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The Computer/Technology Skills Standard Course of Study describes the progressive development of knowledge and skills in six strands: (1) Societal and Ethical Issues; (2) Database; (3) Spreadsheet Keyboard; (4) Utilization/Word Processing/Desktop Publishing; (5) Multimedia/Presentation, and (6) Telecommunications/Internet. The revision process began in August 2002. North Carolina educators, through an online discussion forum, survey, focus groups, and teleconference, evaluated the Computer/Technology Skills Standard Course of Study. The Computer/Technology Skills Core Revision Committee reviewed the input and recommended that revisions be made. At its October 2002 meeting, the State Board of Education approved a revision of the telecommunications strand, with particular emphasis on personal safety and responsible and ethical behavior in the use of technology resources and information. All suggestions were discussed, reviewed, and incorporated into draft documents by the Core Revision Committee. The current revision process involved on some level the entire education community, and its end product is a North Carolina curriculum of which the state can be justifiably proud. Includes a glossary of terms.

These skill standards for the information technology end user applications cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois Occupational Skill Standards and Credentialing Council requirements for occupational skill standards; sample format; occupational earnings and employment information; assumptions for these specific skill standards; and performance skill levels. The 36 skill standards are categorized into these 8 performance areas: general/multiapplications; word processing; spreadsheet; database; presentation; desktop information management; Internet/intranet; and electronic file management. Components of each skill standard are performance area; skill standard, including conditions of performance, work to be performed, and performance criteria; performance elements; and performance assessment criteria, with a listing of required testing, certification, and/or licensing; product; and process. Appendixes include a cluster-specific glossary; glossary; and listing of workplace skills. (YLB)

Indigenous language programs that have a literacy component require reading materials. Recent advances in computer technology and certain legal changes in the publishing industry have made self-publishing such materials an easier task. This paper describes some of the steps necessary to self-publish indigenous language materials. Suggestions are offered for guidebooks on getting started in publishing, use of short-run printers, being one's own printer, and marketing. The Internet provides several types of opportunities for marketing and dissemination. The following technical aspects of self-publishing are discussed: text format and style, font style, special fonts for indigenous languages, word processing software, style consistency, copyediting and proofreading, things to do before the final pages go to press, and sending the camera-ready copy to the printer. Contains 16 references and lists of 12 useful Web sites and 3 style guides. (Author/SV)

This document of skill standards for the legal office cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 151 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area; skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include assumptions for legal office cluster standards and table of contents. Standards are divided into organization and planning; maintenance of equipment and supplies; legal office activities; general dictation-transcription duties; preparation of legal documents; drafting of legal documents; financial functions; management of records and files; mail handling; basic office operations; information processing activities; word processing; machine transcription; basic data processing; computer file manipulation; document processing; database and spreadsheet operations; and computer applications. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

This document with skill standards for the information processing cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 49 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions for information processing standards; table of contents; and performance skill levels. Skill standards are divided into these areas: word processing; machine transcription; basic office operations; basic data processing; computer file manipulations; office procedures; document processing; database and spreadsheet operations; computer applications; office assistant duties; and perform information processing activities. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

Although many methods of publishing scholarly work are available to the author, self-publishing is sometimes the most appropriate avenue to provide the work to the intended audience particularly if the scope of the material is of interest to a limited number of scholars. Topics include: copyright issues; cataloging data; factors influencing the decision to self-publish; compiling the bibliography and selecting software to compile the bibliography; selecting and working with a publisher; determining the target audience; marketing and advertising the book; and accounting procedures. These phases of the process are described for the publication of the "Arthur Paul Afghanistan Collection Bibliography, Volume 1: Pashto and Dari Titles," a title self-published by the University of Nebraska at Omaha. (Author/AEF)

This document, which is intended for technology educators in Mississippi, outlines a modular instruction approach that allows eighth graders to experience various workplace technologies within four career cluster areas: agriculture/natural resources technology, business/marketing technology, health/human services technology, and engineering/industrial technology. Presented first are a course description, list of course goals, and course outline. The remainder of the guide is divided into two sections. Section I, the curriculum framework, lists suggested behavioral objectives to enable students to master the 19 competencies addressed in the course. Section II consists of outlines for the course's 10 units on the following topics: introduction to computer discovery; keyboarding; introduction to Windows; an operating system using Windows; word processing applications; data management applications; spreadsheet applications; telecommunications; desktop publishing; and computers in careers. Each unit outline contains suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. A student competency profile is appended. (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 secondary-level courses in graphics and print communications I-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 includes units on the following topics: orientation; safety and equipment familiarization; applied math/measurements for graphics and print communications; job planning and layout; introduction to desktop publishing; basic photography and darkroom processes; stripping and platemaking; fundamentals of printing and duplication; operation of offset duplicators/presses; and bindery operations. Topics covered in the units of the second course are the following: orientation review; safety and equipment familiarization review; employability skills, job planning/layout; desktop publishing; darkroom techniques; master and platemaking; offset duplicator/press operations; bindery; and machinery repair and adjustment. 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 four programs in the postsecondary-level business and office cluster (office systems, accounting, medical office, and microcomputer technologies) and two programs in the legal cluster (court reporting and paralegal technology). Presented first are program descriptions and suggested course sequences for each program. Section I lists baseline competencies for each program. Section II consists of course outlines for the following: 29 business and office courses (keyboard speed building, document formatting/production, professional development, applied business math, mechanics of communication, microcomputer applications, electronic spreadsheet, records management, word processing applications, accounting, business communication, database management, operating systems, computerized accounting, machine transcription, advanced microcomputer applications, administrative office procedures, desktop publishing, advanced business accounting, income tax accounting, payroll accounting, supervised work experience, medical machine transcription I-II, medical office terminology I-II, medical office concepts, medical information management, and network management); 21 legal courses (stenograph machine shorthand I-II, speed building I-II, stenograph machine shorthand III, court reporting procedures, stenographic machine shorthand IV, court reporting technology court reporting internship, legal systems and terminology, family law, legal research, wills/estates, real property I-II, legal writing, administrative law/bankruptcy, paralegal skills/applications, civil litigation, torts, paralegal internship); related vocational-technical courses (computer operations, BASIC); and related academic courses (principles of accounting I-II, legal environment of business, principles of economics (macroeconomics). Each course outline contains some/all of the following: course name, abbreviation, classification, and description; prerequisites; and competencies/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. (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 secondary-level courses in business and computer technology I-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 includes 13 units on the following topics: introduction, operating systems, keyboarding, word processing, communications, alphabetical filing systems, database management, financial applications, spreadsheet applications, telecommunications, desktop publishing, the job application process, and applied business and computer technology I. The second course contains 14 units: safety, disk management, keyboarding, advanced word processing, advanced communications, records management, advanced database management, advanced spreadsheet applications, advanced financial applications, automated accounting, advanced telecommunications, advanced desktop publishing, job application process, and applied business and computer technology II. 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 British guide contains reviews of software available for Basic Skills, including English for Speakers of Other Languages, in both education and training for employment. In addition, it offers guidance on how to use software effectively to develop basic skills. Section 1 provides information about the following aspects of the guide: computers and compatibility, windows, software included, prices, suppliers, and types of software--content free, dedicated, drill and practice, computer-based learning and training, and multimedia. Section 2 categorizes the software for literacy into these groups: literacy, numeracy, work skills, word processors, databases, spreadsheets, integrated packages, and desktop publishing. Before the appropriate category, information is provided on using a word processor, using a database, using a spreadsheet, integrated packages, and desktop publishing. Each review is accompanied by this information in a sidebar format: make of computer, price, publisher, and availability. Over 150 software packages are reviewed. Three indexes are provided: subject, computer, and publisher. Addresses of British publishers and distributors are appended. (YLB)

This guide, which was developed by students enrolled in a graduate-level course in improving instruction in basic business subjects, consists of instructional units in the following seven basic business skills areas: job skills/workplace basics, accounting, desktop publishing, keyboarding/computer literacy, microcomputer applications, notetaking, and telecommunications. The job skills unit, which contains materials dealing with skills identified in the Secretary's Commission on Achieving Necessary Skills (SCANS) and similar reports as essential to success in the workplace, and the microcomputer applications unit are both designed for integration into secondary and postsecondary business curricula. The desktop publishing and notetaking units are designed for use with students in grades 10-12. The keyboarding/computer literacy unit is designed for middle school students, and the telecommunications unit contains materials for use with students in grades 9-12. Each unit consists of some or all of the following: unit description, rationale, background information from the literature on business education, list of best practices, unit objectives, unit outline, rubric, suggested student assessment techniques, learning activities, and student handouts. Each unit contains references and recommended resource materials. (MN)

This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering graphic communications occupations. The introduction explains the content and purpose of OCAPs. Presented next are an OCAP listing competency builders in 10 technical skill areas specific to graphic communications occupations (business and graphic communications industry, job planning, design and layout, desktop publishing, proofing, darkroom, assembling and proofing of film images, plates, offset presses, and finishing operations) and an OCAP listing competency builders in 12 employability skill categories. A section on academic job profiles discusses the purpose of job profiling, presents an academic job profile for graphic communications occupations, and details the specific academic skills included in the following categories: applied mathematics, locating information, reading for information, applied technology, teamwork, listening, and writing. Included in a section on academic competencies are a master list of 504 academic competencies and a list of 75 academic competencies specific to graphic communications occupations. Concluding the OCAP is information on the OCAP verification panels. (MN)

The PSI [Professional Secretaries International] Model Curriculum for Office Careers provides a framework for the curriculum revision process, making it easier for schools to update, change, expand, or revise their office programs. Through a series of suggested courses, this curriculum develops the knowledge, skills, and attitudes office professionals need to secure good jobs and to succeed in the "new" re-engineered office of the 1990s. This guide is designed to walk educators through the curriculum, providing information and answering questions. An introduction contains an overview of the curriculum, explains how teachers and students benefit from using the curriculum, and provides a brief summary of the research base for the curriculum. A discussion of how to get started and questions frequently asked about the curriculum are designed to help educators consider how to adapt the curriculum to meet their needs. The course descriptions section contains an introduction to the 25 courses and an explanation of how the PSI Model Curriculum works in a tech-prep environment, a nonarticulated secondary environment, and a nonarticulated postsecondary environment. Individual course descriptions with objectives, competencies, and recommended learning materials follow. Course topics are as follows: accounting; administrative procedures and technologies; advanced word processing; applied computer technologies; business communication technologies; business English; business internship/cooperative education; business math; database; desktop publishing; introduction to telecommunications and networking; keyboarding; keyboarding, skill building, and document formatting; office resources management; operating systems; personal and professional development; records management and imaging technologies; spreadsheets; and word processing. Appendixes include information on Professional Secretaries International and a users' questionnaire. (YLB)

This set of competency-based learning modules consists of four career exploration modules and three science modules for use with adults with limited English proficiency. The four career exploration models contain activities designed to introduce students to career opportunities and basic job skills and safety procedures in the following fields: woodworking, machine tool operation, electronics, and printing and publishing. Each career exploration module contains some or all of the following: course description; list of course competencies; course outline; and lesson plan detailing lecture topics, objectives/tasks, and laboratory/learning activities. The three science modules, which are intended for use with intermediate English-as-a-Second-Language students, deal with the following topics: physical science, earth science and geography, and life science. Each science module includes some or all of the following: course description; list of required books/supplies; list of competencies; list of resources; and tables outlining the performance objectives and tasks covered in each unit along with related activities, resources/instructional aids, and evaluation devices. (MN)

This instructional guide for teachers introduces the Macintosh computer for classroom use, and "The Writing Center," a program to create documents. Information for using the computer and the program to create teaching aids and instructional materials and to instruct students in program use is included. A curriculum outline is provided in the "Using the Macintosh Computer & The Writing Center in the One Computer Classroom" section. A second section, "The Mac Pack: All You Need To Know To Get Started on the Macintosh Computer," covers software policy, windows utilities, menus, using the mouse, and other specifics concerning operating a Macintosh computer. A third section, "A Guide to The Writing Center," contains a guide to sessions for using the program to create newsletters and instructional materials, as well as to teach writing to students. Numerous handouts and transparency masters for the kit are included. (SLD)

This handbook is intended to assist new home study directors of education, course writers, instructors, and others interested in home study course development. It contains 13 guides that were each written by practicing home study educators and experts in the correspondence study field and that together cover the complete course development process, from market research to final printing of course materials. The following chapters/guides are included: "From Theory to Practice" (Lambert); "Naming the Parts" (Hatcher); "Developing the Modern Home Study Course" (Frenzel); "Supervising Course Authors" (McKeown); "Preparing Instructional Objectives" (Mount); "Total Quality Manuscripts" (Marshall, Buddle); "Managing Text Readability" (Hughes); "Writing Examinations" (Cherry);"Motivation through Interaction and Media" (Dasenbrock); "Designing a Home Study Course" (Foltz); "Desktopping Great Looking Courses" (Welch); "The Curriculum Development Cycle" (Gibbs); and "Financial Analysis in Course Development" (Godfrey). In addition to including step-by-step guidelines, many chapters include sample course materials and/or forms. Contains 17 references. (MN)

This "Manual of Style" is offered as a guide to assist Nebraska State employees in producing quality written communications and in presenting a consistently professional image of government documents. The manual is not designed to be all-inclusive. Sections of the manual discuss formatting documents, memorandums, letters, mailing procedures, reports, news releases, writing for special purposes, state board of education meetings, standards of style, department procedures, records management, and desktop publishing. Lists of acronyms, proofreader's marks, and two-letter state abbreviations are attached. (RS)