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One of 33 self-paced instructional modules for training industry services leaders, this module contains three learning activities on preparing a budget for an industry services project. (Industry services are manpower services provided by public agencies to new and expanding private industry.) The first learning activity is designed to provide the learner with the needed background information on finding ways to provide effective industry services at reasonable costs, major categories of an industry services program budget, persons who should be involved in budget preparation, and techniques that may aid in getting budgets approved. The second provides for application of the information in a practice situation, and the final check-out activity allows the learner to prepare a budget for an industry services project in a real work situation, such as when employed or when serving as an intern learner. Feedback devices (learner self-test and performance checklist) are included for use by the learner and instructor/supervisor to assess progress. Case study information, a sample worksheet, and a sample budget form are appended for guidance in performing the objectives. (Two of the other modules also focus on the identification of training needs, one on collecting framework production and training information and one on selecting types of training programs.) (JT)

One of 33 self-paced instructional modules for training industry services leaders, this module contains three sequential learning activities on developing a lead-time schedule for an industry services training program. (Industry services programs are partnerships between public training institutions, industry, and other agencies to provide job training for new and expanding industry.) The first learning activity is designed to provide the learner with the needed background information, the second to give opportunity to apply that information in a practice situation, and the final check-out activity allows him to develop a lead-time schedule for an industry services project in a real work situation where he is employed or when he is serving as an intern learner. Feedback devices (a learner self-test and performance checklist) are included for use by the learner and instructor/supervisor to assess progress. Case study information, responsibilities worksheet, and a sample lead-time schedule are included for guidance in performing the objectives. (Two of the other modules also focus on specific aspects of obtaining agreements: Developing training agreements and interpreting legislation related to industry services.) (JT)

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on writing news articles about industry training activities. (Three of the other modules deal with other tasks also required for establishing contacts and relationships: Speaking to industrial and community groups, identifying functions of agencies involved in industry services, and developing an industry services brochure.) The first learning activity is designed to provide the learner with the needed background information, the second to give opportunity to apply that information in a practice situation, and the final check-out activity allows him to write news articles in a real work situation where he is employed or when serving as an intern learner. A learner self-test is included for help in determining when each objective is accomplished, and a performance checklist is appended for use by the learner and instructor/supervisor to assess progress. Sample news articles and an article planning worksheet are also appended for guidance in performing the learning activities. (JT)

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on developing an industry services brochure. (Three related modules, also dealing with tasks required for establishing contacts and relationships, focus on speaking to industrial and community groups, identifying functions of agencies involved in industry services, and writing news articles.) The first learning activity is designed to provide the learner with the needed background information, the second to give opportunity to apply that information in a practice situation, and the final check-out activity allows him to develop a brochure in a real work situation where he is employed or when serving as an intern learner. A learner self-test is included for help in determining when each objective is accomplished, and a performance checklist is appended for use by the learner and instructor-supervisor to assess progress. A sample brochure is also appended. (JT)

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on identifying the functions of various agencies involved in industry service activities. (Three of the other modules deal with other tasks also required for establishing contacts and relationships: Speaking to industrial and community groups, writing articles for news media, and developing an industry services brochure.) The first learning activity is designed to provide the learner with the needed background information, the second to give opportunity to apply that information in a practice situation, and the final check-out activity allows him to identify functions of agencies in a real work situation where he is employed or when serving as an intern learner. A learner self-test and worksheet are included for help in determining when each objective is accomplished, and a performance checklist is appended for use by the learner and instructor/supervisor to assess progress. (JT)

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on speaking to industry and community groups. (Three of the other modules deal with other tasks required for establishing contacts and relationships.) The first learning activity is designed to provide the learner with the needed background information, the second to give opportunity to apply that information in a practice situation, and the final check-out activity allows him to speak to industrial groups in a real work situation where he is employed or when serving as an intern. A learner self-test is included for help in determining when each objective is accomplished, and a performance checklist is appended for use by the learner and instructor/supervisor to assess progress. Case study information and an example speech outline are also appended for guidance in performing the learning activities. (JT)

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)

Twenty-one jobs within a wood products mill have been identified by the Weyerhaeuser Company. The description and importance, safety precautions required, and operating procedures for each of these jobs are detailed. (DS)

Teachers of vocational agriculture are in a unique position to make an outstanding contribution to the welfare of future generations by reason of their knowledge of natural resources. Occupations in natural resources are concerned with improving and maintaining various aspects of the environment. The major purpose of this publication is to assist teachers in providing instruction in agricultural resources assuming that students already possess the knowledge covered in basic agriculture courses. The outline of instruction is divided into 14 sections, with suggested time ranges for each, but it is emphasized that the course should be geared to the local situation. Suggested activities and references are provided for each section of the course. (Author/SA)

The general information necessary for planning a high school program in agricultural educated is provided, based on the following briefly described occupational areas: agricultural production, agricultural supplied/services, agricultural mechanics, agricultural products (processing, inspection, and marketing), agricultural resources (conversation, utilization, and services), ornamental horticulture (production, processing, marketing, and services), forestry (production, processing, management, marketing, and services), and other agricultural occupations (to be selected as necessary for particular programs). Part of the document is laid out in work form. The planner can fill in the characteristics and needs of his own community and thus tailor his program to the local situation. (SA)

Intensive Business Training in Mississippi is designed to prepare students for immediate employment in secretarial and clerical jobs in a business office. It includes the learning and mastering of office procedures and techniques, with emphasis on depth and practice of putting basic office skills into vocational experience and practice. The two or three consecutive class periods time block offers additional laboratory time to develop depth training in skills and enables the teacher-coordinator to integrate the course content to produce a qualified office worker. The manual (used as supplementary material to a civil service training guide in preparing students to take the civil service examination) contains the following suggested units: business communications; calculating machines, clerical record keeping, consumer education, duplicating processes, the executive typewriter, filing and records management, graphic arts, human relations, data processing, job orientation, machine transcription, office simulation, office transcription, office typewriting, reference activities, shorthand transcription, and travel and transportation. Each unit includes a job description, general and specific objectives, course content, student activities, suggested materials, evaluation, sample test questions, and a bibliography. Three teacher-designed integrated projects are included. (SC)

This publication is intended to provide a reference for teachers, counselors, and administrators in planning, administering and conducting vocational and technical programs in agribusiness, natural resources and environmental protection at the postsecondary level. The material is presented in sections, each with a list of selected references, as follows: general information for planning, the nature and structure for postsecondary programs, determining the scope and nature of the program, developing the curriculum, administrative responsibilities, planning for physical facilities and equipment, student recruitment, selection and retention, and student placement and followup. (SA)

This publication has been prepared to assist vocational counselors in developing and implementing guidance programs designed to effectively meet the needs of students. It attempts to depict the guidance services which should be offered and gives some procedures and techniques which may be used in providing these services. The information contained in this handbook was developed in a series of workshops attended by persons currently serving as vocational counselors throughout the state and therefore represents the thinking of practitioners in the field. Although the publication was designed primarily for use by counselors, it may also help teachers and administrators to become more familiar with guidance services. Counselors desiring additional information may refer to the references listed at the end of various sections or consult the State Supervisor of Vocational Guidance. (Author)

The guide, which represents part of the product of the National Network for Curriculum Coordination in Vocational/Technical Education, presents descriptive and bibliographic information about career education curriculum materials submitted by representatives of Georgia, Mississippi, and North and South Carolina to the Research and Curriculum Unit at the Mississippi State University. The format of each entry is: title, content/discipline area, grade level, type of material, career level, intended user, general description, author(s), publisher, date of publication, number of pages, cost, source of availability, information submitted by, and State. Headings of entries (with the number of entries in parentheses) include: career exploration (three Ga., five Miss., seven S.C., two N.C.); career preparation (three Ga., four Miss., one S.C., 11 N.C.); career entry and advancement (four Miss., one Ga.); career awarenesss (two Miss.); consumer and homemaking education (seven Miss.); business and office (six Miss., five S.C.); agribusiness and natural resources (21 Miss., five S.C.); marketing and distribution (six Miss.); distributive education (16 S.C.); home economics (five S.C.); trade and industrial education (nine Miss., 17 S.C.); special education (three S.C.); and miscellaneous (two Ga., four Miss.). All entries were published since 1964, and all are at the secondary school level. (JR)

The four learning packages for exploratory career education are designed for use at the seventh and eighth grade levels. Each unit includes coordinated teacher and student editions. The units are: Culinary Cubs, focusing on occupations in the areas of food management, production, and services, with special reference to dietitians; Mini Nursery, focusing on child care related occupations, with special reference to the tasks and responsibilities of a baby-sitter; Polka Dots, focusing on home and institutional management and supportive services, with special reference to nursing; and Gift Boutique, focusing on clothing and interior decorating occupations, with special references to use of the sewing machine. Step-by-step instructional procedures, pre- and posttests, scripts for tapes, and instruction sheets follow the statement of purpose and objectives and general instructions in each teacher edition. The student editions contain pretests, personal inventories, and lesson plans. Additional resources are suggested. (SA)

Prepared for instructors of a training program for a southern pine sawmill, the guide is a result of the cooperative efforts of the Mississippi Industrial Training Program, Weyerhaeuser Company, Northwest Mississippi Junior College, and the Research and Curriculum Unit at Mississippi State University. Descriptive information is presented on the following topics: (1) the objectives of the Mississippi Industrial Training Program and the procedures involved in implementing a pre-employment training program; (2) detailed description of a three-week lumber industry training program; (3) the factors contributing to positive employer employee relationships; and (4) an explanation of the manufacturing process of random length mill. The purpose of the pre-employment training program as conceived by the Division of Vocational and Technical Education of the State Department of Education is to make available comprehensive manpower recruiting and training programs for new and expanding industries. (RG)

The document is a guide to a consumer education resource unit which aims to create a teacher-student and student-community learning partnership which will actively involve all participants. Concepts, behavioral objectives, learning experiences, and generalizations are provided in a format that can be quickly viewed and easily interpreted, but the teacher is encouraged to be uninhibited and as innovative as possible. The thirteen organizing concepts are: private enterprise, values, self-actualization, priorities, market place, informed consumers, resources, resource management, resource organization, legal aspects, money management, a home in the future, and the changing family. Two-thirds of the document (75 pages) is an appendix to the unit guide, comprised of instructional materials which range from crosswords and other games to scripts for teacher-made recordings. Among the many methods and media called for in the resource unit are: lecture, class and panel discussions, observation, guest speakers, sociodrama, field trips, interviews, oral reports, brainstorming, programmed material, open-ended sentences, debates, skits, supervised study, and a variety of audio-visual media. (Author/AJ)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for small engine repair I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Small Engine Repair I contains the following 11 units: safety and orientation; tools and equipment; fasteners; measurement; engine identification and inspection; basic engine principles and design; basic electricity; ignition systems; lubrication systems; cooling systems; and fuel systems (carburetor-type). The second-level course contains these 10 units: safety and orientation review; charging systems; governor systems; starting systems; exhaust systems; shop management; employability skills; overhaul of four-stroke and two-stroke cycle engines; and troubleshooting. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in brick, block, and stonemasonry: brick, block, and stonemasonry I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of the following units: orientation, leadership/personal development, safety, basic tools and equipment, masonry, mortar, wall layout, and concrete. The second course contains these units: orientation, advanced leadership and personal development, safety, power tools and equipment, wall layout, anchors and reinforcement, basic blueprint reading and estimating, and stonemasonry. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the horticulture technology programs cluster. Presented in the introductory section are a framework of programs and courses, description of the programs, and suggested course sequences for horticulture technology and landscape management technology. Section I lists baseline competencies for the program. Section II consists of the curriculum guides for these courses in the horticulture cluster: horticulture/landscape management core courses, horticulture courses, landscape management courses, related vocational-technical courses, and related academic courses. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

The teacher-student guide has been developed as a service to schools in an effort to help them organize and operate meaningful courses in apparel manufacturing. For the school it furnishes practical information in implementing the course, such as facility design, equipment requirements, and teacher selection. For the teacher it provides a curriculum guide and instructional material. For the student it provides an interesting introduction to the industry, as well as an opportunity to learn skills that may lead to a career in the apparel industry. A systems approach to facilitate learning and motivate students to develop competencies in apparel manufacturing industry has been attempted. Individualized instructional procedure has been sequenced in eight illustrated units (apparel industry orientation, industrial sewing machine, machine operation, basic machine control, motion economy, basic industrial sewing operations, gauges and folders, and overview of other machine types) to aid students in developing skills and performing tasks required to become competent in a specific job or a series of industrial sewing jobs. The design includes concepts, instructional objectives, learning experiences,and evaluations based on task identifications and analysis. Information on suggested methods of instruction, teacher orientation, and requirements for establishing an apparel manufacturing course are appended. (Author/EC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for family and consumer sciences and related technology (enrichment). Presented first are program descriptions and course outlines for four courses: child development, family and individual health, family living and parenthood, and foods and nutrition. Section I contains curriculum frameworks for the courses, and section II contains outlines of the instructional units required in each course. Child development consists of five units: preparing for parenthood, child growth and development, guiding behavior, children with special challenges, and career opportunities. Family and individual health has 10 units: personal health, mental health, social health, human growth and development, disease prevention and control, nutrition and fitness, substance abuse prevention, community and environmental health, safety and first aid, and consumer health. Family living and parenthood consists of four units: lifestyles, understanding marriage, family health and welfare, and consumer economics. Foods and nutrition has five units: food and nutrition science, safety and sanitation, consumer information and food preparation, social and multicultural protocol, and careers. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for the four courses. (YLB)

This booklet is designed for developing performance and competency-based student materials (PACs). The PAC, an instructional tool that focuses on helping students master a specific objective, lends itself to vocational instruction. The first nine sections of the guide, consisting of information to assist teachers in gathering background materials for the development of a PAC, address the following topics: program descriptions, occupational competencies, program blocking, task listing sheets, task detailing sheets, general and specific performance objectives, and evaluation of general and specific objectives, (including samples). The final three sections contain guidelines for assembling the PAC, specifically: (1) the introduction to the individual learning PAC; (2) written instructions for the learning activities designed to meet the specific objectives and lists of needed resources; and (3) resource sheets (sheets used for general information, self checks, diagrams, project procedures, fact sheets, etc.). Appended to the guide are a glossary, a curriculum organizational chart, and a list of action verbs for use in introducing competencies or tasks. (MN)

This curriculum guide is designed to upgrade the secondary electrical trades program in Mississippi by broadening its scope to incorporate basic electronic principles. Covered in the individual chapters of the guide are the following courses: basic electricity (occupational information, basic physics, circuit fundamentals, resistance and Ohm's law, direct current sources and circuit analysis, magnetism, measuring devices, alternating current wave forms, inductance, transformers, capacitance, resistive-inductive-capacitive circuits, and resonance); basic wiring (occupational information, tools, blueprints and specifications, device identification, procedures for using devices, residential circuits, and existing dwellings); advanced wiring (industrial wiring tools, industrial blueprints and schematics, industrial wiring devices, industrial and commercial circuits, and motors and generators); and an introduction to controls and electronics (electro-mechanical control systems, solid state devices and power supplies, solid state controls, digital electronics, and microprocessors). Each course outline contains an objective, a list of class and shop time allocations, an outline of instruction, and suggested shop activities. An equipment list concludes the guide. (MN)

Each of the five units in this instructional packet contains instructions for showing students how to "read" the ruler and measure, exercises to give the student the required practice needed to become skillful at this task, and tests to determine achievement. The five units cover inch, half-inch, fourth-inch, eighth-inch and sixteenth-inch measurements. A diagnostic evaluation test is provided for identifying those students who cannot measure correctly as well as each student's particular measuring problem. The material is presented in the form of 1-page instruction sheets, 1-page exercises and 1-page tests designed to be traced onto ditto or mimeograph stencils. The "How To" instructions are intended for use in making transparencies to be used when explaining and showing students how to measure or for use as student pass-out material. (HD)

One of 33 self-paced instructional modules for training industry services leaders, this module contains three sequential learning activities on assisting in providing pre-employment and inplant training in an industry services program. (Industry services are manpower services provided by public agencies to new or expanding private industries.) The first learning activity is designed to provide the learner with the needed background information on pre-employment and inplant training: Characteristics, objectives, preparation, training methods, difficulties, special considerations, and evaluation. The second learning activity provides for application of the information in a practice situation, and a final checkout activity allows the learner to assist in providing pre-employment and inplant training in a real work situation, such as when employed or when serving as an intern learner. Feedback devices (learner self-test and performance checklist) are included for use by the learner and instructor/supervisor to assess progress. Case study information, a time table for inplant training, an instructor's task breakdown sheet, and a planning worksheet are appended for guidance in performing the objectives. (This module is one of three in the set which deal with monitoring training programs.) (JT)

One of 33 self-paced instructional modules for training industry services leaders, this module contains three sequential learning activities on determining appropriate types of instructional methods and media for an industry services job training program. (Industry services are manpower services provided by public agencies to new or expanding private industries.) The first learning activity is designed to provide the learner with the needed background information on various instructional methods and media and on selecting those most appropriate for learner mastery of the performance objectives. The second learning activity provides for application in a practice situation, and a final checkout activity allows the learner to determine types of instructional methods and media in a real work situation, such as when employed or when serving as an intern learner. Feedback devices (learner self-test and performance checklist) are included for use by the learner and instructor/supervisor to assess progress. Case study information and a methods and media worksheet are appended for guidance in performing the objectives. (This module is the third of seven on preparing training materials.) (JT)

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new or expanding private industries, this module contains three sequential learning activities on developing performance tests for industry services programs. The first learning activity is designed to provide the learner with the needed background information on developing performance tests (criterion referenced tests) for job training based on performance objectives. The second learning activity gives opportunity to apply the information in a practice situation, and the final checkout activity allows the learner to develop performance tests in a real work situation, such as when employed or when serving as an intern learner. Feedback devices (learner self-test and performance checklist) are included for use by the learner and instructor/supervisor to assess progress. Case study information, sample performance objectives, sample performance test, process evaluation checklist, and an end product evaluation checklist are appended for guidance in performing the learning activities. (This module is the fourth of seven on preparing training materials.) (JT)