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The Early Childhood Atlas facilitates spatial analysis in early childhood services research for the promotion of greater quality and accessibility of early care and education. The Atlas team collects and geocodes federal, state and nongovernmental datasets about early childhood services, integrating selected data elements into its online mapmaking and reporting tools for use by the public, and producing custom maps of selected early childhood services indicators. This document is an analysis of access to early childhood services in the Mississippi Delta, prepared for the Mississippi Delta Revitalization Task Force. (Contains 44 figures and 21 tables.) [This document was prepared by the National Center for Rural Early Childhood Learning Initiatives, Mississippi State University Early Childhood Institute.]

This report shows the rural disparities in the baseline data of the Birth and Kindergarten Cohorts of the national Early Childhood Longitudinal Study (ECLS). The National Center for Rural Early Childhood Learning Initiatives, known as Rural Early Childhood, commissioned Child Trends to perform the analysis of key indicators of child well-being and early childhood services. Child Trends is a nonpartisan, nonprofit research organization based in Washington, D.C. ECLS is a longitudinal study, by the National Center for Education Statistics (NCES), of two nationally representative samples of children, referred to as the Birth Cohort and Kindergarten Cohort. A program of the U.S. Department of Education, NCES makes the raw data collected in the study available to researchers who examine it in various ways. The study by Rural Early Childhood and Child Trends is the first to analyze the ECLS baseline data according to rurality. The chartbook contains a discussion of key findings related to child care use, early literacy skills, and mental health. It also contains sets of tables showing rural and non-rural rates for dozens of indicators, as well as rates within the rural and non-rural sub-groups by ethnicity, income range, and geographic region. This report provides rural to non-rural comparisons of selected indicators from the ECLS-K and ECLS-B baseline data focusing on three issues: school readiness, utilization of early care and education, the status of young American Indian and Alaska Native children, and the mental health and family life of young rural children. (Contains 129 tables and 17 figures.) [This publication was produced by Mississippi State, MS: National Center for Rural Early Childhood Learning Initiatives and Mississippi State University Early Childhood Institute.]

This document provides a framework of educational design principles from which educators and design professionals can structure the content of their educational facility development process, from the earliest strategic and educational planning stage to design, construction, occupancy, and facility management. Each of the 33 educational design principles presented has as its underlying premise that all learning environments should be learner-centered, developmentally- and age-appropriate, safe, comfortable, accessible, flexible, equitable, and cost effective. The principles are divided into the following areas: educational facility planning and design process principles; principles for site and building organization; principles for primary educational space; principles for shared school and community facilities and community spaces; principles related to the character of all spaces; and principles related to site design and outdoor learning spaces. (GR)

This guide provides information for 4-H Club members who have decided on a club goat project. Topics include general information in the following areas: show rules; facilities and equipment (barns/sheds, fences, feeders, water containers, and equipment); selection (structural correctness, muscle, volume and capacity, style and balance, and growth potential); nutrition (water, protein, carbohydrates and fats, minerals, and vitamins); health (enterotoxemia, internal parasites, urinary calculi, coccidiosis, soremouth, ringworm, pinkeye, illegal drugs, hoof trimming, and dehorning or tipping); management and feeding; and fitting (washing and shearing). (YLB)

This document is a fill-in-the-dates calendar that students in a daily living skills or family life education class can use to remind themselves to live a healthy and productive life. Set up with a page of tips on the top with a monthly calendar page below, the guide covers the following topics: (1) living better with less; (2) home safety rules; (3) healthy eating; (4) volunteering; (5) grandparent-grandchildren relationships; (6) recording family memories and growing a family tree; (7) distribution of inherited personal property in families; (8) looking good; (9) exercise--the key to the good life; (10) using medicines safety; (11) lifestyle changes; and (12) stress-relieving activities. (KC)

This booklet contains tips and techniques for making presentations, especially for 4-H groups. The following topics are covered: (1) workshop presentations; (2) training techniques for groups; (3) using an overhead projector; (4) when to use charts; (5) how to make a flip chart; (6) how to make a flannel board; (7) using a chalkboard; and (8) how to teach a skill. The booklet is illustrated with line drawings. (KC)

This manual was designed to give student employees of the Mitchell Memorial Library at Mississippi State University an understanding of what to expect from faculty and staff, and what is expected of all student employees of the Library. In general, the manual is aimed at helping student employees: develop a philosophy of service and promote a friendly service-oriented attitude; fulfill all designed tasks; become aware of the nature of the library patron's needs; make clear the student employee's limitations in assisting patrons; ensure that library patrons receive adequate assistance; and increase the student employee's own knowledge about the library and the resources available in the support of their own library needs. The manual is divided into 16 sections including: (1)"Dean's Letter of Welcome"; (2) "Vision Statement"; (3) "Mission Statement"; (4) "Philosophy"; (5) "Brief History of the Library"; (6) "General Information"; (7) "Getting the Job...and Keeping It"; (8) "Expectations"; (9) "Conduct"; (10) "Work Etiquette and Protocol"; (11) "Library Procedures"; (12) "Materials' Classification and Shelving Systems"; (13) "How to Locate Materials"; (14) "Electronic Databases"; (15) "Library Organization"; and (16) "Glossary of Common Library Terms and Abbreviations." (Contains an index and selected forms.) (AEF)

This resource guide is designed to provide a quick reference for professionals in education and employment who work with students with disabilities. The guide suggests ways that assistive technology may improve and expand the academic career and employment opportunities of students with disabilities. Specific assistive technology solutions are provided for disabilities relating to blindness/visual impairments, deafness/hearing impairments, learning disabilities/attention deficit disorders, orthopedic/mobility impairments, speech and language disorders, and epilepsy. A list of different types of specialists who may provide technology-related information, referrals, and/or sources of devices and equipment is included and cross-coded for each type of disability. A resource section provides state Tech Act contacts, and a check list provides a guide for services that can be included in the development of a career portfolio. The guide ends with a glossary of relevant terms. (CR)

This report examines the extent and process by which rural origins may affect socioeconomic attainments in adulthood and how these "costs" have changed during this century. Introductory sections review research and theories of rural differentiation and stratification and the history of major federal policy initiatives for rural development. Data are drawn from the General Social Surveys, 1972-94, (categorized to provide data on cohorts of 16-year-olds during major periods of rural development policy--1900-20, 1921-32, 1933-40, 1941-52, 1953-66, and 1967-80) and the National Longitudinal Survey (NLS-1972) of high school seniors in 1972 traced into mid-adulthood. The NLS-1972 database was used to estimate a social psychological model of status attainment. Migration variables were then added to the model to determine whether rural youth could "migrate away" from the social costs of their origins. Across the major periods of rural development policy, rural-associated deficits in completed education showed a clear decline. Moreover, education is the conduit by which rural origins influence occupational status. However, family income continued to show rural-associated deficits, especially for rural nonfarm residents. The model suggests that reduced expectations of family and friends influence the educational planning and eventual status attainment of rural youth. Trends in migration effects were inconsistent. Implications for public policy issues involving rural development programs are discussed. Contains 79 references and extensive statistical tables. (Author/SV)

This reference guide is designed to assist faculty and staff at Mississippi State University to provide reasonable accommodations for students with disabilities as required by federal law and endorsed by the mission of the university. Section 1 summarizes requirements of Section 504 of the Rehabilitation Act of 1973 and recent legal decisions. Section 2 outlines responsibilities of students, faculty and staff. The next section outlines reasonable accommodations for students with the following disabilities: orthopedic/mobility impairment, blindness/visual impairments, learning disabilities, attention deficit/hyperactivity disorder, traumatic brain injury, deafness/hearing impairments, speech and language disorders, psychological disorders, and other disabilities. Also provided are suggested teaching strategies (such as speaking distinctly and at a relaxed rate and working with the student to make arrangements for accommodations). Tips on disability awareness address appropriate language and appropriate interaction. Relevant university resources and available adaptive equipment are listed. An agreement form for tape recording lectures and an accessibility checklist complete the manual. (DB)

This brochure provides college preparation suggestions for students with visual impairments in junior and senior high school. Each section includes a checklist of activities to be accomplished during a given grade in preparation for college. The 11th grade and 12th grade sections have a month-to-month guide. Recommended activities include: exploring different careers; participating in extracurricular activities, clubs, and organizations; taking a part-time or summer job or performing volunteer work; planning on how to pay for college; learning how to use different communication aids; discussing options with school guidance counselors, vocational rehabilitation counselors, and others; contacting colleges to learn about available student support services; taking standardized admission tests; and applying for admission. The guide also discusses the problems students with visual impairments face when attending colleges, including: (1) managing their time; (2) accessing written materials; (3) having enough money; (4) handling difficult classes; and (5) arranging for transportation. Also listed are suggestions offered by college students with visual impairments, focusing on: preregistering for classes; communicating with professors; locating transportation; ordering textbooks early; and making housing arrangements. A list of relevant resource organizations and materials is provided. (CR)

This monograph is intended to be a guide to the teacher of adult basic education (ABE) whose students include those with learning disabilities. An introductory chapter notes that participants with learning disabilities in ABE programs may or may not have received special educational services depending on whether they attended school before or after mandatory provision of such services. A chapter on legal definitions and implications discusses definitions in the Individuals with Disabilities Education Act, the Americans with Disabilities Act, and the Rehabilitation Act Amendments of 1973. A chapter on facts about learning disabilities lists common traits and sources of assessment information. The learning environment is addressed next and focuses on characteristics of a facilitative teacher for individuals with a learning disability. The following chapter considers classroom and teaching strategies and stresses the importance of trying various techniques, building the student's self-concept, utilizing instructional accommodations, utilizing educational software, teaching test-taking strategies, and using group activities. A chapter on counseling for ABE adults with a learning disability emphasizes the value of multimodal approaches which use numerous techniques and strategies. The final chapter, on transition plans, urges the incorporation of job seeking skills into the whole curriculum. Appendices list assessment instruments and national resources and contacts. (Contains 35 references.) (DB)

The Adult Basic Education (ABE) classroom is often viewed as a "safe haven" for participants. The teacher's actions, interest or lack of interest in participants and the degree of concern or caring expressed for the learners all make a difference in program retention. As a result of this bond between teacher and learners, ABE instructors find themselves being asked about a wide range of problems and crises that learners experience. The purpose of this monograph is to provide some guidance for teachers as to what to do and still be able to teach the other class members. It will teach instructors how to recognize ineffective communication, how to listen effectively and open channels of communication, and how to make a referral. Classroom strategies that allow the instructor to keep the classroom running smoothly, yet still guide the learner in crisis to the right individual who can help them are provided. Chapters are: (1) Introduction; (2) Roadblocks to Communication; (3) Helper Characteristics and Skills; (4) What is a Crisis? (5) Crises in the Classroom: Domestic Violence, Suicide, Parenting, Offensive Language, Learner Conflict; (6) References; and (7) Appendices. Contains 20 references. (JBJ)

This monograph considers aspects of the visually impaired student's transition from high school to college and his successful adjustment at college, reports on a forum of experts addressing these issues, and summarizes results of surveys of successful students and college administrators. The first chapter is on making plans to attend college and covers such suggestions as beginning early, preparing both socially and academically, and dealing with admissions testing. Classroom accommodations are covered in the second chapter, including testing accommodations, computers, science laboratories, and transition programs and resources. The discussion of the research forum identifies information helpful to know before college, guidelines of rehabilitation agencies, and research suggestions. The report of the survey focuses on development of two survey instruments to identify, from the points of view of 102 successful students and 66 administrators, the skills, knowledge, and needed steps required of students with visual impairments. Highlights of the student survey address educational environments, college demographics, reading methods, work history, extracurricular activities, mobility, services and equipment, college preparation, and problems while attending college. Highlights of the college administrator survey cover time spent on special needs, admission standards, effect of the Americans with Disabilities Act, services provided by colleges, students' use of services, and source of payment for services. A qualitative analysis of survey responses and a summary complete the monograph. (Contains 80 references.) (DB)

Developed for college graduates with disabilities, this guide offers guidance for the job search process in the context of job applicants' rights under the Americans with Disabilities Act (ADA). First, basic facts about the ADA are explained, including a clause by clause explanation of the Act's definition of a disability. Next, the impact of the ADA is outlined for the application phase, the job interview, the employment decision, on the job, and job accommodations. Adjustment to a disability and deciding where, when, and how to disclose a disability to a potential employer are covered next. Specific job search skills are considered in sections on appearance and body language in the job interview; assessment of work abilities, interests, and values; completing application forms; preparing a cover letter; preparing a resume; interview skills; the job search plan; and job leads. Other sections address job retention, vocational rehabilitation services, benefits, and facts about employees with disabilities. The final section lists 15 organizational resources with addresses and telephone numbers. (DB)

The Project Prevention curriculum is specifically designed for the prevention of substance abuse among students with disabilities and was piloted in 10 classrooms serving students with mild, moderate, and severe disabilities. This component of the curriculum is intended for secondary students and includes four sections with a total of 67 lesson plans which address: (1) self-esteem; (2) social skills; (3) decision making; and (4) drug awareness. Although the activities are designed to be implemented in sequential order, a teacher can also use individual activities which best suit the students involved. Information provided for each activity includes recommended time allotment, needed materials, procedures, and worksheets or handouts. Examples of activities include: becoming more aware of emotions and ways to maintain self-control, understanding friendship, identifying personal values, asserting oneself, and learning about marijuana and its effects on the body. A glossary defines terms that may be unfamiliar to students. (Contains 15 references.) (DB)

The Project Prevention curriculum is specifically designed for the prevention of substance abuse among students with disabilities and was piloted in 10 classroom serving students with mild, moderate, and severe disabilities. This component of the curriculum is intended for elementary students and includes four sections with a total of 81 lesson plans which address: (1) self-esteem; (2) social skills; (3) decision making; and (4) drug awareness. Although the activities are designed to be implemented in sequential order, a teacher can also use individual activities which best suit the students involved. Each unit is preceded by a letter to parents explaining the unit and ways parents can help. Information provided for each activity includes recommended time allotment, needed materials, procedures, and worksheets or handouts. Examples of activities include: becoming aware of individual uniqueness and specialness, understanding friendship, identifying decisions students make daily, and learning about the effects of drugs on behavior. A glossary defines terms. A bibliography lists 28 related children's books. (Contains 15 references.) (DB)

A summary of the 1966-1979 Southern Youth Study (SYS), a 4-wave longitudinal research project intended to produce information on career development and decision-making processes and influences of rural southern youth from economically-disadvantaged counties, presents data collection procedures, an overview of instruments and variables, descriptions of the raw data file and software, suggestions for users, the codebook, and appendices containing instruments and questionnaires. Procedures used to select data sources are described. Data collection procedures for the four waves are differentiated. A listing of the variables used in at least one SYS survey is given. Tables present senior class enrollment distribution for SYS states (Alabama, Georgia, Louisiana, Mississippi, South Carolina, and Texas) and the samples (categorized by year into black and white, male and female) for the four SYS waves. The raw data file and accompanying data management software are briefly described. A sample codebook entry with explanations precedes the full codebook, which presents the original questions, response categories, labels, response codes, and frequency counts for each response code. Appendices include the instruments from the third and fourth waves, United State Census occupational and industrial classifications, and questionnaires used in the various states for the first three waves. (MH)

This handbook is designed to assist vocational teachers in maintaining effective classroom and laboratory control. Following an introduction to the topic, the importance of effective control and teacher attitude are overviewed. The third section offers definitions of discipline and "in loco parentis", a perspective on discipline, and reasons for disruptive behavior. Section 4 first discusses 31 strategies for managing the classroom and laboratory. Facility organization, beginning the year, and problem awareness are briefly addressed. Discussion follows of corrective techniques for use in dealing with misbehavior, including leave it alone, end the action, attend more fully, spell out directions, track the student's progress, withhold reinforcement, use suspense, use individual conferences, and use volume. Corporal punishment is addressed, and techniques to avoid are described. A table of 20 common discipline situations with three possible solutions each is provided. The final section of the handbook summarizes seven theories of classroom discipline. Each one is described and key ideas and suggestions for implementation are presented. The theories are managing the group; classroom awareness, student accountability, and group management; shaping desired behavior; addressing the situation with sane messages; good behavior comes from good choices; confronting mistaken goals; and assertively taking charge. References are appended. (YLB)

This handbook is intended to provide vocational educators with methods for teaching culturally diverse students. The first two sections offer information on cultural diversity in vocational education and the concept of multicultural education and on understanding the culturally diverse. Four principles of cultural diversity are described, and learning about cultural diversity in the local community is discussed. The third section focuses on teaching the culturally diverse. The learning process is summarized, and then preplanning procedures are outlined. Discussion of instructional procedures first considers teaching methods--presentation, discussion, job instruction, self teaching, and combinations--and then surveys teaching techniques or procedures used with a method of teaching. These are described: role playing, demonstrations, resource persons, field trips, lectures, supervised study, problem solving, and tests and inventories. Other topics addressed include using realia; infusing concepts and activities to preserve, extend, and enrich cultural diversity; and parent involvement. The final section summarizes in a table format possible problems and preventive/correctional educational practices. The left hand column describes the problem/observation, while the right hand column contains helpful practices. A list of sources of materials is appended. (YLB)

This handbook is designed to help vocational educators identify students with special needs and be effective in teaching them. The first section describes disadvantaged students. A Federal definition is given, and some practical ways are provided to help identify disadvantaged students. Section 2 describes handicapped students and identifies characteristics associated with various handicapping conditions. Concepts of learning are discussed in the next section that can be applied to teaching special needs students. Several teaching techniques are briefly described that are useful with special needs students. Section 4 includes some safety guidelines. The final section is intended to help the teacher recognize instruction problems with special needs students and suggests preventive/corrective practices. Information is presented in a table format with the type of special need listed at the top of the table. In the left-hand column of the table a description of the problem or characteristic that may be observed is presented. The right-hand column contains a collection of helpful practices that may be tried to prevent or correct the problem. (YLB)

This manual reviews the use of work samples in the vocational assessment of blind and visually impaired persons and suggests improvements in their use. The information in the manual was gathered through a literature review, a national survey of vocational evaluators in rehabilitation facilities and schools for the blind, and ideas developed by the principal author while teaching vocational evaluation courses. The first chapter contains a summary of literature describing some of the fields in which persons with visual impairments are employed and a discussion of the implications for work sample use. The second chapter presents an overview of job and training analysis methodologies as they relate to visually impaired persons, while the ways work samples may be employed in a vocational assessment process are reviewed in Chapter 3. In Chapter 4, major approaches to vocational assessment and the use of work samples with visually impaired persons are described; the following chapter lists techniques for selecting and administering work samples. Chapter 6 defines work samples, describes different types, and offers guidelines for their use. Chapter 7 contains information concerning locally developed work samples used in the vocational evaluation of visually impaired persons, while the following chapter provides similar information concerning commercial work sample systems. The final chapter summarizes the state-of-the-art in the use of work samples in the vocational evaluation of visually impaired persons and presents recommendations for the future development and use of work samples. (KC)

This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of preservice teachers in a class. Each component of the lesson plan is discussed and an outline for a lesson plan is given. An example lesson plan is presented. Students prepare a lesson plan in their area of specialization and teach it in simulated conditions. They also perform a series of structured classroom observations in which they observe the instructional plans and teaching methodologies of teachers in regular classrooms. Results of their observations are recorded on data sheets included in the appendices of the module. A major effort is made to assist students to plan lessons which allow for interaction among students. Instruction is given on planning lessons based on inquiry and discovery processes. (JD)

This publication is the first in a series of five designed to be used in teaching basic vocational agriculture courses in secondary schools of Mississippi. The materials are designed to assist teachers in providing training that is directly related to the preparation of a student for employment. As far as possible, the lesson plans are skill oriented, devoted to teaching a student how to do something; however, the lessons also attempt to provide knowledge of basic principles associated with the skills. Each of the lessons consists of an introduction, terminal and specific objectives, instructional procedures, learning activities, supplementary learning activities, and supplementary learning aids. There are seven lessons contained in this Section I of the curriculum materials. They focus on the nature of vocational agriculture and the agriculture/agribusiness industry, supervised occupational experience programs, and the FFA (Future Farmers of America). The seven lessons include the following specific topics: orientation to vocational agriculture education; careers in the agriculture, agribusiness, and natural resources industry; selecting a supervised occupational experience program; planning a supervised occupational experience program; keeping records of supervised experience programs; orientation to the FFA; and instructional activities sponsored by the FFA. (KC)

Designed for both the home economics teacher as a reference in planning a science unit in the child care curriculum, and for the student of child care as a resource for planning science activities, this handbook contains six units for teaching science to preschool children. Five of the units teach through imaginative finger plays and songs, and all contain learning activities to help children explore their world through touching, tasting, observing, and investigating. Some activities provide practice in classroom skills, while others encourage creativity by the students. Topics covered include: Understanding the Body, Seasons/Weather, Animals, Plant Power, Machines and Tools, and Force and Pressure. Visuals for bulletin board or projector occur throughout the units. Appendixes contain suggested science resources including records, pictures, films and filmstrips, and children's science books; a plan for a discovery center; a list of free or inexpensive science materials; suggestions for teaching science activities; a blank activity plan form; and an instructor checklist for a science presentation. A bibliography is also included. (KC)

This handbook for the distributive education coordinator was designed to provide information on adult distributive education (D.E.) and to outline the necessary steps in establishing and conducting an adult program. It begins with an introduction which lists the intrinsic values of adult D.E. and the advantages that these programs offer to the student, school, businesses, and community. The remaining content discusses each of the following eight steps in setting up an adult D.C. program: (1) determining what to offer, (2) obtaining course outlines (includes a list of available outlines), (3) recruiting adult instructors (covers qualifications and certification), (4) preparing adult instructors, (5) promoting adult D.C. programs, (6) teaching adult D.E. programs, (7) filing state department forms (includes sample form), and (8) evaluating adult D.E. programs (includes sample evaluation form). The appendix contains a form for a statement of qualifications for vocational education teachers in Mississippi and Mississippi's policies and regulations for adult education. (EM)

Based on the findings of a national survey of agricultural education state supervisors, teacher educators, and a sample of vocational agriculture teachers, this document presents procedures used in the recruitment, selection, and preparation of non-teaching degree professionals for teaching positions in vocational agriculture/agribusiness. (ERIC document CE 019 062 also contains these procedures in addition to a detailed report of the survey methodology, analysis, and results.) Chapter 1, Recruitment, discusses the teacher shortage, those responsible for recruitment (local administrators, supervisors, teachers, etc.), sources of teachers, and recruitment strategies. Chapter 2, Selection, considers such teaching qualifications as educational preparation, occupational experience, and professional potential. In chapter 3, Preparation, the following considerations are examined: nature and requirements of the teaching position in vocational agriculture/agribusiness; state teacher certification requirements (degree, college courses, and occupational experience); documenting experiences of applicants; evaluation of experiences in terms of state certification requirements; identifying deficiencies of the applicant and setting priorities for correcting deficiencies; developing a state delivery system to meet the needs of non-certified teachers; possible staff responsibilities of various individuals in preparing persons with non-teaching professional degrees; and evaluation of a personal preparation plan model. A bibliography is included. (CT)

Intended to assist local administrators in achieving sex fairness in vocational education programs, this guide provides an overview of legislation and issues and offers some suggestions for evaluation and action. Unit 1 gives a description of the legislation addressing vocational education and the problem of sex stereotyping. Unit 2 deals with assessing progress made within the school in the areas of Title IX and Title II. The development of a plan of action is described in unit 3. Responsibilities and activities are also discussed for these stages of the plan development process: select and organize plan development team, review and develop policies and procedures, plan and develop leadership activities, plan and develop student activities, designate Title IX Compliance Officer and Accountability Report Developer, apply for special grants, review plan (advisory council), approve plan, implement plan, and evaluate. Appendixes, amounting to approximately one-half of the guide, include sample plans for secondary and postsecondary schools, application form and format for proposal for special grants, application requirements, sex equity resources, and criteria for measuring progress toward equity. (YLB)

Addressed to teachers for use with students, this module contains material developed to encourage high school students to explore nontraditional education courses and become familiar with legal rights in schools and work. Preliminary materials include guidelines for effectively teaching about sex stereotyping, checklists, and list of definitions. Designed for use as part of the regular school class period or in a longer workshop setting, the four units are activity-oriented and can be used as special, separate activities or as a total unit plan. Each unit begins with a listing of objectives and a brief introduction and may contain informative material; material/ideas for bulletin boards and posters; activities detailing purpose, materials, and procedure; and worksheets/tests. The units deal with (1) overview of sex role stereotyping and the effects; (2) student's legal rights as created by legislation, specifically Title IX and Title II; (3) information about the world of work, career options, and nontraditional careers; and (4) preparation for career opportunities and the pursuit of nontraditional employment. Appendixes contain test answers, optional activities, and listings of resources and references. (YLB)

This curriculum guide contains 12 units covering topics that could become a part of a program of study for high school Intensive Business Training. It utilizes a competency-based format and a curriculum that provides for proficiency testing which leads to minimum competencies in the field of office education. Each unit is organized according to the following format: rationale, minimum competencies needed for job entry, course content, student activities, suggested evaluation, and listing of references and resources. These units are provided: Basic Communications, Calculating Machines, Clerical Recordkeeping, Data Processing, Filing, Graphic Arts, Human Relations, Job Orientation, Office Simulation, Office Typewriting, Reprographics, and Word Processing. Appendixes include (1) suggested supply lists, (2) ideas for implementing career education in business and office programs, (3) legislation affecting business and office education, (4) resource list, (5) intensive business training evaluative criteria for Mississippi programs, (6) tips for teaching business and office classes, (7) suggestions for teaching the handicapped, and (8) these sample forms, formats, and activities: integrated project, student profile, progress chart, rotation plan, checklist, job sheet, and module. (YLB)

This handbook is designed to help vocational education teachers incorporate motivational techniques and overcome student apathy. Following a short introduction to the concept of motivation the next two sections briefly consider the importance of motivating students and exactly what is meant by the term "motivation." The fourth section discusses procedures/techniques for motivating students to learn. These include getting to know the students; arousing a feeling of need; explaining teacher expectation; teacher enthusiasm; using problem solving; using illustrations and personal examples; using visuals, acutal objects, and demonstrations; using a variety of techniques; involving students; providing a satisfactory environment; using competition; using curiosity and suspense; using gimmicks and the novel; encouraging ownership and financial interest; providing positive reinforcement; using humor; and using pretests. A quick reference guide in table format to solving problems follows this section. Specific problems are presented with related topic (referenced to page number in this guide) and suggested helpful practices. The last section outlines five major theories of motivation: needs, stimulus response, field, achievement, and cognitive-consistency. A bibliography is provided. (YLB)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on developing individualized education programs (IEPs) for handicapped vocational students contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a 3-hour inservice training session. The three lesson plans cover the characteristics of an IEP, steps in developing an IEP, and practical experience in IEP development. Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application, evaluation, and summary. An appendix includes case study information for a practical exercise in IEP development. Directions for using the instructional inservice unit are included in the package. (SK)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on working with vocational advisory committees contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. Subjects covered in the lesson plans are types and functions of advisory committees, criteria for selecting members, and qualities of effective committees. The lesson plans include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on vocational education for the handicapped contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The three lesson plans cover the Education for All Handicapped Children Act (Public Law 94-142), problems and solutions of mainstreaming, and the Individualized Education Program (IEP). Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on student vocational organizations contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans contain names and addresses of national vocational organizations as well as purposes for each and suggestions for implementing their programs in the vocational classroom. Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This teaching unit is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional material needed to improve professional teaching competencies. The purpose of this unit is to provide the vocational instructor with lesson plans that will make it easier to teach employability skills, which are integral to job success. The lessons are designed to be used by any vocational teacher, regardless of subject or occupational area. Ten units, containing one or more lesson plans, are included in the guide. The units cover the following topics: personal budgeting, credit and installment buying, checking and savings accounts, personal insurance, your paycheck, citizenship, business law, job application and interview, personality development, and your job and your health. Each lesson plan contains objectives, resources, content material with suggested activities or notes to the teacher, vocabulary, and suggested evaluation activity. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on the vocational teacher's role in student counseling, placement, and follow-up contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The three lesson plans contained in the unit include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This planning guide for inservice vocational teacher education is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and other appropriate individuals with material needed to improve professional teaching competencies. The purposes of the guide are the following: (1) to provide direction for developing, conducting, and reporting on inservice training activities; (2) to standardize the form to be employed in developing, conducting, and reporting on inservice training activities; and (3) to provide the project director, the training coordinator, and other responsible staff members with a basis for controlling the quality of and reporting on inservice training activities. The publication is organized in seven sections covering the following topics: steps for developing and implementing inservice training; planning and programming an inservice training session; developing a unit plan; developing a lesson plan; developing and coding instructional materials; evaluating inservice training; and inservice records and report. Sample lesson plans for inservice education are included in the guide. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on evaluating student performance and recording student achievement in vocational education contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans contained in the unit include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This orientation guide is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and other appropriate individuals with basic instructional material needed to improve professional teaching competencies. This guide was developed to provide basic information for the planning process to teachers operating a sales and marketing program for the first time. The information is intended to assist new teachers or teachers transferring into the distributive education field in the organization of the sales and marketing class and the administration of the youth program. The handbook is organized into six sections covering the following topics: school orientation, details of the sales and marketing program, student orientation to distributive education; Distributive Education Clubs of America (DECA) chapter responsibilities; working with student teachers; and a suggested curriculum for the sales and marketing program. Also included in the handbook are sources of material, helpful hints, examples of a program calendar, a rating sheet for teachers, and a bibliography. (KC)

This handbook, one of a series of materials, was created to help vocational education teachers in the Mississippi ARC (Appalachian Regional Commission) Region to use resources available in their communities to enrich their classroom teaching. Resources are categorized as communication, government agencies, industry, and local business and professional people. For each category, specific resources are listed; for each suggested resource, information is supplied on what to look for (e.g., free advertising, use of teletrainer) and suggestions for obtaining these resources are provided. An appendix to the handbook contains information and samples for preparing newspaper articles and radio and television spot announcements, and a glossary. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on sex equity in vocational education contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans cover the definition of sex equity and the reasons for sex equity, including legislation and the changing labor force. Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional material needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on effective classroom communication contains lesson plans, instructional materials, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans contained in the unit include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

Presented are demonstrations and experiments that can be used by a variety of high school physics classes. The 131 demonstrations and 27 experiments were selected since they illustrate physical concepts clearly and directly, are simple to perform, and require a minimum of expensive or specialized equipment. Each demonstration and experiment is accompanied by a label, a (I) or a (II), which appears in the text after the title. A (I) designation indicates that the equipment or material required is particularly simple; it is not expensive nor does it require shop skills to build. Some of the demonstrations and experiments designated (II) require equipment that some high schools will not have. In many cases, however, the equipment can be constructed readily and inexpensively in the school shop. In addition, some of the demonstrations can be modified to avoid the need for equipment that is not on hand. The classification of an activity as a demonstration rather than an experiment, or vice-versa, is sometimes arbitrary. The individual teacher can best decide whether to perform it as a demonstration for the class or to let students perform it as an experiment. (JN)

A new blast code, Loci/BLAST, has been coupled with the commercial structural dynamics package LS-DYNA to provide a fully-coupled simulation strategy for predicting the effects of blast on a ground vehicle. Loci/BLAST is a fully-conservative, computational fluid dynamics code with the capability to model soil and blast using a multispecies formulation with advanced equations of state. The two-way coupling between Loci/BLAST and LS-DYNA provides a robust mechanism for predicting the blast-induced deformation of structural elements with no topology changes. The efficacy of the resulting software is demonstrated by comparisons of predicted deformations for a constrained plate with experimental data. Results are also presented for a notional hull subjected to the effects of detonation of a buried IED., This material is based on work supported by the U.S. Army TACOM Life Cycle Command under Contract No. W56HZV-08-C-0236, through a subcontract with Mississippi State University, and was performed for the Simulation Based Reliability and Safety (SimBRS) research program. Any opinions, finding and conclusions or recommendations in this material are those of the authors and do not necessarily reflect the views of the U.S. Army TACOM Life Cycle Command. See also STO-MP-AVT-211.

This paper presents a numerical model for evaluating fugitive dust emission and transport at near-field induced by a moving vehicle. The dust emission model describes the quantity and location of emitted dust. The transport of the dust is captured by the Lagrangian particle tracking method, and turbulence dispersion of particles is modeled stochastically. The presented model is validated numerically for the prediction of dust concentration in a region near vehicles through a careful comparison to the available experimental data. The simulation results compare reasonably well with the experimental data. This model provides for the first time, a validated dust emission and transport models suitable for the near-field of moving vehicles., Submitted to Journal of Automobile Engineering.

In this report, we summarize the research that has been accomplished under the sponsorship of the Army Research Office (W911NF-12-1-0023). Ab initio calculations have been performed to study the effects of solute atoms on the c/a ratio of magnesium alloys. Atomistic simulations have also been performed to investigate the interaction between a Mg17Al12 precipitate and a {10-12}10-1-1 twin boundary. Interactions between a Mg17Al12 precipitate and the basal slip and the prismatic slip have been performed as well. In addition, experiments of deformation behavior of an AZ91 Mg alloy heat-treated under different conditions have been conducted. More calculations and simulations, and systematic experimental studies are needed to obtain conclusive data. Some of the results are summarized in this report.

Accurate tools and procedures for simulating the blast effects of shallow buried explosive devices are critical to the Department of Defense's efforts to design blast-resistant vehicles that can increase crew survivability and counter the threat from improvised explosive devices. Of the various computer codes available for modeling explosive effects, the CTH (CHART Squared to the Three-Halves) Eulerian hydrocode from Sandia National Laboratories is one of the most popular and is considered a standard tool for blast simulations. TARDEC is using CTH as one of its tools for designing blast-resistant vehicles. Two potential areas of improvement to CTH that will enhance its value are implementation of Hybrid Elastic-Plastic (HEP) Geo-material model to support buried mine simulation and procedures for utilizing CTH-generated blast loads in LS-DYNA structural dynamics simulations. Both of these enhancements have been implemented into CTHv9.1 and tested in this project

Rubber is the main element of tires and the outside layer of tracks. Tire and track heating is caused by hysteresis effects due to the deformation of the rubber during operation. Tire temperatures can depend on many factors, including tire geometry, inflation pressure, vehicle load and speed, road type and temperature and environmental conditions. The focus of this study is to develop a finite element approach to computationally evaluate the temperature field of a steady-state rolling tire and track. The 3D thermal analysis software Radtherm was applied to calculate the average temperature of tread and sidewall, and the results of Radtherm agreed with ABAQUS results very well. The distributions of stress and strain energy density of the rolling tracks were investigated by ABAQUS as well. The future works were finally presented., Submitted to 2012 NDIA Ground Vehicle Systems Engineering and Technology Symposium, August 14-16, Michigan.

Presented at the 23rd Systems and Software Technology Conference (SSTC), 16-19 May 2011, Salt Lake City, UT. Sponsored in part by the USAF. U.S. Government or Federal Rights License