learners.
Description: In this is a practical workshop participants will focus on Thinking Routines - simple, content-free scaffolds for exploring ideas. Participants will explore Thinking Routines that introduce, explore, synthesise, organise and dig deeper. Through the routines themselves participants will have the opportunity to discuss ways these can be incorporated into their teaching, used for assessment and uncover what is happening in their students' minds.
Presenters:Helen Maynard - Emanuel School
Bio: Helen Maynard is the Director of Studies, K-6 at Emanuel School and has been at the forefront of developing the school's Thinking Culture for a number of years. Helen is a passionate advocate of making thinking visible and facilitating professional learning communities that foster change that deepens both staff and student thinking.
Code: WS5
Teaching for Understanding with Universal Design for Learning
Maximising the benefits of Universal Design for Learning with Teaching for Understanding
Description: This workshop will explore the practical application of Universal Design for Learning strategies for differentiation in combination with Teaching for Understanding. Participants will develop BIG understanding goals, consider what success with these will look like and explore how Universal Design for Learning can allow them to minimise and even remove barriers to learning. Participants will develop an understanding of the Universal Design for Learning guidelines and build confidence in applying these to their planning process. They will see how Teaching for Understanding allows teachers to establish clear and life-worthy goals for their learners.
Presenters: Nigel Coutts - Redlands
Bio: Nigel is Dean of Teaching & Learning P-6 at Redlands. He is a cultivator of thinking, creativity, deep understanding and a love of lifelong learning.
Code: WS6
t's all about the routines! Let's think some more..
It's all about the routines! Let's think some more.. How might we leverage the 8 cultural forces to promote deeper thinking and learning?
Description: Often when we think about good teaching and learning with consider programming and instructional design. But is it more than that? How can we create a culture of thinking and learning? How do we shape and mould it so that it supports students' development as thinkers and learners and promote deep understanding? In this interactive session, Ryan will move beyond the thinking routines and help participants unpack the additional cultural forces such as expectations, language, modeling, time, opportunities, interactions and environment. Using these as the levers of transformation, we will focus on ways in which we can deepen the culture within our classrooms, enriching our use of thinking routines.
Presenters: Ryan Gill - Masada College
Bio: A passion for everything teaching and learning with a focus on critical and creative thinking. Having taught and held leadership positions in the UK and Australia and a founding member of the Project Zero Sydney Network, my current role has developed to focus on the pedagogies and practices of teaching and learning, actively promoting a learning environment in which collective and individual thinking is valued, visible and actively promoted.
Code: WS7
Learning to Reflect, Reflecting to Learn
Learning to Reflect, Reflecting to Learn
We do not learn from experience...we learn from reflecting on experience. - John Dewey
Are we providing enough opportunities for the students we teach to reflect upon their learning? How can we encourage them to not only think about what they have learned but how they learned it? To engage in deep and meaningful learning, students must be given the time and opportunity to think deeply, challenge ideas and acknowledge that setbacks and failures are part of the learning process. One of the key ways that this authentic rich learning can become part of classroom culture is through reflection. Practical approaches to documenting student reflection will be shared as a way to not only make student learning more visible but to also help learners develop the disposition to reflect and learn from their experiences.
Presenters: Carla Gagliano - Masada College
Bio: A K-6 educator, Carla Gagliano is passionate about teaching for understanding and helping her students to become critical and creative thinkers. In her current role, in addition to inspiring the learners in her class, she has the opportunity to work alongside colleagues to continue developing a culture where individual and collective thinking is valued and promoted.
Code: WS8
creative thinkers who make connections between learning and life?
How might I help my students become creative thinkers who make connections between learning and life?
Building a culture in which students think deeply about their learning involves helping them see how their learning relates to real world applications. As Ron Ritchhart writes, if students are to find worth in their learning it is important for 'the teacher to place the activity within the context of a larger goal or enterprise that matters' (Ritchhart, 2015, p.165). If students are to go beyond memorising to developing understanding of complex ideas, it is helpful for them to explore and apply them in the context of the world around them. How do we make the time for thus? What would it be like if we made the time to look deeply into ideas raised by learners during class discussions, even if we 'don't have the time' to do so? If we don't give students the opportunity to wonder, then they're just passengers… let them fly the plane, and see the learning that happens.
Presenters: Craig Verbruggen -Bishop Druitt College
Bio: Craig is the Director of Learning and Teaching at Bishop Druitt College, Coffs Harbour. Previously, he was Head of Mathematics and eLearning Coordinator at the same school. Craig has a passion for integrating technology into learning, mathematics, physics and engineering. He has run workshops on peer instruction, digital citizenship and data, and has fallen in love with cultures of thinking pedagogy.
Code: WS9
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Presenters: April Taylor - MET School
Code: WS10
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Presenters: Natasha Mercer & Claire Cartwright - St Ives High School
Code: WS11
Stoking the Fires
Stoking the Fires: How might teachers help students become curious young people in service of developing deeper understanding and greater engagement?
Goal: Participants will understand that curiosity is more than a character trait that students either 'have' or 'don't have', but rather that it is a disposition which we as teachers can nurture. They will understand how by drawing on the Seven-Point Learning Arc and creating opportunities for being curious they might grow learners with this disposition, and how this could benefit their learning and engagement.
Description: What role does curiosity have to play in developing cultures of thinking? Are some children more curious than others? Can we help children develop the disposition to be curious? And what might be some of the pay-offs if we can? In this interactive workshop, Simon will introduce participants to the theory of the Seven-Point Learning Arc, a practical framework teachers might use when fting learning opportunities for students which are rich with meaningful inquiry and perceived worth. Simon will draw on examples from a variety of different faculty areas and age-ranges, exploring several practical strategies that teachers might employ to ignite students' curiosity, leading to deeper understanding, greater engagement, and ultimately to the growth of curious-minded young people.
'Millions saw the apple fall, but Newton asked why' – Bernard Baruch
Audience: Primary & Secondary
Presenters: Simon Brooks - Simon Brooks Education
Code: WS12
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Presenters: Dan Ryan - Meridian School
Code: WS13
Can You Speak Boy?
Can You Speak Boy? Teaching in a Boys' School Creating and Promoting a Culture of Classroom Engagement
Goal: By the end of the workshop participants will be able understand and answer the following based on their own context:
Guiding Questions:
- How can our understanding about boys' research, enable us to harness the eight cultural forces to create meaningful opportunities to facilitate learning and engagement?
- As activators of learning, what practices do we do each day to engage our boys in the classroom to create a culture of engagement?
- Which tools can we use to assist our boys to make their thinking and understanding of the world around them visible and promote a culture of engagement?
- What messages are we sending about what it means to be a learner in our classroom?
Description: As female leaders, girl is our first language, but why is it important that we learn to speak boy? How does an understanding of research into boys' education guide our classroom practice, and student outcomes?
This interactive workshop will outline how to maximise the engagement of boys in the classroom using the research based Cultures of Thinking philosophy (Project Zero, Harvard), in particular the Eight Cultural Forces, various visible Thinking Routines and protocols.
- As female leaders, girl is our first language but why is it important that we learn to speak boy? What does the research tell us?
- As activators of learning, what practices (cultural forces) do we do each day to engage our boys in the classroom to provide meaningful learning opportunities?
- Which tools (thinking routines and protocols) can we use to assist our boys to make their thinking and understanding of the world around them visible and promote a culture of engagement?
Audience: Female teachers in boys school - All welcome ... including men!
Presenters: Kylie Bowra - St Augustine's College Sydney
Code: WS14
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Presenters: Jacqui Galvin - Kildare Catholic College
Code: WS15
So what are these Thinking Routines anyway?
So what are these Thinking Routines anyway? A beginners guide to using Thinking Routines to foster engaged thinkers and learners.
Goal: Participants will understand how utilising Thinking Routines can
- lead to deeper learning, more thoughtful and engaged students
- foster students intellectual development
- encourage greater motivation
- cultivate the dispositional side of thinking
- encourage a Growth Mindset
Description: In this is a practical workshop participants will focus on Thinking Routines - simple protocols for exploring ideas. Participants will explore Thinking Routines that introduce, explore, synthesise, organise and dig deeper. Through the routines themselves participants will have the opportunity to discuss ways these can be incorporated into their teaching, used for assessment and uncover what is happening in their students minds.
Audience: Primary
Presenters: Helen Maynard - Emanuel School
Code: WS16
How to create a Culture of Thinking
How to create a Culture of Thinking in a classroom, the impact it has on students and teachers without adding to an already time poor workload.
Goal: Cultures of Thinking can be integrated into any subject or classroom without adding a lot of extra work to an already overloaded time schedule. By explaining the journey Wendy has gone through, she aims to show that embracing a Culture of Thinking does not have to add extra time or planning. Just a change in how teaching happens which leads to great results.
Description: Looking at different Thinking Routines and how a change in language and methods of teaching has created a culture of thinking for both students and teacher. A practical session showcasing examples of Thinking Routines and 8 Cultures of Thinking. Discussions and questions will be encouraged to help teachers gain an insight into what they can do to aid their students.
Audience: Primary
Presenters: Wendy Williams - North Ryde Public School
Code: WS17
Language, interactions and time in Science
How might I use the cultural forces of language, interactions and time to help my students work scientifically rather than do science?
Goal: See - Think - Wonder? This is science! From drawings of the moon, models of DNA, sketches of cells, science is our fascination and portrayal of the world around us. Can a picture tell a thousand words? How might we encourage students to seek answers through active questioning, genuine curiosity and deep thinking? How might we bring students to experience 'Aha!' moments through their own observations? With a focus on three of the cultural forces, this workshop will allow collaboration and provide suggestions from successful classroom practice to walk away with examples of and the skills to identify images that hold the essence of science topics.
Description: To have students work as true scientists is not only important to foster enthusiasm but also necessary for the advancement of society. Participants will be given the opportunity to experience lessons exemplifying the use of See-Think-Wonder and the cultural forces of language, interactions and time in a science context. Techniques for questioning in ways that foster deep thinking will be explored. Helping students discover that not knowing the answer is essential to scientific genius, will also be discussed. Examples will be given during the workshop and time will be allocated for collaboration of ideas to develop a bank of images on a shared file that can be used for various units. Units can be those taught regularly or those which are difficult to teach. Participants are encouraged to make suggestions on the day of topics they would like to adopt See-Think-Wonder Routines into. The presenter has experience in all stages and branches of science, a background in mathematics and a passion for teaching. In this workshop you will have the chance to enjoy discovering, share your stories, walk away with usable resources and foster teaching practices that align with the philosophies of Cultures of Thinking to generate opportunities that nurture genuinely deep thinkers.
Audience: Primary & Secondary
Presenters: Jenny Stephens - MET School
Code: WS18
Becoming Agentic Thinkers
Audience: Primary & Secondary
Presenters: Nigel Coutts - Redlands
Code: WS19
Building a culture of thinking for us and our students.
Building a culture of thinking for us and our students.
Goal: Participants will begin to reflect upon and consider the impact that the 8 cultural forces can have on student learning and will have time to consider the messages that their students are getting about learning from their surroundings. Participants will leave with a range of practical approaches, having explored a number of thinking routines, to help create a thought-FULL learning environment for all learners.
Description: A culture of thinking is a learning environment which values independent thinking, awareness of how thinking happens and deeper understanding of what we are learning. So, how can we create classrooms where students are given opportunities to develop the disposition to think while also supporting them to see the value of thinking for themselves?
In this practical introductory workshop, we will uncover the 8 cultural forces that shape any learning environment and examine how they might be leveraged in a way that helps students to develop mindsets which are curious, reflective and critical while encouraging them to become alert to thinking and learning opportunities, and eager to take them.
Audience: Primary & Secondary
Presenters: Carla Gagliano - Masada College
Code: WS20
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Presenters: Ruqqiya Dean - Pymble Ladies' College
Code: WS21
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Presenters: Jesse Wright - Oakwood School
Code: WS22
Detail 23
Presenters: Yvonne Garcia (Ku-ring-gai Creative Arts High School) & Tanya Davies (Ku-ring-gai High School)
Code: WS23
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Presenters: Tammy_Anne Caldwell - Woodthorpe School
Code: WS24
Putting Students in the Driving Seat
Putting Students in the Driving Seat: What would it be like if my students were the driving force behind their education and assessment?
Goal: Participants will come to understand that using an inquiry model which prioritises and gives time to thinking, students can uncover the curriculum for themselves and develop meaningful ways of demonstrating this through negotiated assessments. They will understand that it is through thinking that learning occurs and therefore see how giving students permission to 'drive' teachers can create opportunities for deeper and more fulfilling learning opportunities for all students.
Description: Too often on the education road trip teachers are given the role of driver and navigator- carefully taking the main highway to a known destination of 'understanding' with student passengers along for the ride. But what if we as teachers relinquished the keys and let the students direct us to that same destination?
In this interactive workshop Alice will share her experience of how she put her students in the driving seat by using an inquiry model prioritising thinking and allowing students to assist in shaping the teaching program and negotiating assessment while still meeting the content demands of the Australian Curriculum.
Audience: Primary & Secondary
Presenters: Alice Clement - Woodthorpe School
Code: WS25
The Heart of Collaboration
The Heart of Collaboration - How might unlocking the DNA of collaboration bring life to the classroom and transform minds?
What do we need to really know about collaboration in order for it to work in our classrooms? What assumptions must be shed? What conflations must be disentangled? Most importantly, what is possible? This workshop, through both experiential and reflective learning, will enable participants to:
- Consider how we can define and model collaboration for students.
- Experience practices and philosophies that are required to make collaboration an effective agent for transformation.
- Question how students may use collaboration to 'cultivate the mind' of their peer, and, how to open themselves up to 'be cultivated'.
Participants will be given time to wonder and to create their own collaborative task.
Description: The Heart of Collaboration: Collaboration, at its best, is transformative. As Vera John-Steiner puts it, collaboration is "an affair of the mind." The experience of thinking, connecting and evolving together is the marrow of deep learning. The true DNA of collaboration contains a dynamism that, when evocatively harnessed, allows for cultivation of minds. Activating collaboration within a classroom is contingent on designing tasks and experiences that draw on this DNA. Once we transcend group work, and fully embrace the interpersonal, interpersonal and cognitive potential of true collaboration, we can create a wondrous culture of transformation.
- What is the DNA of true collaboration? Literally, what is the simple, explicit and pragmatic schemata that generates collaboration? (Cultural Force: Language)
- How can the practices and philosophies of collaboration generate a culture of transformation through cultivation? (Cultural Force: Routines and Structures)
- What if the most valued outcome was a students ability to use collaboration to 'cultivate' and 'be cultivated'? (Cultural Force: Expectations)
Audience: Primary & Secondary
Presenters: Margo Bowen - Turramurra High School
Code: WS26
To boldly think where no one has thought before
To boldly think where no one has thought before - An Innovative Design Project for Primary and Junior Secondary
Presenters: Alannah Nastase, Shireen Winrow & Friends - Redlands
Code: WS27
Detail 28
Presenters: Peter Mahony - Museum of Applied Arts and Sciences
Code: WS28
Thinking and Creativity in the Mathematics Classroom
Thinking and Creativity in the Mathematics Classroom
Audience: Primary and Lower Secondary
Presenters: Amber Bidwell, Melanie Cleary, Catriona Ling & Karen Pittard - Redlands
Code: WS29
Detail 30
Presenters: Rhonda Kaidbay - Ryde Secondary College
Code: WS30
Detail 31
Code: WS31
Detail 32
Code: WS32
Detail 33
Code: WS33
Detail 34
Code: WS34


text:
Career Retail And Wholesale Wholesale Trade Wholesale Electronic Broker
Wholesale Electronic Broker Jobs
Careers in Wholesale Electronic Broker
Hot Job Finds! (8) Jobs Found > Wholesale Electronic Broker
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2.Hearing Aid Specialist.
Costco Wholesale
CA - Santa Rosa
3.Market Research Analyst - IL
Wholesale Interiors
IL - Bensenville
4.Receptionist - Wholesale Specialties
- Denver CO - 4001
5.Inside Sales - Wholesale Specialties
- Denver CO - 4999
6.Shipping/Receiving Opportunity
Plumbing & Heating Wholesale
IA - Sioux Center
7.Diamond Wholesale Buyer
CA - Los Angeles
8.Shipping/Receiving Coordinator
Mys Wholesale
CA - Los Angeles
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Wholesale Electronic Broker
Employment | Training | Other Qualifications
Advancement | Job Outlook | Earnings | Related Occupations
Sources of Additional Information
- Most workplaces are small, employing fewer than 50 workers.
- About 7 in 10 work in office and administrative support, sales, or transportation and material-moving occupations.
- While some jobs require a college degree, a high school education is sufficient for most jobs.
- Consolidation and new technology should slow employment growth in some occupations, but many new jobs will be created in other occupations.
Nature of the Work
When consumers purchase goods, they usually buy them from a retail establishment, such as a supermarket, department store, gas station, or Internet site. When retail establishments, other businesses, governments, or institutions—such as universities or hospitals—need to purchase goods for their own use—such as equipment, motor vehicles, office supplies, or any other items—or for resale to consumers, ,they normally buy them from wholesale trade establishments.
The size and scope of firms in the wholesale trade industry vary greatly. Wholesale trade firms sell any and every type of good. Customers of wholesale trade firms buy goods for use in making other products, as in the case of a bicycle manufacturer that purchases steel tubing, wire cables, and paint. Customers also may purchase items for use in the course of daily operations, as when a corporation buys office furniture, paper clips, or computers, or for resale to the public, as does a department store that purchases socks, flatware, or televisions. Wholesalers may offer only a few items for sale, perhaps all made by one manufacturer, or they may offer thousands of items produced by hundreds of different manufacturers. Some wholesalers sell only a narrow range of goods, such as very specialized machine tools; while others sell a broad range of goods, such as all the supplies necessary to open a new store, including shelving, light fixtures, wallpaper, floor coverings, signs, cash registers, accounting ledgers, and perhaps even some merchandise for resale.
Wholesale trade firms are essential to the economy. They simplify product, payment, and information flows by acting as intermediaries between the manufacturer and the final customer. They may store goods that neither manufacturers nor retailers can store until consumers require them. In so doing, they fill several roles in the economy. They provide businesses a nearby source of goods made by many different manufacturers; they provide manufacturers with a manageable number of customers, while allowing their products to reach a large number of users; and they allow manufacturers, businesses, institutions, and governments to devote minimal time and resources to transactions by taking on some sales and marketing functions—such as customer service, sales contact, order processing, and technical support—that manufacturers otherwise would have to perform.
There are two main types of wholesalers: Merchant wholesalers and wholesale electronic markets, agents, and brokers. Merchant wholesalers generally take title to the goods that they sell; in other words, they buy and sell goods on their own account. They deal in either durable or non-durable goods. Durable goods are new or used items that generally have a normal life expectancy of 3 years or more. Establishments in this sector of wholesale trade are engaged in wholesaling goods, such as motor vehicles, furniture, construction materials, machinery and equipment (including household appliances), metals and minerals (except petroleum), sporting goods, toys and hobby goods, recyclable materials, and parts. Nondurable goods are items that generally have a normal life expectancy of less than 3 years. Establishments in this sector of wholesale trade are engaged in wholesaling goods, such as paper and paper products, chemicals and chemical products, drugs, textiles and textile products, apparel, footwear, groceries, farm products, petroleum and petroleum products, alcoholic beverages, books, magazines, newspapers, flowers and nursery stock, and tobacco products. The merchant wholesale sector also includes the individual sales offices and sales branches (but not retail stores) of manufacturing and mining enterprises that are specifically set up to perform the sales and marketing of their products.
Firms in the wholesale electronic markets, and agents, and brokers subsector arrange for the sale of goods owned by others, generally on a fee or commission basis. They act on behalf of the buyers and sellers of goods, but generally do not take ownership of the goods. This sector includes agents and brokers as well as business-to-business electronic markets that use electronic means, such as the Internet or Electronic Data Interchange (EDI), to facilitate wholesale trade.
Only firms that sell their wares to businesses, institutions, and governments are considered part of wholesale trade. As a marketing ploy, many retailers that sell mostly to the general public present themselves as wholesalers. For example, "wholesale" price clubs, factory outlets, and other organizations are retail establishments, even though they sell their goods to the public at "wholesale" prices.
Besides selling and moving goods to their customers, merchant wholesalers may provide other services to clients, such as the financing of purchases, customer service and technical support, marketing services such as advertising and promotion, technical or logistical advice, and installation and repair services. After customers buy equipment, such as cash registers, copiers, computer workstations, or various types of industrial machinery, assistance may be needed to integrate the products into the customer's workplace. Wholesale trade firms often employ workers to visit customers, install or repair equipment, train users, troubleshoot problems, or advise on how to use the equipment most efficiently.
Working Conditions
Working conditions and physical demands of wholesale trade jobs vary greatly. Moving stock and heavy equipment can be strenuous, but freight, stock, and material movers may make use of forklifts in large warehouses. Workers in some automated warehouses use computer-controlled storage and retrieval systems that further reduce labor requirements. Employees in refrigerated meat warehouses work in a cold environment and those in chemical warehouses often wear protective clothing to avoid harm from toxic chemicals. Outside sales workers are away from the office for much of the workday and may spend a considerable amount of time traveling. On the other hand, most management, administrative support, and marketing staff work in offices.
Overall, work in wholesale trade is relatively safe. In 2003, there were 4.7 work-related injuries or illnesses per 100 full-time workers, comparable with the rate of 5.0 per 100 for the entire private sector. Not all wholesale trade sectors are equally safe, however. Occupational injury and illness rates were considerably higher than the national average for wholesale trade workers who dealt with lumber and construction materials (7.1 per 100 workers); motor vehicle and motor vehicle parts and supplies(6.2 per 100 workers); groceries (7.5 per 100 workers); and beer, wine, and distilled beverages (10.9 per 100 workers).
Most workers put in long shifts, particularly during peak times, and others, such as produce wholesalers, work unusual hours. Produce wholesalers must be on the job before dawn to receive shipments of vegetables and fruits, and they must be ready to begin delivering goods to local grocers in the early morning.
Wholesale trade accounted for about 5.7 million wage and salary jobs in 2004. More than 193,000 workers in the wholesale trade industry were self-employed. About 90 percent of the establishments in the industry are small, employing fewer than 20 workers, and they have about 36 percent of the industry's jobs (chart 1). Although some large firms employ many workers, wholesale trade is characterized by a large number of relatively small establishments when compared with other industries. Wholesale trade workers are spread throughout the country, have relatively low union membership, and are more likely to work full time than are workers in most other industries.
Although some workers need a college degree, most jobs in wholesale trade can be entered without education beyond high school. New workers usually receive training after they begin work—for example, in operation of inventory management databases, online purchasing systems, or electronic data interchange systems. Technological advances and market forces are rapidly altering this industry. Even workers in small firms need to keep informed about new selling techniques, management methodologies, and information systems. In addition, technological advances affect the skill requirements for occupations across the entire industry—from warehouse workers to truck drivers to managers. As a result, numerous firms devote significant resources to worker training.
Many firms offer on-the-job training. However, as providing training is becoming more costly and complex, the industry is increasingly using third-party training organizations and trade associations to reduce this burden. To increase productivity, many companies make their employees responsible for more than one function and cross-train them by familiarizing them with many aspects of the company.
Wholesale trade has historically offered good advancement opportunities from the least-skilled jobs up through management positions. For example, unskilled workers can start in the warehouse or stock room. After they become familiar with the products and procedures of the firm, workers may be promoted to counter sales or even to inside sales positions. Others may be trained to install, service, and repair the products sold by the firm. Eventually, workers may advance to outside sales positions or to managerial positions. Wholesale trade firms often emphasize promotion from within, especially in the numerous small businesses in the industry. Even in some of the largest firms, it is not uncommon to find top executives who began as part-time warehouse help.
As the wholesale trade industry changes in the coming years, advancement opportunities could become more limited. Increasing use of the Internet and other electronic means of communication, as well as changing sales techniques, are placing increasing demands on managers, so it will become more difficult to promote less educated workers from within the firm. However, consolidation among wholesale trade firms has resulted in larger companies with more advancement opportunities for those with the appropriate skills. Currently, several large firms in this industry have formal management training programs that train college graduates for management positions, and the number of these programs will probably grow. There are also a growing number of industrial distribution programs at universities, providing students with both business and technical training. All workers should expect to periodically take classes and seminars to learn new skills as the industry adapts to new technology and business practices.
In addition to advancement opportunities within a firm, there also are opportunities for self-employment. For example, because brokers match buyers with sellers and never actually own goods, individuals with the proper connections can establish wholesale brokerage businesses with only a small investment—perhaps working out of their home. Moreover, establishing a wholesale distribution business can be easier than establishing many other kinds of businesses. Wholesalers that get exclusive distribution rights to popular items can become profitable quickly; although wholesale distribution firms usually require a substantial investment, obtaining rights to a successful product can be the foundation of a successful new business.
Job Outlook
Over the 2004-2014 period, wage and salary employment in wholesale trade is projected to grow by 8 percent, versus 14 percent growth for all industries combined. Consolidation and the spread of new technology are the main reasons for employment to be slower than average. Employment in the industry, however, still depends primarily on overall levels of consumption of goods, which should grow with the economy. Growth will vary, however, depending on the products and sectors of the economy with which individual wholesale trade firms are involved. For example, due to the nation's aging population, growth is expected to be higher than average for wholesale trade firms that distribute pharmaceuticals and medical devices. Additionally, a large number of job openings will arise as people retire or leave the industry for other reasons.
The trend towards consolidation of wholesale trade firms into fewer and larger companies is likely to remain strong. Globalization and cost pressures are likely to continue to force wholesale distributors to merge with other firms or to acquire smaller firms. As retail firms grow, the demand for large, national wholesale distributors to supply them will increase. The differences between large and small firms will become more pronounced as they compete less for the same customers, and instead emphasize their area of expertise. The resulting consolidation of wholesale trade into fewer, larger firms will reduce demand for some workers, especially office and administrative support workers, as merged companies eliminate redundant staff.
New technologies are constantly changing the shape and scope of the workforce in wholesale trade. The internet, e-commerce, and Electronic Data Interchange (EDI) have allowed wholesalers and their customers to better gather price data, track deliveries, obtain product information, and market products. This technology will increasingly allow customers of wholesale firms to purchase goods and track deliveries electronically, thus limiting the growth of sales and customer service workers, who would normally perform these functions. Further automation of recordkeeping, ordering, and processing will result in slower growth for office and administrative support occupations. Customers frequently order and pay for goods electronically, therefore fewer bookkeeping, accounting, and auditing clerks will be needed as fewer paper transactions are conducted.
New radio frequency identification (RFID) technology has the potential to streamline the inventory and ordering process further and replace the need for manual barcode scans and eliminate most counting and packing errors. As RFID spreads it may lessen demand for administrative workers, particularly order, stock, and shipping, receiving, and traffic clerks. Not all wholesalers will implement this technology though, as it may not be cost effective for some firms, and workers will still be needed to maintain these new systems.
This 21st Century supply chain will create a strong demand for computer specialists in the wholesale trade industry. Those computer specialists with knowledge of information technologies have the best chances for employment. Wholesalers' presence in e-commerce and the uses of electronic data interchanges (EDI) will require more computer specialists to develop, maintain, and update these systems. Computer specialists will also be needed to install and develop radio frequency identification systems for those firms that adopt it, and to troubleshoot any problems these systems encounter.
With these new technologies making it easier for firms to bypass the wholesaler and order directly from the manufacturer or supplier, wholesale firms are putting greater emphasis on customer service to differentiate themselves from these other suppliers. Thus, wholesale firms are offering more services such as installation, maintenance, assembly, and repair work and creating many jobs for people that perform these functions. Sales workers will also be in demand to more aggressively develop prospective clients, including demonstrating new products, and offering improved customer service to clients.
Nonsupervisory wage and salary workers in wholesale trade averaged $667 a week in 2004, higher than the average of $529 a week for the entire workforce. Earnings varied greatly among specialties in wholesale trade. For example, in the area with the highest earnings—commercial equipment—workers averaged $872 a week; but in the area with the lowest earnings—farm-product raw materials—workers made $469 a week. Earnings in selected occupations in wholesale trade appear in table 2.
Part of the earnings of some workers is based on performance, especially in the case of outside sales workers, who frequently receive commissions on their sales. Although many sales workers receive a base salary in addition to commission, some receive compensation based solely on sales revenue. Performance-based compensation may become more common among other occupations as wholesaling firms attempt to offer more competitive compensation packages.
Like earnings, benefits vary widely from firm to firm. Some small firms offer few benefits. Larger firms may offer common benefits such as life insurance, health insurance, and a pension. Only about 5 percent of workers in the wholesale trade industry were union members or were covered by union contracts in 2004, compared with about 14 percent of the entire workforce.
Related Occupations
Many occupations are involved in wholesale trade, but not all are represented in every type of wholesale trade firm. Merchant wholesalers, by far, make up the largest part of the industry. The activities of these wholesale trade firms commonly center on storing, selling, and transporting goods. As a result, the three largest occupational groups in the industry are office and administrative support workers, many of whom work in inventory management; sales and related workers; and workers in transportation and material moving occupations, most of whom are truck drivers and material movers. In 2004, 70 percent of wholesale trade workers were concentrated in these three groups (table 1).
Most office and administrative support workers need to have at least a high school diploma, and some related experience or additional schooling is an asset. As in most industries, many secretaries and administrative assistants; bookkeeping, accounting and auditing clerks; and general office clerks are employed in wholesale trade. Most of the other administrative support workers are needed to control inventory. Shipping, receiving, and traffic clerks check the contents of all shipments, verifying condition, quantity, and sometimes shipping costs. They may use computer terminals or barcode scanners and, in small firms, may pack and unpack goods. Order clerks handle order requests from customers, or from the firm's regional branch offices in the case of a large, decentralized wholesaler. These workers take and process orders, and route them to the warehouse for packing and shipment. Often, they must be able to answer customer inquiries about products and monitor inventory levels or record sales for the accounting department. Stock clerks and order fillers code or price goods and store them in the appropriate warehouse sections. They also retrieve from stock the appropriate type and quantity of goods ordered by customers. In some cases, they also may perform tasks similar to those performed by shipping and receiving clerks.
Like office and administrative support workers, sales and related workers typically do not need postsecondary training, but many employers seek applicants with prior sales experience. Generally, workers in marketing and sales occupations try to interest customers in purchasing a wholesale firm's goods and assist them in buying the goods. There are three primary types of sales people in wholesale firms: Inside sales workers, outside sales workers, and sales worker supervisors.
Inside sales workers generally work in sales offices taking sales orders from customers. They are also increasingly performing duties such as problem solving, solicitation of new and existing customers, and handling complaints. Outside sales workers, also called sales representatives or sales engineers, are the most skilled workers and one of the largest occupations in wholesale trade. They travel to places of business—whether manufacturers, retailers, or institutions—to maintain contact with current customers or to attract new ones. They make presentations to buyers and management or may demonstrate items to production supervisors. In the case of complex equipment, sales engineers often need a great deal of highly technical knowledge, often obtained through postsecondary training. As more customers gather information and complete orders through the Internet, outside sales workers are devoting more time to developing prospective clients and offering services to existing clients such as installation, maintenance, and advising on the most efficient use of purchases. Sales representatives and sales engineers also may be known as manufacturers' representatives or agents in some wholesale trade firms. Sales worker supervisors monitor and coordinate the work of the sales staff and often do outside sales work themselves. Counter clerks wait on customers who come to the firm to make a purchase.
Transportation and material-moving workers move goods around the warehouse, pack and load goods for shipment, and transport goods to buyers. Laborers and freight, stock, and material movers manually move goods to or from storage and help to load delivery trucks. Hand packers and packagers also prepare items for shipment. Industrial truck and tractor operators use forklifts and tractors with trailers to transport goods within the warehouse, to outdoor storage facilities, or to trucks for loading. Truck drivers transport goods between the wholesaler and the purchaser or between distant warehouses. Drivers of medium and heavy trucks need a State Commercial Driver's License (CDL). Driver/sales workers deliver goods to customers, unload goods, set up retail displays, and take orders for future deliveries. They are responsible for maintaining customer confidence and keeping clients well-stocked. Sometimes these workers visit prospective clients, in hopes of generating new business.
Management and business and financial operations workers direct the operations of wholesale trade firms. General and operations managers and chief executives supervise workers and ensure that operations meet standards and goals set by top management. Managers with ownership interest in smaller firms often also have some sales responsibilities. First-line supervisors oversee warehouse workers—such as clerks, material movers, and truck drivers—and see that standards of efficiency are maintained.
In order to provide manufactured goods to businesses, governments, or institutional customers, merchant wholesalers employ large numbers of wholesale buyers and purchasing managers. Wholesale buyers purchase goods from manufacturers for resale, based on price and what they think customers want. Purchasing managers coordinate the activities of buyers and determine when to purchase what types and quantities of goods.
Many wholesalers do not just sell goods to other businesses; they may also install and service these goods. Installation, maintenance, and repair workers set up, service, and repair these goods. Others maintain vehicles and other equipment. For these jobs, firms usually hire workers with maintenance and repair experience or mechanically inclined individuals who can be trained on the job.
Sources of Additional Information
Information on careers for manufacturers' representatives and agents is available from:
Manufacturers' Agents National Association, 1 Spectrum Pointe, Suite 150, Lake Forest, CA 92360. Internet: http://www.manaonline.org
Manufacturers' Representatives Educational Research Foundation, 8329 Cole Street, Arvada, CO 80005 Internet: http://www.mrerf.org
Information on many key occupations in wholesale trade may be found in the 2004-05 Occupational Outlook Handbook:
- Bookkeeping, accounting, and auditing clerks
- Computer, automated teller, and office-machine repairers
- Order clerks
- Purchasing managers, buyers, and purchasing agents
- Sales engineers
- Sales representatives, wholesale and manufacturing
- Shipping, receiving , and traffic clerks
- Stock clerks and order fillers
- Truck drivers and driver/sales workers
Source: Bureau of Labor Statistics, U.S. Department of Labor, Career Guide to Industries, 2006-07 Edition, Wholesale Trade, on the Internet at http://www.bls.gov/oco/cg/cgs026.htm (visited July 15, 2006).
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