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This manual addresses court design and planning; the construction process; court surface selection; accessories and amenities; indoor tennis court design and renovation; care and maintenance tips; and court repair, reconstruction, and renovation. General and membership information is provided on the U.S. Tennis Court and Track Builders Association and the U.S. Tennis Association, along with lists of certified tennis court builders and award winning tennis courts from past years. Numerous design and layout drawings are also included, along with Tennis Industry Magazine's maintenance planner. Sources of information and a glossary of terms conclude the manual. (GR)

Guidelines are presented on tennis court and track and field construction that reflect the latest developments in construction technology, methodology, and practice. Based on contributions from experienced certified tennis court and track builders, material suppliers and design professionals, this manual examines each of the critical areas of court and field design and construction issues to consider when building these facilities. Section 1 provides guidelines in the areas of general conditions for construction, site investigation and preparation, vegetation control, and drainage for recreational areas. Section 2 focuses on tennis court guidelines that include court orientation and dimensions, court surfaces, lighting, surface painting, maintenance and repair of asphalt courts, conversion of hard to fast dry courts, and indoor tennis air structure construction. The third and final section addresses track guidelines and includes basic dimensions and site considerations, concrete construction, fencing, six types of track surfaces, field event construction, and layout and striping of running tracks. (GR)

This document identifies skill standards for utility construction in a format that uses scenarios to provide a picture of the construction process under consideration. The scenarios provide a general description of the pipe laying and utility construction process. An introduction describes use and benefits of skill standards. Section 2 presents the skill standards for open cut pipe laying. Each standard has four informational components: (1) scenario describing the construction process, context of applications of workplace skills, and industry standards that can serve as performance criteria; (2) conventional industry standards containing proficiency, health and safety, and production requirements that serve as performance criteria; (3) key tasks; and (4) workplace skills, knowledge, and aptitudes. These skill standards are included: site preparation, excavation operation, elevation and alignment control; pressure pipe installation, pressure pipe repair, gravity flow pipe installation, gravity flow pipe repair, and backfill, compaction, and site restoration. Section 3 provides workplace skills, knowledge, and aptitudes (WSKAs) arranged into these categories: aptitudes and abilities, workplace basic skills, cross-functional skills, and occupation-specific knowledge. Each WSKA page contains the following elements: context, mastery performance level, content, reference to applicable job functions, and sample tasks and activities in which the WSKAs are applied. (YLB)

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following; develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in construction; enhance employability skills, especially in construction industries; and apply and reinforce learning developed in other subject areas. The curriculum is organized in strands and modules. This guide encompassing the construction technologies strand contains 46 modules that define what a student is expected to know and be able to do (competencies). The guide is organized in the following parts: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies; (2) strand rationale and philosophy and strand organization for construction technologies; (3) planning for instruction for career and technology studies and for construction technology courses; (4) module curriculum and assessment standards for introductory level construction technologies competencies; (5) module curriculum and assessment standards for intermediate level construction technologies competencies; (6) module curriculum and assessment standards for advanced level construction technologies competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guides. Modules cover the following broad topics: tools and materials; building construction; project management; mold making and casting; site preparation; framing; roofs; exterior finishing; electrical, plumbing, and climate control systems; furniture making; cabinetmaking; concrete; masonry; wall and ceiling finishing; stairs; floorcovering; energy-efficient housing; renovations; and project and production management. (KC)

This document contains skills standards for concrete construction workers that are designed for the following purposes: to inform prospective construction workers about the type of work and the skills required so that they can make informed career decisions; to inform educators about how academic, workplace, and life skills are applied in industry; and to provide construction contractors and their local union partners with a means to ensure that their workers are trained and have the skills necessary to keep them competitive in a global economy. The skills standards were developed by representatives of the laborers and the industry using two task identification techniques (Modified DACUM--Developing a Curriculum--and an extended search of published references) to generate a list of tasks, skills, knowledge, and aptitudes for each job. Tasks were validated in the following ways: structured interviews, critical incident discussions, and surveys used with front-line supervisors, trainers, and supervisors and interviews with more than 200 construction craft laborers. The document contains 11 concrete worker skill standards and 22 workplace skills, knowledge, and aptitudes standards in the areas of aptitudes and abilities, workplace basic skills, cross-functional skills, and occupation-specific knowledge. The concrete worker skill standards consist of a scenario that describes the construction process, conventional industry standards, key tasks, and workplace skills, knowledge, and aptitudes. Each of the workplace skills, knowledge, and aptitudes standards contains the following elements: a context, a mastery performance level, the content, references to which job functions the standard applies, and referenced to the key tasks and activities in which the standard is included. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for certificate of residential carpentry and residential carpentry technology programs. Presented in the introductory section are program descriptions and suggested course sequences for both programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the residential carpentry technology course sequence (foundations, framing I, advanced blueprint reading, framing II, roofing, exterior finishing, interior finishing and cabinet making, principles of multifamily and light commercial construction, advanced cabinet making, advanced interior finishing, special problem in residential carpentry technology, and work-based learning in residential carpentry technology; and the related vocational-technical course sequence (fundamentals of drafting, construction materials, and cost estimating). 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. (MN)

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 carpentry: carpentry I and II. Presented first are a program description and course outline. 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, safety, carpentry math and measurement, tools and equipment, reading blueprints and working drawings, materials used in carpentry, and foundations. The second course contains these units: orientation, safety, floor framing, wall framing, roof framing and covering, exterior finishing, and interior finishing and cabinets. 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 two course sequences of the state's postsecondary-level drafting and design technology program: architectural drafting technology and drafting and design technology. Presented first are a program description and both suggested course sequences. Section I lists baseline competencies taught in the program. Included in section II are outlines of each course in the residential carpentry technology course sequence: fundamentals of drafting, principles of computer-aided design (CAD), machine drafting I, intermediate CAD, descriptive geometry, architectural design I, elementary surveying, advanced CAD, structural drafting, mapping/topography, machine drafting II, quality assurance, computer numerical control drafting, geometric dimensioning and tolerancing, construction materials, fundamentals of machining processes, highway drafting, cost estimating, statics and strength of materials, electronic drafting, pipe drafting, architectural design II, steel ship building/design, special project, work-based learning in drafting and design technology, and blueprint reading I and II. Courses in the related academic sequence are as follows: English composition I, oral communications (principles of speech), and college algebra. 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. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the plumber and pipefitter/steamfitter cluster. Presented in the introductory section are program descriptions and suggested course sequences for the plumbing and pipefitting programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the following sequences: plumbing and pipefitting (fundamentals of plumbing/pipefitting, blueprint reading for piping trades, sketching, and low-pressure boilers); pipefitting (tacking, brazing, and burning; basic pipe fabrication, pipe specifications and systems, rigging and signaling, advanced pipefitting lab, steel ship building and marine construction, special project in pipefitting and work-based learning in pipefitting); and plumbing (gas piping, drainage and sewer systems, plumbing fixtures lab, back flow cross connection, advanced plumbing lab, heating devices, domestic systems, piping level/transit, special project in plumbing, and work-based learning in plumbing). 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. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the brick, block, and stonemasonry program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the brick, block, and stonemasonry program, and section II consists of outlines for each of the following courses in the brick, block, and stonemasonry sequence: brick and block laying; masonry construction; masonry math, estimating, and blueprint reading; tools, equipment, and safety; advanced block laying; advanced bricklaying; chimney and fireplace construction; steps, arches, and brick floors; special problem in brick, block, and stonemasonry; and work-based learning in brick, block, and stonemasonry. 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. (MN)

This guide, which is intended for classroom teachers, supervisors, and administrators throughout Alabama, contains the minimum required content (core program) for public school instruction in trade and industrial education in grades 7-12. Presented first are the following: introduction examining the objectives and delivery of trade and industrial education through an integrated program of academic and vocational instruction; conceptual framework of Alabama's trade and industrial education course of study; and directions for interpreting the minimum required content. Most of the guide consists of parallel lists of topics and content standards for each of the following occupational preparation programs: advertising design technology; automotive service technology; building construction technology; building maintenance technology; cabinetmaking and millwork; carpentry; collision repair technology; computer electronics technology; cosmetology/barbering; diesel technology; drafting/design technology; electrical technology; electronics technology; graphic arts technology; heating, ventilation, air conditioning, and refrigeration technology; industrial maintenance technology; major appliance repair technology; masonry; precision machining technology; small engine repair technology; welding technology; and cooperative education. Appended are Alabama's diploma requirements and guidelines for local time requirements and homework. Contains 16 references. (MN)

This guide, which is intended for classroom teachers, supervisors, and administrators throughout Alabama, contains the minimum required content (core program) for public school instruction in career awareness and technological literacy in grades 7-10. Presented first are the following: introduction examining the vision and goals of career awareness and technological literacy; key definitions; conceptual framework of Alabama's career awareness and technological literacy course of study; discussion of instruction-related elements of technology education programs; and directions for interpreting the minimum required content. Most of the guide consists of parallel lists of topics and content standards for each of the following occupational preparation programs included in Alabama's course of career awareness and technological literacy: information technologies (visual, audio); physical technologies (manufacturing, transportation, power, energy, construction); and bio-related technologies (related health care, plant and animal cultivation, waste management, human factors engineering, fuel and chemical production). Separate standards are provided for level I (grades 7-10) and level II (grades 8-10) programs. Appended are Alabama's diploma requirements and guidelines for local time requirements and homework. Contains 35 references. (MN)

This guide focuses on the use of low-end technology to make education more inclusive for children and adolescents with disabilities. The definition of "assistive technology" is discussed, and low-end technology is defined as simple modification/adaptation of toys and games, design and construction of simple switching devices, and the adaptation/ modification of academic tasks and activities to enhance full student participation. Individual sections discuss: the importance of matching low-end technology design with a user's needs; basic tools and supplies for getting started in low-end technology; uses for single switches; characteristics of the user to consider in deciding what type of switch to construct; and ways to construct single switching devices including push switches, pull switches, squeeze switches, movement switches, and metal to metal switches. Contains a list of sources for print materials and catalogs. (DB)

This document contains materials developed for and about the construction technologies tech prep program of the South-Western City Schools in Ohio. Part 1 begins with a map of the program, which begins with a construction technologies program in grades 11 and 12 that leads to entry-level employment or one of five 2-year programs at a community college (architecture technology, civil engineering technology, construction management technology, heating and air conditioning technology, and landscape design/build) that in turn leads to a technical career or transfer to a four-year college or university. Also included in part 1 are pathways and pathway narratives for two high schools and a community college. Part 2, which constitutes approximately 40% of the document, lists the program's (unleveled) secondary technical and academic competencies. In part 3, the secondary competencies are leveled for a high school, and in part 4, the postsecondary competencies are leveled for a community college. Parts 5-7 contain the following: labor market data; list of advisory/review committee members; and program application (information on employment opportunities in the area, potential exit occupations for the program, and plans for the program's delivery). (MN)

A school construction guide offers key personnel in school development projects information on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides advice in the area of managing the construction process, covering such topics as consultant appointment and management, various contracting methods, forms of contract, time management, budget control, managing contractual changes, and post-contract management. Specific topics include an explanation of consultant types, agreements, and fees; securing quotes for work; assessing tenders; and describing the roles of the project and construction managers. (GR)

This paper discusses the use of different media for art instruction and creative activities with preschoolers at the Reggio Emilia preschools in Italy. Drawing made with markers, paper constructions, clay sculpture, and wooden constructions are all used to deepen children's understanding of a particular theme or concept. Typically, a small group of children will work together in a team, each making a version of their idea in several media. Each medium has different "affordances," or capacities for representing a concept, that make some concepts more easily represented than others. Each medium also provokes a special orientation to the problem to be solved, with the medium itself orienting the child to certain classes of meaning. Experience has shown that children readily learn to make compromises with what a particular medium does not easily afford, and that sequences across media will affect children's success. Children should also be encouraged to revise earlier representations because of discoveries made with more recent representations. (MDM)

The Dallas Independent School District provides this handbook presenting administrative, planning, design, and technical guidelines for those involved in the design and construction process of new school facilities, and expansions or renovations of existing schools. It focuses on the design specifications and administrative guidelines for the construction of a new elementary school. Included is a listing of technical master specifications sections developed by the school district to convey specific detailed recommendations for all construction elements. All of the requirements included can be categorized as one of the following types: (1) general considerations that guide the architect and contractor in setting the overall design concepts of the school; (2) space requirements that describe the number of spaces and their size requirements (minimum width, height, and length); as well as detailed information about each individual space. An appendix contains lists of equipment that may be included in each individual space. (GR)

This guide is intended for teachers conducting industrial technology education (TE) courses in South Carolina. Presented first is introductory information about the mission, clusters and units, and recommended educational format of TE in South Carolina. Discussed in the seven sections are various aspects of South Carolina's modular delivery system for TE (program design, module development, and modular utilization of the curriculum guide). Sample modules and core competency and word lists are included. The remaining two-thirds of the guide consists of series of lesson plans for the following instructional clusters: communication technology (drafting and design, graphic communication, photographic technology, electronic communication); construction technology (establishing/maintaining construction enterprises and designing, engineering, inspecting, and maintaining/repairing construction projects); energy, power, and transportation technology (control/transmission of power, transportation, engines); and manufacturing technology (management, management and production, management and personnel). Each lesson plan includes the following: title; major concept and topics; behavioral objectives; instructional activities; evaluation activity; list of required tools, equipment, and materials; vocabulary list; and references. Also included is a resource list of 148 references and addresses of numerous technology education-related publishers and government agencies. (MN)

This guide is intended for use by trainers presenting the Tools for Tomorrow program, a technical college program to train women for employment in 13 skilled trades. Discussed in the first two sections are these topics: the program's purposes, barriers encountered by women seeking to enter trades, and various aspects of implementing the Tools for Tomorrow program. Section 3 consists of 11 lesson plans on topics of general relevance to the skilled trades and 13 trade-specific lesson plans. Among the topics covered in the lesson plans are the following: the apprenticeship system, communicating on the job, hand tool use, job search skills, physical conditioning, print reading, and safety. The following trades are covered: carpentry, civil technology/surveying, electrical, ironwork, machine tool operation, operating engineers, painting and decorating, plumbing, sheet metal, steamfitting, trowel trades, welding, and woodworking/cabinetmaking. Included in each lesson plan are some or all of the following: background information; lists of competencies taught, required supplies, and resources; information on pertinent safety issues; and suggested activities. Section 4 contains supplementary information and overviews of resources on selected topics and a 38-item bibliography. Presented in section 5 are course outlines for each module. Concluding the guide are information updates on the Tools for Tomorrow program and its participants. (MN)

To help libraries and other holdings institutions better incorporate preservation concerns in construction, renovation, and routine maintenance, various techniques are presented that allow preservation concerns to be integrated. The following topics are considered: (1) site selection; (2) design of the building envelope; (3) the library interior; (4) floor coverings; (5) roofing materials; (6) electric and plumbing features; (7) lighting; (8) environmental controls; (9) integration of fire protection and security concerns; (10) pest control; (11) use of book returns; and (12) landscaping. Cost concerns are discussed, explaining various cost analyses, the relationship between preservation and maintenance, and why preservation costs provide long-term benefits. Designing for preservation, while likely to increase the short-term capital costs of a new library building, will provide significant cost returns in longer collection life and reduce long-term maintenance and replacement costs associated with the library itself. Various phases of architectural design and construction, and their relationship to preservation concerns, are briefly outlined to help avoid common pitfalls in working with architects, engineers, and contractors. Eight figures and two tables illustrate the discussion. A list of 37 resources for preservation is included; and four appendixes provide specific details about lighting and pesticide use, and a checklist of preservation concerns. (Contains 70 references.) (Author/SLD)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for turf and landscape occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the seven units are as follows: general safety precautions; turf and landscape operations; equipment maintenance; construction skills; marketing and sales; business management; and employability skills. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for masonry occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 17 units: safety; masonry materials and tools; materials preparation; job site preparation; bonding; blueprint reading, recordkeeping, and estimating; laying brick and block to a line; brick and block wood; jointing; masonry construction; foundations and footers; reinforced concrete masonry; special masonry applications; chimney and fireplace construction; arch construction; basic welding and cutting; and employability skills. (NLA)

The demand for school construction and the agency regulations and practices involved in the process are described in this report. A four-part theoretical framework explains the process of school facility construction. First, school districts follow a process that consists of nine fundamental steps: (1) needs assessment; (2) long-range planning; (3) fiscal planning; (4) school building planning, which includes school-site planning and selection, architectural services, and educational specifications; (5) bidding for contractors; (6) facility construction; (7) occupying the building; (8) postoccupancy evaluation; and (9) school facility use. Second, school districts accomplish these nine steps by coordinating three functions: executive leadership, professional expertise, and representative legitimation. Third, in order for the school district to construct new schools, it is also necessary to relate to external agencies such as the state (for regulation, fiscal allocation, and technical distribution). Fourth, local school district and state officials relate to each other interpersonally as well as interorganizationally. A brief discussion of the historical evolution of school construction is followed by arguments for the importance of school environments and the school structure itself. The conclusion is an indepth review of the nine steps from stage one of the theoretical framework mentioned above. (5 tables and 204 references) (LAP)

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 14 units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed to enter the occupation of carpentry. Within the outline are three levels of items: core (required, the basis for state vocational competency tests); advancing (needed to advance in an occupation); and futuring (needed to enter and remain in a given occupation 3 to 4 years from now). The units cover the following: (1) basic carpentry procedures; (2) layout work; (3) footer and foundation walls; (4) floor framing; (5) wall framing; (6) roof framing; (7) roofing; (8) exterior finish; (9) insulation; (10) interior finish; (11) stairs; (12) energy-efficient construction; (13) special carpentry applications; and (14) employability skills. (KC)

This color-coded guide was developed to help teachers provide middle school and junior high students with an activity-oriented approach to learning and thinking about technology. Through the instruction and the activities, students are shown how the different systems interrelate, how they influence everyday life, and how they combine in a technological society. The guide contains 19 units, each of which includes some or all of the following basic components: objectives, suggested activities for the teacher, transparency masters, information sheets, assignment sheets, assignment sheet answers, laboratory activity sheets, written test, and answers to written test. Units cover the following topics: overview of technology; people, technology, and the environment; introduction to communication; designing, producing, transmitting, and evaluating messages; introduction to construction; designing, planning, building, and finishing a structure; introduction to manufacturing; manufacturing systems, materials, processes, planning, and production; introduction to energy; energy conversion and measurement; power transmission, control, and storage; and transportation system. (KC)

Six City Technology Colleges (CTCs) were all site selected, built, and opened in under 2 years without being compromised by expense or loss of quality. This document examines this "fast-track" method of building projects using case studies of each school that illustrate the CTC concept and process. The CTC initiative is described including discussions of its funding and ethos, educational characteristics and objectives, curriculum framework, building objectives, and project management concepts. The case studies explore the different forms of building contracts used (management forms, design and build, and measured term), furniture procurement methods, the school design development that supported the educational objectives, the inclusion of technology that met or exceeded the minimum requirements for technology and science, and the creation of a learning environment that supported cross curricular activity with increasing use of technology throughout the curriculum. Each case study includes floor plans and photographs. (GR)