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This Kids Count report presents data measuring the health and the economic, educational, and social well-being of children in West Virginia at the state and county levels. It measures 12 indicators of child and adolescent health, education, and economic status, but focuses on the following 10 indicators, called "Family Supports for At-Risk Children," that reflect the state's capacity to care for its youngest children: (1) percent births with early prenatal care; (2) infant mortality rate; (3) percent eligible women, infants, and children receiving WIC food and nutrition education services; (4) percent eligible children receiving Early and Periodic Screening, Diagnosis and Treatment services; (5) percent 2-year-olds completing recommended immunization plan at health departments; (6) percent poor and near poor children receiving Medicaid; (7) percent children under 6 years with working parents without regulated day care; (8) percent eligible children served by Head Start; (9) percent of all children approved for free and reduced school meals; and (10) percent of all births to mothers with less than a 12th grade education. Following a foreword and overview outlining the Kids Count project, the report includes the following: a display of 10 state maps graphically representing the aforementioned indicators; status of children by indicator; West Virginia Kids Count scores and composite county rankings; West Virginia state profile; West Virginia minority profile; county profiles in alphabetical order; and three appendices containing definitions, methodology, and sources; notes on statistics and methodology; and a list of committee and staff members. (TJQ)

This report provides information on 12 indicators of child and adolescent health, education, and economic status in West Virginia at the state and county level. The report includes a state profile, a minority profile, and 55 county profiles. Each of the indicators is discussed on a state-wide basis. The bulk of the report consists of 1-page county profiles, each of which contains a chart showing the percentage increase or decrease in each of the 12 indicators from 1980 to 1992, actual rates in each period, state rate, and county rank, as well as tables outlining county demographic and family income data. The data indicate that between 1980 and 1992, fewer children were dying before the first birthday, fewer teenagers were dropping out of school, more eligible children were enrolled in Head Start, and fewer teenagers were dying from injuries. On the negative side, a greater percentage of West Virginia's babies were born with low birth-weight, a greater percent of unmarried teenagers were having babies, and a greater number of children received free or reduced-price school meals. Appendixes provide information about indicator definitions, methodology, and sources, along with the raw data for each county. (MDM)

This manual is designed as a tool to assist campus organizers and activities with their organizing efforts on behalf of lesbian, gay, bisexual, and transgender (LGBT) students. It is a compilation of material from a variety of people and organizations grouped into broad categories of support for building a healthy organization, practical applications, and resource materials. The chapters are: (1) "Defining Your Group"; (2) "Building Your Group"; (3) "Managing Your Group"; (4) "Basic Skills"; (5) "Making Change"; (6) "Educating Your Campus"; (7) "Organizing for a Non-Discrimination Policy"; (8) "Organizing against Hate"; (9) "Responding to AIDS"; (10) "Faculty/Staff Organizing"; (11) "Alumni/ae Organizing"; (12) "Establishing a LGBT Resource Center"; (13) "Ending ROTC Discrimination (A Case Study)"; (14) "Domestic Partner Health Benefits"; (15) "Organizing for LGBT Studies"; (16) "Organizing Floors in Residence Halls"; and (17) "The Radical Right." The final section contains descriptions of resources and resource organizations. (SLD)

This publication focuses on the challenges to management of dealing with older workers. Section 1 addresses motivating older workers who may perceive that their opportunities for promotion and increased earnings are limited. Six principles to guide this motivation are discussed: needs can be powerful motivators; to motivate, link need satisfaction to behavior; an important first step in linking need satisfaction to performance is to set specific, challenging, but reachable goals for the employee; after goals have been set and accepted, make sure employees have the means to achieve the goals; reward achievement; and improve motivation by changing the nature of the work. Section 2 on the influence of age stereotypes on work relationships describes a study that used a series of management problems to demonstrate how age stereotyping occurs in a business environment. Strategies for identifying and overcoming age stereotypes are suggested. Section 3 on managing the older worker makes recommendations for special situations when younger managers supervise older employees. These issues are considered: communications breakdowns, status uncertainties, obsolescence problems, overcoming resistance to change, and conflict management. The advantages and disadvantages of four styles of managing conflict are outlined: avoiding conflict, compromising, forcing, and problem solving. Section 4 considers creating alternative work arrangements for older workers. Contains nine references. (YLB)

These resource materials are designed to help instructors prepare their business students to work with older employees. The materials can be used in undergraduate and graduate courses in management, organizational behavior, human resource management, business policy, and business and society. The materials include lecture guides, discussion questions, case studies, graphs that can be converted into transparencies, and selected reading lists. The materials are arranged into eight modules: (1) the aging work force; (2) retirement; (3) stereotypes; (4) characteristics of older workers; (5) the law and older workers; (6) managing older workers; (7) recruiting older workers; and (8) age equity in employment. The modules can be used as the basis for class sessions devoted entirely to the topic or in conjunction with other materials for class sessions on topics such as managing diversity, career management, or future management challenges. (YLB)

This publication presents a series of steps that can be used by employers to initiate or modify a diversity program. It is based on a study of a nationally recognized model developed by the City of San Diego. Fifteen steps that are considered elements of San Diego's success are described, using the city's experience. The steps are as follows: secure commitment from the top; assign qualified staff; write a mission statement and define the terms; conduct external and internal research; present the strategy to top management; secure the money; establish a steering committee; develop partnerships; develop the program; conduct diversity training; encourage department activities on diversity; establish a speakers' bureau; tell the story and keep everyone informed; hear advice from those who have done it; and keep the vision and act on it. Exhibits that make up almost one-half of the publication include the following: interview questions for the City of San Diego; focus group questionnaire; supervisors' diversity commitment pre-session and post-session questionnaires; invitation from City Manager to attend diversity training; learning goals; handout on what is meant by cultural diversity; and speakers' bureau topics. (YLB)

In order to document the economic, social, educational, and emotional status and physical well-being of children in West Virginia, this databook provides national and state profiles, a separate minority profile, and 55 county profiles. For the state and each county, 10-year (1980-90) trend data are presented for 12 indicators: child abuse/neglect rate, infant mortality rate, child death rate, juvenile arrest rate, juvenile delinquency case rate, teen birth rate, percent of births to unmarried teens, percent of high school dropouts, teen injury death rate, percent of births to low-educated mothers, percent of children in single-parent families, and percent of children in poverty. In addition, 17 background facts are presented, including data on total population, population under 18, minority population, population density, children living in households headed by other than parents, households with children, high school and college graduates, educational expenditures per pupil, Aid to Families with Dependent Children recipients, early prenatal care, jobs in high- and low-paying industries, median family income, and unemployment rate. Between 1980 and 1990, positive trends in most counties included a decline in infant mortality, an increase in mothers' education, and declines in dropout and teen pregnancy rates. However, in most counties more children were living in poverty and more children were living in single-parent families. (AC)

This publication gives examples of employment programs for experienced workers taken from the National Older Workers Information System (NOWIS), a computerized system of information on more than 140 experienced worker employment programs in public and private sector organizations. (Maintained by the Business Partnerships Program of the American Association of Retired Persons, NOWIS is available at no cost as a resource for employers interested in learning about innovative ways to use the skills and experience of older workers.) The types of employment programs described in this publication include those promoting full-time and part-time job opportunities, job redesign, effective transition to retirement, and job training. The small, medium, and large companies sponsoring these programs represent several types of business and industry, including high technology, insurance, banking, and manufacturing. The employment programs are categorized as follows: part-time opportunities (rehiring or hiring of older experienced retirees and hiring of former employees as "temps"); full-time opportunities; training experienced workers to meet new job challenges; redesigning jobs for a changing work force (job sharing, matching jobs and workers, and working away from the work site); and providing an effective transition to retirement (phased retirement and rehearsal for retirement). Appendixes include an index of employers and sources of more information. (YLB)

This booklet is a practical guide to help employers develop ways to train midcareer and older employees to work to their full potential. Section 1 discusses the older worker advantage. Section 2 focuses on dealing with older workers, the half-life effect, and three common problems that reduce productivity: career burnout, career plateauing, and career obsolescence. Section 3 concerns career management, the first line of defense against those problems. Section 4 discusses three common and complimentary approaches to identifying training needs: organizational analysis, task analysis, and personal needs analysis. Section 5 focuses on designing a training program. It describes the following types of programs offered by companies: scientific and technical training, management development, training for production and administrative employees, total quality training, informal training approaches, and programs to prepare for retirement. Some specific examples follow of companies that have done some creative training to help their experienced workers meet new job challenges. Section 6 on motivation discusses building self confidence. Section 7 addresses training approaches, including the following: on-the-job training, behavior modeling, setting goals and objectives, adapting training techniques for older employees, and transferring of skills. Section 8 is a checklist of policy makers and managers. Ten selected readings are listed. (YLB)

These instructor and student materials for a postsecondary level course for cardiopulmonary laboratory specialist training comprise one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The purpose stated for the course is to train students to assist cardiologists and pulmonary physiologists in examining, evaluating, diagnosing, and treating cardiopulmonary diseases and injuries. Basic math skills and background in biology and chemistry are required for this specialty course for students with basic medical laboratory training and experience. The two blocks of instruction are Cardiology and Pulmonary Medicine. Skills taught include diagnostic and therapeutic procedures, such as administering electrocardiograms, phonocardiograms, vectorcardiograms, stress tests, and blood gas analysis. Anatomy, physiology, medical terminology, care of cardiovascular disorders, and inhalation therapy are among the major areas of study. Instructor materials consist of a course chart and a plan of instruction detailing the units of instruction, criterion objectives, lesson duration, and support materials needed. Student materials for blocks 1 and 2 are 16 study guides, 16 programed texts, and three handouts. Several commercial texts and audiovisual aids are recommended but are not provided. (YLB)

This individualized, self-paced course for training an entomology specialist was adapted from military curriculum materials for use in vocational and technical education. Completion of the course should provide students with basic information needed to accomplish the following duties of an entomology specialist: perform entomological work, apply toxic pesticides, perform control operations and preventive operations, operate and calibrate dispersal and safety equipment, maintain tools and equipment, and supervise entomology personnel. The document consists of a student workbook with objectives, assignments, review exercises and answers, volume review exercises, and a test. The workbook consists of six volumes. The first volume introduces pest management and safety, while the second contains information about pesticides and the environment and pesticide dispersal equipment. In the third volume, pests carried by domestic animals are discussed, while in the fourth household pests such as spiders and reptiles are examined. The final chapters provide information on the collection, identification, and control of economic pests (such as stored product pests, structural pests, and ornamental and turf pests) and vertebrate and vegetative pests (rodents, bats, birds, aquatic plants, grasses, and herbaceous broadleaf plants). The course in intended for use in a laboratory or on-the-job learning situation. (KC)

This report provides guidance in designing and implementing a performance-oriented learning center program, an approach to training which emphasizes the application of instructional technology in helping the individual or individual team to learn more effectively. Although intended for training personnel and instructional technologists in an Air Force training program, this report could be applicable to anyone interested in developing a learning center. Sections are entitled Orientation, Establishing a Learning Center, Courseware Preparation, Media Courseware Production, Hardware, Learning Environment and Carrel Design, Physical Plant, and Quality Assurance. Recommendations and working conclusions, based on the current state-of-the-art (as of spring, 1974), are presented in a simple how-to-do-it manner. Many additional resources are cited for those who desire to explore various aspects of instructional technology, as applied to learning center programs. The two appendixes provide information on learning centers for flying training activities (four pages) and on selecting equipment for school media programs (18 pages). Explanatory illustrations (44) and tables (10) are provided throughout the report. (SH)

The influences of two different instructional techniques--media adjunct programing (MAP) and traditional instructor classroom (TIC) methods--upon several variables were examined. These dependent variables included student learning and retention, state anxiety, state curiosity, time-to-criterion, and student and instructor attitudes. Matched groups of students in an undergraduate pilot training course on weather were randomly assigned to the MAP or TIC treatment. The MAP group completed the course more quickly, averaging a 29% savings in time. Postest and retention test results showed no significant differences between groups. The MAP students showed lower state anxiety and reported more positive attitudes toward their instructional method. Predictions of an inverse relation between state curiosity and state anxiety were only partially supported. It was concluded that the individualized, self-paced, multimediated MAP treatment was both effective and feasible, since students receiving it learned faster, had lower state anxiety, better motivation and more positive attitudes. Individualization of subsequent courses was recommended so that students who finished early would be able to continue at an accelerated pace. (PB)

This handbook consists of information related to the licensing and funding of child care centers (which serve children aged 2 years, 10 months to 6 years) in the Chicago area. Included are: (1) a brief outline of some basic issues in the development of a child care center; (2) lists of Chicago and Illinois licensing requirements and helpful suggestions; (3) an organizational chart of licensing agencies; (4) sources of government funding for day care (local, state, and federal); guidelines for establishing fees; (6) major and minor start-up expenses and sample budgets; and (7) some basic cash flow problems that may be encountered. (ED)

This guide addresses itself to individuals or groups wanting to help with Vietnamese resettlement. It is noted that there is a distinct advantage to group sponsorship because the costs of support are spread and it allows for extended maintenance while the language is learned and jobs are located. The first part of the guide outlines: (1) the steps to be taken in order to set up a sponsorship program, including suggestions for leadership, organization, meetings, headquarters, and publicity; (2) the functions of the sponsorship program, including public relations, fund raising, jobs, housing, food, clothing, recruitment of volunteers, and reception and (3) the setting up of learning opportunities, which include language classes, a business and professional council, and social and cultural orientation. Addendum 1 discusses more specifically some of the topics treated in the outline. Names and addresses of people or organizations that have information on particular areas are given throughout the outline. Addendum 2 is a menu for a full Vietnamese meal, with recipes. (TL)

This document furnishes a complete copy of the Test Subject's Instructions and the Test Administrator's Handbook for a battery of criterion referenced Job Task Performance Tests (JTPT) for electronic maintenance. General information is provided on soldering, Radar Set AN/APN-147(v), Radar Set Special Equipment, Radar Set Bench Test Set-Up, and Computer Set Checkout. Test Subject and Test Administrator instructions are provided on Peripheral Equipment Tests, General Equipment Tests, Operational Checkout Tests, Special Test Equipment Tests, Remove and Replacement Tests, Adjustment Tests, Alignment Tests, and Troubleshooting Tests. (Author/BJG)

The manual presents a technology of instructional design and a model for developing and conducting efficient and cost effective Air Force instructional systems. Chapter 1 provides an overview of Instructional System Development (ISD). Chapters 2-6 each focus on a step of the process: analysis of system requirements; definition of education/training requirements; development of objectives; and tests; planning, developing, and validating instruction; and operation and evaluation of the instructional system. Chapter 7 summarizes the steps involved when applying ISD to knowledge and attitudes. In chapters 8 and 9, the ISD process is related specifically to Air Force flying training and technical training. Appendixes contain an explanation of terms, references, annotated bibliography, bibliography of technical materials, and instructions for completing the ISD status report. (EA)

The results of a study to evaluate the potential life-cycle costs and cost savings that could be realized by applying the Digital Avionics Information System (DAIS) concept to future avionic systems were presented. The tasks evaluated included selection of program elements for costing, selection of DAIS installation potential, definition of a life-cycle-cost model, data collection and execution of the model. The results of the analysis indicated that the DAIS approach to avionics integration provided the potential for significant savings. The cost benefits that could be derived from the various DAIS-concept elements for the different life-cycle phases were described. Several tables of data, a bibliography, and a glossary of terms are appended. (Author/HB)

These individualized, self-paced student texts for a secondary-postsecondary level course for telephone switching equipment repairman are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The five-volume course is designed to provide students with understanding of the theory and normal functions of telephone equipment to permit rapid analysis of telephone troubles. Volume 1, Introduction to Career Field, covers safety switching, review of electronic principles and standard test equipment, supply principles, and fundamentals of management. Volume 2, Telephone Fundamentals, presents an overview of relays and switches, basic telephone principles, and installation fundamentals and familiarization on the operation and maintenance of the AN/FTA 13 manual telephone system. Volume 3, Strowger Step-by-Step Telephone System, discusses application of fundamental information, when step-by-step equipment is used to perform the required switch functions. Volume 4, XY Telephone System, covers this system in the method used in Volume 3. Volume 5, AUTOVON Interface Equipment and Base Wire System, discusses interface circuitry with respect to circuit operation and maintenance and testing and maintenance of the base cable plant to handle AUTOVON and other quality circuits. Each volume contains test materials, review exercises and answers, tests, and supplementary schematic drawings. (YLB)

This five-volume course is designed to provide the student with information about fire protection, first aid and rescue, and special situation firefighting techniques. The course is one of number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in civilian setting. The course materials include the following volumes: General Subjects for Fire Protection, Fire Engineering and Investigation, First Aid and Rescue, Fire Protection Vehicles, and Structural Firefighting. Each volume contains reading assignments, review exercises and answers, and an examination. The course is designed for student self-study. (LRA)

This plan of instruction, lesson plans, and student materials (study guides, workbooks, and programed texts) for a secondary-postsecondary level course in engine mechanics is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the second of a four-part course (see Note for other sections) covering general vehicle mechanics, including inspection, maintenance, and repair. The plan of instruction suggests number of hours of class time devoted to each lesson in one block of instruction (Block III, a total of 74.5 hours of instruction): Auto Electrical Units, containing five lessons on fundamentals of automotive electricity, batteries, and basic electrical circuits; battery and magneto ignition system; cranking motors and starting system; DC charging system; and AC charging system. It also details criterion objectives and support materials needed. Lesson plans outline teaching steps. Student materials include study guides containing objectives, text material, and review questions; two workbooks containing shop procedures; and two programed texts. Military manuals, commercial texts, and audiovisuals are suggested, but not provided. (YLB)

This plan of instruction, lesson plans, student handouts, and programed texts for a secondary-postsecondary level course in engine mechanics is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the first of a four-part course (see Note for other sections) covering general vehicle mechanics, including inspection, maintenance, and repair. The plan of instruction suggests number of hours of class time devoted to each lesson in two blocks of instruction (Blocks I and II), a total of sixty-nine hours of instruction: (1) Publications (2 lessons, 12 hours), including basic math and hand, special, and measuring tools and (2) engines (8 lessons, 57 hours), including engine assembly, servicing, and reassembly; cooling, lubrication, and crankcase ventilating systems; soldering; corrosion control; emission control system; carburetors; governors; and fuel system. It also details criterion objectives and support materials needed. Lesson plans outline teaching steps. Student materials in Block I include two handouts and seven programed texts and in Block II a study guide, workbook, worksheet, and three programed texts. Military manuals, commercial texts, and audiovisuals are suggested, but not provided. (YLB)

This teaching guide and student workbook for a postsecondary level course in traffic management and accident investigation is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the 132-hour course is to expose students to the development of vehicle codes and traffic flow plans, analyses of traffic trends and accident causes, planning/conducting traffic accident investigations, and application of procedures in preparing and maintaining traffic reports and records. The plan of instruction, which suggests a number of hours of class time devoted to each course objective, is based on the following outline: Traffic Law Enforcement (44 hours), Traffic Accident Investigation (72 hours), Traffic Control (13 hours), and Measurement and Critique (3 hours). The teaching guide contains topic outlines for each class presentation along with behavioral objectives and notes on student evaluation. Contents of the student workbook include objectives, procedures, study assignments, and work assignment questions. Several films and slide tape series are suggesed with the note that instructors may obtain them from an Air Force library or substitute similar materials. (JT)

This teaching guide and student study guides/workbooks are for a postsecondary course in the theory and practical application of physical therapy procedures and modalities needed to assist the physical therapist in administering physical therapy care. It is one of a number of military-developed curriculum packages selected for adaptation to vocational instructon and curriculum development in a civilian setting. The 197-hour course is divided into two blocks of instruction. Block I, Basic Sciences, contains three lessons covering 99 hours of instruction: Psychology of the Diseased and Injured (7 hours), Physiology (39 hours), and Anatomy (53 hours). Block II, Procedures and Modalities, contains three lessons covering 98 hours of instruction: Medical Conditions in Physical Therapy (18 hours), Physical Therapy Procedures (34 hours), and Physical Therapy Modalities (46 hours). Printed instructor materials include a course chart; a plan of instruction, criterion objectives, the duration of the lessons, and support materials needed; and a Specialty Training Standard for use in student performance evaluation. Student materials include three study guide/workbooks for Block I and four for Block II. The text suggested for use with the course, "The Physical and Occupational Therapy Technician," is not provided. Audiovisual aids suggested for use with this course include twenty-nine films, three transparency sets, and four mini-texts. (MEK)

These student materials--study guides, handouts (some are manuals), a workbook, and programmed texts--for a secondary-postsecondary-level course for communications computer programmer are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. A plan of instruction, which suggests number of hours of class time devoted to each course objective and support material and guidance, covers these topics: computer mathematics, data representation, computer logic functions, and logical development of problem solving. Contents of the unit, Computer Programming Principles, include a handout with student notes, a study guide with learning materials, and a workbook with classroom and homework exercises. A programmed text is provided for the unit, Computer Logic Functions. The unit, Top Down Structured Programming, is a self-instruction text. The unit on Programming Principles is a study guide with learning materials. Student manuals (handouts) comprise the units, Fortran Language and Examples of Structured Code. (YLB)

These lesson plans and student study guides and workbooks for a secondary-postsecondary-level course in continuous photoprocessing are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the course is to expose students to fundamental concepts of the photographic process, chemistry, optics, exposure, light, and processing of color and black-and-white film; train them to use equipment and operations involved in photographic processing laboratories; and provide fundamental training in sensitometric and densitometric process control techniques and photographic reproduction. The plan of instruction, which suggests number of hours of class time devoted to each course objective, is based on the following outline allowing for six units of instruction (blocks): Photographic Fundamentals (5 lessons), Continuous Processing Fundamentals (5 lessons), Aerial Film Processing (2 lessons), Aerial Film Duplication (2 lessons), Aerial Select Printing (4 lessons), and Continuous Color Processing (3 lessons). The lesson plans contain course outlines, objectives, and information on support materials and guidance. Contents of the study guides and workbooks include objectives, informative material, study questions, and exercises. Media materials are suggested, but not provided. (YLB)

These instructor materials and student workbook and programmed texts for a secondary-postsecondary-level course in still photojournalism techniques are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the 234-hour course consisting of four blocks of instruction is to provide knowledge and training in these areas: journalistic process and role of the photojournalist; information acquisition techniques; elements of style in writing; communicating with people; legal and ethical considerations; processing techniques; personality feature; group, publicity, editorial, sports, and picture stories; and layouts. The plan of instruction, which suggests number of hours of class time devoted to each course objective (lesson) and details references and materials, is based on the following outline: The Journalistic Sequence (5 lessons, 20 hours), People Pictures (6 lessons, 80 hours), The Communication Process (3 lessons, 48 hours), and Job-Oriented Workshop (7 lessons, 86 hours). Block 1 (The Journalistic Sequence) is a workbook and study guide which includes objectives, informative materials, procedures, questions, and references. The other blocks consist of programmed texts with review exercises and tests. Some slide-tapes are suggested but not provided. (YLB)

This plan of instruction, study guides, workbooks, and programmed texts for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the first section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance of refrigeration and air conditioning systems. Dealing specifically with the use of hand and special tools, refrigeration materials, and electrical principles, this section contains two blocks covering 93.5 hours of instruction: Fundamentals (3 lessons) and Electricity (3 lessons). The plan of instruction contains an outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include three study guides with text information, objectives, review exercises, and references; three workbooks with performance exercises; and five programmed texts for individualized instruction. Commercial texts, military technial manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction, remedial work, or independent study. (YLB)

This plan of instruction, study guides, and workbooks for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the third section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance of refrigeration and air conditioning systems. Dealing specifically with special refrigeration systems, water conditioning, absorption air conditioning (AC), AC controls, AC equipment, and evaporative cooling systems, this section contains four blocks covering 269.5 hours of instruction: Special Refrigeration System, Cooling Towers, Water Pumps, Water Conditioning, and Absorption AC System (5 lessons); AC Controls; (5 lessons); AC (7 lessons); and evaporative Cooling Systems (1 lesson). The plan of instruction contains an outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include eight study guides with text information, objectives, review exercises, and references and eight workbooks with performance exercises. Commercial texts, military technical manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction or presented in a group setting. (YLB)

Both teacher and student materials are included in this guide for a postsecondary course intended to provide training in the psychological aspects of confrontation, disturbance, or disorder. One of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting, the course consists of six lessons covering thirty-five hours of instruction. Subject matter for the course focuses on social science concepts, the psychology of crowds and mobs, the personal recognition of discrimination and prejudice, minority groups and their contributions to the United States, and analyzing reports. The plan of instruction, which suggests number of class hours to be devoted to each objective, is based on the following outline: Personal Perception (2 hours), Social Science Concepts and Theory (11 hours), Prejudice, Discrimination, and Minority Groups (8 hours), Crowds and Mobs (5 hours), After-Action Reports (3 hours), and Student Reports (6 hours). The course relies heavily on outside reading and individual activities. Lesson plans, behavioral objectives, textual material, and lists of additional readings are included along with suggested films and transparency sets (not included). Activities are directed at raising individual awareness of the social and psychological problems inherent in the imposition of authority on minority groups; correction and/or recognizing discrimination and prejudice on the part of individuals and the system; and developing strategies for handling these problems. It is noted that material is applicable to police training, teacher education, or supervisory courses. (MEK)

This plan of instruction, study guides, and workbooks for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the second section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance or refrigeration and air conditioning systems. Dealing specifically with basic refrigeration, refrigeration controls and accessories, and domestic and commercial refrigeration, this section contains three blocks covering 230 hours of instruction: Basic Refrigeration (4 lessons), Refrigeration Controls and Accessories (3 lessons), and Domestic and Commercial Refrigeration (2 lessons). The plan of instruction contains ar outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include four study guides with text information, objectives, review exercises, and references and four workbooks with performance exercises. Commercial texts, military technical manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction or presented in a group setting. (YLB)

These instructor materials and student texts, study guides, and workbooks for a postsecondary-level course to train veterinary specialists are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the first half of a two-part course (see Note) intended to provide training in food inspection; laboratory procedures; subprofessional duties concerning veterinary sciences; sanitary surveillance of food processing, storage, and service facilities; control and epidemiology of zoonotic diseases; and veterinary aspects of disaster medicine. Dealing with microbiology, food handling, food laboratory, and meat and meat products, this section contains four blocks of instruction covering 122 hours of instruction: microbiology (3 lessons), medical aspects of food handling (2 lessons), food laboratory (3 lessons), and meat and meat products (5 lessons). Instructor materials include a course chart, Specialty Training Standard, for use in student evaluation, lesson plans, and a plan of instruction detailing unit content, lesson duration, objectives, and support material. Student materials include four student texts, study guide, two study guides/workbooks, and programmed text. Contents are objectives, text readings, review exercises, and laboratory experiments. Commercial texts, military manuals, and audiovisuals are suggested but not provided. (YLB)

These instructor materials and student texts, study guides, and workbooks for a postsecondary-level course to train veterinary specialists are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the second half of a two-part course (see Note) intended to provide training in food inspection; laboratory procedures; subprofessional duties concerning veterinary sciences; sanitary surveillance of food processing, storage, and service facilities; control and epidemiology of zoonotic diseases; and veterinary aspects of disaster medicine. Dealing with poultry and egg inspection, dairy products, miscellaneous foods, food technology, and animal services, this section contains five blocks of instruction covering eighty-eight hours of instruction: Dairy and Dairy Products (2 lessons), Miscellaneous Foods (2 lessons), Food Technology (2 lessons), and Animal Service and Zoonoses Control Activities (4 lesons). Instructor materials include a course chart, Speciality Training, for use in student evaluation, lesson plans, and a plan of instruction detailing unit content, lesson duration, objectives, and support material. Student materials include seven student texts, student workbook, and three study guide/workbooks. Contents are objectives, text readings, review exercises, and laboratory experiments. Commerical texts, military manuals, and audiovisuals are suggested but not provided. (YLB)

This plan of instruction, lesson plans, and study guides and workbooks for a secondary-postsecondary-level course in carpentry is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the 233.5-hour course is to provide basic-level training in carpentry. The following topics are covered: carpenter's hand tools, portable power tools, and shop tools; construction and maintenance of wood structures; installation of building hardware; and erection of prefabricated buildings. The plan of instruction, which suggests number of class instruction, shop, and study hours devoted to each course objective, is based on four blocks of instruction: Introduction to Carpentry (5 units), Cabinet Construction (9 units), Building Construction (6 units), and Building Finishing Work (7 units). Contents of the lesson plans include criterion objectives, equipment needed, outline with presentation and application, evaluation, and assignment. Study guides present the information needed to complete the unit or make assignments in other publications which contain the required information. Workbooks contain work procedures such as missions (exercises), problems, and questions. Although not provided, two textbooks, Modern Carpentry and Modern Woodworking, are required, and five films are recommended. (YLB)

These individualized, self-paced student texts and workbooks for a secondary-postsecondary-level course in telephone equipment installation and repair is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the course is to provide the student with information about electrical fundamentals, transistors, telephony and telephone systems, and telephone station installation, testing, and maintenance. The four-volume course consists of four texts with reading assignments: Introduction (2 chapters), Telephone Construction and Repair (3 chapters), Substation Installation (5 chapters), and Key Systems and Intercommunications (6 chapters). The four volumes of the student workbook correspond with the volumes of the text. Each workbook contains objectives, a study reference guide, and chapter and volume review exercises with answers. (YLB)

The exercises in this pamphlet were designed to help United States Air Force personnel improve the effectiveness of their writing. Rules and exercises are provided in the following areas: (1) organizing ideas (paragraphs, subparagraphs, the main point, and reader needs); (2) speaking on paper--using personal pronouns, contractions, small words, and questions; (3) avoiding needless words; and (4) solving special problems, such as passive verbs, instructions, and parallelism. A checklist for effective writing, suggestions for using simpler words and phrases, and a list of books on writing are attached. (RL)

This workbook contains many outdoor activities which were developed in New York's Central Park to help children explore and understand their city parks. Involvement in the activities is intended to increase appreciation and awareness of the role of parks in the urban environment. The publication can serve as an example of what others can do with similar facilities. (SB)

This packet of questionnaires and guides is designed to garner information about public opinion concerning policy for guiding the National Institute of Education's (NIE) curriculum activities. The following questions are focused on: (1) How should NIE define "curriculum"? (2) Should NIE help develop new curricula? (3) Should NIE evaluate new curricula? (4) Should NIE help implement new curricula? (5) Who should plan curriculum activities with NIE? (6) How much curriculum leadership should NIE exert? (7) Who should perform curriculum activities for NIE? (8) Should NIE emphasize research, development, or implementation? (9) How should NIE divide its development efforts? and (10) What types of new curricula should NIE develop? A discussion guide is provided for each of these questions. (DS)

Information required for the planning and design of outdoor sports facilities is provided in the format of an outline text and design criteria placed opposite an accompanying page of definitive drawings. Scope of the manual covers those outdoor sports and games most commonly played for competition and/or recreation by military and civilian personnel. The document is divided into the following sections: general introduction; sports courts and fields; recreational shooting ranges; and construction details. Layouts and construction details are based on the latest available rules as indicated by the date after the name of each sports organization or other source of rules. (MJB)

Intended for parent and other advocacy groups interested in studying the quality of local public special education programs from a consumer perspective, the packet of information (in looseleaf format) provides an organized way of collecting information, reviewing it, and drawing conclusions about the strengths and weaknesses of the local program. The first section contains a review of the history of special education, the role of parents, an introduction to the packet, and suggestions for organizing a local study group. The second section provides guidelines and forms for collecting information about the following: administration and delivery of special education programs, identification and evaluation of students, education related services, transportation, and the educational setting. Collecting information from parents is the focus of the third section with such recommended tools as a discussion guide for parents and teachers, an interview guide for use with parents of students in special education, and checklists for reviewing a child's individualized education program and records. The fourth section gives aids for analyzing the collected information including ways to organize the data and use the assessment checklist for analysis, guidelines for writing the final report, and strategies for effecting change. The final section contains six appendixes including the following: "Suggestions for Conducting Interviews,""Leading Group Activities," and "Examples of Tests That Can Be Used in Whole or in Part by Disabled Children." (DB)

Presented are laboratory procedures of a serologic or immunologic nature for use in the diagnosis of a variety of infectious and noninfectious conditions. Included are tests for the detection of specific antibodies in the patient's serum, as well as immunologic tests for the detection of other products in the patient's serum and biological fluids. For the more frequently performed tests, the principle of the test, the reagents and the equipment needed, the preliminary steps, the complete test procedure, reporting results, and potential sources of error are presented. Additionally, the significance and interpretation of results of the tests are discussed in each chapter. (Author/CS)

Presented are laboratory studies focusing on blood cells and the complete scheme of blood coagulation. Formed is the basis for the following types of laboratory operations: (1) distinguishing the morphology of normal and abnormal blood cells; (2) measuring the concentrations or number of blood cells; (3) measuring concentration and detecting abnormalities of hemoglobin; (4) measuring defects in coagulation; and (5) performing a few specific disease-related tests which involve blood cells. Types of equipment needed, actual stepwise performance of tests, and reagents needed, as well as established minimum levels of accuracy are included. (Author/CS)

This manual presents techniques for the collection and examination of specimens in the diagnosis of parasitic disease and in field surveys conducted to determine the extent of parasitic infections in human and animal populations. It discusses areas in which parasites are most likely to be found and the relationships of parasites, vectors, and environment. Methods of preserving, staining, and mounting specimens are included. Definitive characteristics useful in differentiation and identification of parasites are given. (Author/CS)

This plan of instruction, lesson plans, and student study guides and workbooks for a secondary-postsecondary level course for an entomology specialist are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The course includes training on procedures for insect and rodent control, collection and identification of specimens, determination of control measures, identification and use of treatment solutions, and operation and maintenance of insecticide dispersal equipment. Three blocks of instruction cover 155 hours: (1) Entomology Fundamentals, Pesticides, and Equipment (11 lessons, 49 hours); (2) Control of Medically Important Pests (9 lessons, 58 hours); and (3) Control of Economically Important Pests (7 lessons, 48 hours). A Specialty Training Standard for student evaluation is provided. The plan of instruction details the units of instruction, objectives, duration of lessons, and support materials needed. A study guide and a workbook are provided for each block. These materials contain objectives, reading assignments, and review exercises. Military manuals, commercial texts, and audiovisuals are recommended, but not provided. A pictorial reference ("Pictorial Keys") on insects is available from the National Center Clearinghouse--see availability statement. (YLB)

This program activity guide consists of information Air Force preschool teachers and child caregivers can use to increase young children's understanding of the meaning of flags in general and the flag of the United States in particular. (Author/RH)

This program activity guide provides basic understandings, suggested teaching methods, vocabulary terms, suggested group activities, ideas for interest centers, and lists of resources to aid teachers and caregivers teach children in Air Force preschools and day care centers about their country and national heritage. (Author/RH)

The aim of this program activity guide is to aid teachers and child caregivers in helping children in Air Force preschools and day care centers better understand and cope with the sometimes difficult experience of moving to another duty station. Basic information for teachers and caregivers, facts about moving in the military, instructional methods, vocabulary, suggested group activities, topics for interest centers, as well as teacher and local resources are provided. (Author/RH)

General information about United States' aircraft is provided in this program activity guide for teachers and caregivers in Air Force preschools and day care centers. The guide includes basic information for teachers and caregivers, basic understandings, suggested teaching methods and group activities, vocabulary, ideas for interest centers, and lists of teacher resources, local resources, and related books as well as directions for making and flying paper airplanes. (Author/RH)

Information related to day care center policies for dealing with mildly ill children is provided in this document. Data cited in the report indicate wide inconsistencies at the present time in policies and procedures for screening ill children in Air Force child care centers and in the policies followed for admitting and readmitting children who have had a mild illness. To ascertain how states restrict the admission of ill children, a compilation of state day care licensing requirements was reviewed. Additionally, models for the care of sick children and programs for the care of mildly ill children are briefly described, and research on illness and child care is briefly discussed. Concluding sections of the document focus on preventive measures for military child care centers and alternatives for the care of mildly ill children in military centers. (Author/RH)

This child care program activity guide is designed to help teachers and caregivers in Air Force preschools and child care centers plan activities for increasing young children's understanding and appreciation of their parents' work in military and defense related occupations. Recommended teaching methods, concepts, group activities, and activity centers are indicated and resources available to caregivers and teachers are listed. (Author/RH)