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This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace B, in the Open Campus Program at Deakin University. The first part of the document analyzes the relationship between technology, skill, and work within the context of the debates concerning deskilling and managerial control strategies and the significance of technology and the organization of work. The following topics are discussed: technology and the organization of work; the deskilling debate (the upgrading, deskilling, and social construction theses; the Touraine and mixed-effects hypotheses; and the agnostic position); the origins of technology; and the flexible specialization thesis (the relationship between the flexible specialization thesis and skills and the limits of flexibility). Contains 56 references. The following papers constitute approximately 85% of the document: "New Technologies, New Skills" (P. Adler); "Technology and Deskilling: The Case of Five Principal Trade Areas in New South Wales" (D. J. Davis); "Intersphere Automation--The 'Factory of the Future'" (R. Kaplinsky); "Information Technologies, the Service Sector and the Restructuring of Consumption" (P. Blackburn, R. Coombs, K. Green); and "The End of Mass Production?" (K. Williams, T. Cutler, J. Williams, C. Haslam). Concluding the document is a 79-item annotated bibliography. (MN)

This publication is part of the study materials for the distance education course, The Changing Workplace: Part B, in the Open Campus Program at Deakin University. The first part of the document examines current thinking regarding knowledge and control in workplaces emphasizing flexible production systems, flexible technology, and a flexible work force. The following topics are discussed: the rhetoric of public and private sector reports; mass production technologies and the rise of Fordism (alienation and the transformation of work); organization of work in Japan (dual labor markets, gender and the labor market, and just-in-time production systems); and educating flexible workers (education and training in the national interest and the resurgence of human capital theory, high technology and education, and skills in the workplace). The first part of the document contains 159 references. The following papers constitute approximately two-thirds of the document: "Flexible Production Systems and Regional Development" (A. J. Scott); "Fordism's Unknown Successor: A Comment on Scott's Theory of Flexible Accumulation and the Re-emergence of Regional Economies" (J. Lovering); "Towards Flexible Skill Formation and Technological Literacy: Challenges Facing the Education System" (J. Mathews, G. Hall, H. Smith); "The Australian Trade Union Movement and Post-Fordism" (I. Campbell); "Circuits of Capital and Industrial Restructuring: Adjustment in the Australian Clothing Industry" (J. A. Peck); and "The Limits to 'Japanisation': Just-in-Time, Labour Relations and the UK Automotive Industry" (P. Turnbull). Each paper contains references. The document also contains an eight-item annotated bibliography. (MN)

The document is the second in a series of four competency-based inservice teacher education modules in consumer education. The main objective of the program is to assist curriculum developers and elementary and secondary classroom teachers as they plan, develop, implement, and evaluate a multidisciplinary consumer education program. The present module presents a conceptual framework drawing on consumer and economic concepts and generalizations in nine areas: (1) production and consumption of goods and services; (2) scarcity, exchange, specialization, and economic interdependence; (3) economic freedom; (4) the market, equilibrium, supply, and demand; (5) business and industry; (6) government; (7) finance; (8) family/household financial planning; and (9) the consumer. The module also presents pretest exercises to assess knowledge of consumer concepts, an outline of concept clusters, suggestions for follow-up activities, and references. Learning activities involve teachers in filling in short answer blanks, role playing, answering questions, writing essays, drawing up budgets, taking multiple choice quizzes, and analyzing graphs, charts, and economic forecasts. Upon completion of the exercises in this module, teachers are expected to be able to demonstrate knowledge of a conceptual framework for consumers education and to identify and comprehend consumer education concepts related to the nine content areas. (Author/DB)

This curriculum guide contains operational guidelines to help local administrators, teacher educators, and industrial arts teachers in the State of Louisiana determine the extent to which their programs are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and implementation as well as 18 units devoted to various subject areas addressed in industrial arts programs. Covered in the individual units are American industry careers, general safety, technical sketching and drawing, layout and measurement, hand tools, industrial materials, basic combining processes, portable power tools, organizing and controlling work, stationary power tools, mass production concepts, materials processing, finishing, materials and equipment, planning and design, home maintenance, and energy orientation. Each unit contains a statement of purpose, goals, time allotments, student activities, teacher activities, and resources. Among those items provided in the guide's appendixes are lists of equipment, job sheets, information sheets, safety information, parts identification of tools, sample tests, a selected bibliography, and project ideas. (MN)

This curriculum guide contains operational guidelines to help local administrators, teacher educators, and industrial arts teachers in the State of Louisiana determine the extent to which their woodworking programs are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and implementation as well as 15 units devoted to various subject areas addressed in a woodworking program. Covered in the individual units are the wood laboratory; materials; hand tool care; woodjoinery; selection and planning of projects; estimation and selection of materials and supplies; material processing; fasteners; preparation for finishing; hardware; finishing technology; mass production; power tools; and occupational information. Each unit contains a statement of purpose, goals, topics and time allotments, student activities, teacher activities, and resources. Among those items provided in the guide's appendixes are lists of equipment, information sheets, tool safety information, and a selected bibliography. (MN)

These teacher's materials for an eight-unit course were developed to help students develop technological literacy, career exploration, and problem-solving skills relative to the manufacturing industries. The eight units include an overview of manufacturing, manufacturing enterprises and systems, manufacturing materials and selection, manufacturing processes and selection, identifying and designing a product, product manufacturing, product marketing, and evaluation and dissolution of the enterprise. The first section is designed to teach teachers how to use the materials and includes an explanation of instructional elements, an instructional-task analysis for each unit, and a list of 30 references. The instructional elements for the units include objectives, suggested activities, references, a list of supplemental resources, information sheets, transparency masters, assignment sheets, job sheets, tests, and test answers. Some elements, such as the information sheets, include diagrams and line drawings. (CML)

The effects of industry and technology are important in our society, and industrial arts in public schools is undergoing evaluation and curriculum revision in order to guide youth toward choosing and preparing for an occupation. The "manufacturing" approach used in the guide is suggested as one way toward the integration of students with their industrial culture. A brief first section contains the rationale, general objectives, and overview. The informational units which follow are designed as self-study guides for those teachers with a limited background in industrial manufacturing and cover: aspects and history of manufacturing; industrial functions; management and industrial organization; and production tooling, and include evaluation and resource suggestions. The guidelines for package implementation, developed by student teachers, can be employed for 6-, 10-, or 20-week programs. They include manufacturing concepts and student activities, implementation analysis, and possible problems and their solutions for a simulated manufacturing business. A sample mass production unit, designed for mass production techniques and special tooling, provides information and suggested activities. The final section was developed for student use and contains guides for: tooling; production; organization of a compnay; research and development; finance and control; personnel administration; and marketing. (JB)

This curriculum unit is intended for use in high school social studies, technology education, science classes, and in some career guidance classes. The lesson plans and activities are to help teachers present a comprehensive unit on manufacturing to their students. Activities provide hands-on, problem-solving, and cooperative work experiences. There are four lesson plans and a guide for setting up a factory visit. Lessons include: (1) "Why Study Manufacturing?"; (2) "The History of Manufacturing"; (3) "The Manufacturing Process"; and (4) "New Trends in Manufacturing." The unit also includes: a large colorful poster (not included here) for classroom display; a one-half hour videotape (not included here); a 28-item list of organizations, publications, and science and technology centers teachers may wish to consult; and a 25-item bibliography/filmography. (EH)

This production systems guide provides teachers with learning activities for secondary students. Introductory materials include an instructional planning outline and worksheet, an outline of essential elements, domains and objectives, a course description, and a content outline. The guide contains 30 modules on the following topics: production materials; production processes; production organization; the enterprise system; material testing; structure classification; company management--construction and manufacturing; product development; simulation of automation; space production systems; human-powered vehicle; the tower of pasta; materials assembly; using robots in industry; consumer goods; name that material; types and grades of production materials; calculating quantities and costs of production materials; basic robotics; introduction to problem solving; advanced problem solving--teamwork; rafter lengths for roof construction; concrete design and construction; a structural framing model; basic blueprint reading--architectural plans; designing and building an aluminum can crusher; building a home recycling center; exploring space-based construction; foundation structures; and structures and forces of nature. Each module includes an instructor's resource sheet and the student laboratory activity. Each instructor's resource sheet may include the following elements: module number; activity topic; estimated time; essential elements; objectives; activity summary; teaching tips; instructional strategy; equipment/supplies; evaluation key; and support materials. Each student activity may include the following elements: module number; activity topic; activity overview; objectives; vocabulary/concepts reinforced; equipment/supplies; introduction; procedure; evaluation; and support materials. (NLA)

The guide is designed to engage fifth and sixth grade students in learning experiences intended to acquaint them with wood construction and mass production. In addition to developing carpentry skills, students learn the safe use of tools, equipment, and materials. While simulating a toy company, they inductively develop processes for the mass production of toy boats and apply marketing principles. In addition, they learn general work-related skills and understanding that concern task planning, interpersonal relations, individual and group work methods, applied mathematics, and decision making. Subject areas for which the materials in this guide have potential include art, social studies, language arts, and math. Each set of learning experiences contains a student objective, set overview, resource list, teacher-preparation tasks, learning activities, and suggestions for evaluation-summary activities. A 30-page student resource booklet titled "Learning About Wood Construction" provides general information and individual project designs for toys that can be made with simple hand tools. Other activity-coordinated resource materials include a poster set, evaluation instruments, and resource and worksheets. (Author/NJ)

The learning experiences in the teacher's guide provide second, third, and fourth grade students at the primary level with the opportunity to participate in the creation and production of greeting cards. Students explore different kinds of cards and become involved in the production process of a simulated greeting card company. They learn about greeting cards as a form of communication and about the cooperative effort required for mass production. The learning activities are designed to develop an appreciation of the habits and skills required for completing a task: adequate preparation, orderly approach, meeting responsibilities and performance standards, safe work habits, physical skills, recurring production needs, and creativity. Subject areas for which the materials in the guide have potential are social studies, arts, language, and applied math. Each set of learning experiences contains a student objective, set overview, resource list, teacher-preparation tasks, learning activities, and suggestions for evaluation-summary activities. Activity-coordinated resource materials include a poster set, evaluation instruments, and resource and worksheets. (Author/NJ)

This is one of twenty course guides in the Community Living Skills Guide for the College for Living series which provides guidelines and workbook activities for the course, Beginning Woodworking, Use of Basic Hand Tools and Shop Safety. The series of courses for developmentally disabled adults is intended to supplement residential programs and to aid in orienting institutionalized persons to eventual integration into the community. This course of study focuses on safe and proper use of hand tools and shop safety, with an introduction to mass production techniques. It is intended to help the students develop safe working practices, skills necessary to use hand tools, an interest and appreciation for woodworking, a knowledge of leisure time activities in woodworking, and an awareness of job opportunities in woodworking. The course is based on this four step outline: (1) orientation and pre-test (making a breadboard), (2) making a mirrored wall shelf and book/record rack, (3) introduction to mass production techniques in industry, and (4) a personal project. These materials are provided for each step: terminal and performance objectives, homework assignments, plans of procedures for the projects, and suggested activities. A sample twelve-week syllabus and course outline are provided. Other guides in the series and related documents (a volunteer training workshop packet and curriculum guide for fourteen courses) are available separately. (See note.) (YLB)

Prepared by classroom teachers for the infusion of career education into existing curriculum, this notebook of student and teacher activities is designed for use with the monthly Factivities for grades 4-6 (CE 023 596). Each activity corresponds to one of the nine monthly topics: "me, myself, and I"; exploring the telephone book; transportation; marketing; health services; automobile mass production; the world of work; marine sciences; and classroom cooking. Representing various ability levels and learning modes, the activities are divided into sections by the five basic curricular areas of language arts, mathematics, social studies, science and health, and fine arts. (YLB)

This curriculum bulletin is designed to present seventh and eighth graders with an overview of the metalworking industry from the acquisition of raw materials to the fabrication of the completed product. The manual is organized into five major instructional units: sheet metal, wrought metal, jewelry and art metal, bench and machine metal, and cast metal. Each unit is taught from the standpoint of its distinct tools, machines, operations, and processes with a consideration of the relationships that exist between each of the areas. The course provides a dual approach by considering unit and mass production methods of making a product. Each unit contains the following curriculum components: unit production, demonstration and related lesson plans, instruction sheet, related information sheet, mass production methods, occupational information, test questions, alternate product ideas, and selected related materials. In addition to the unit sections, there are comprehensive sections on the course organization, shop management, unit and mass production, course content, guidance, and teaching aids and materials. The manual is illustrated with photographs, charts, and drawings. (CSS)

This competency-based preservice home economics teacher education module on assembly line garment construction is the second in a set of three modules on occupational aspects of textiles and clothing. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see CE 019 901-967.) Following the module objective and overview, three units of instruction are presented: (1) assembly line procedures and construction (includes lessons on garment construction procedures and standards and techniques used to produce quality construction); (2) constructing clothing to meet commercial specifications (includes lessons on types of equipment, sequence of construction, operating a power machine, and identifying construction processes); and (3) differences in textiles and clothing construction related to cost and quality (includes lessons on quality in textiles and clothing construction). Each lesson includes a narrative summary and suggested resources. A list of suggested module resources (readings) and a module pre/posttest (with answer key) concludes the document. (Workshop proceedings relating to the development of these modules are available in the ERIC system as CE 019 896-899; also available is a module on utilizing FHA-HERO as an instructional strategy to expand and strengthen the home economics instructional programs [CE 019 900].) (JH)

Based on a simulation of the American economic industrial society, this guide is intended to direct the teaching of mass production in the industrial arts classroom. It is designed so that the 11 units may be lifted out and studied individually or expanded for an interdisciplinary approach. These units cover the following concepts and activities: The history of mass production; the principles of mass production; the process of research and development; business organization and finance; management structure for the classroom; procuring materials for classroom mass production; supporting documents for teaching mass production; mass producing the product; marketing the product; terminal activities; and implementing mass production in the classroom (covers the complete process for several mass production projects, including scaled drawings of products). A glossary of related terms concludes the guide. Although this guide is primarily written for use in industrial education, the authors note that the concept of mass production presented here is compatible with that of other areas such as home economics and business. (BM)

This curriculum guide is designed to assist junior high schools industrial arts teachers in planning new courses and revising existing courses in plastics technology. Addressed in the individual units of the guide are the following topics: introduction to production technology; history and development of plastics; safety; youth leadership, entrepreneurship, and laboratory management; material layout; introduction to plastics materials; introduction to plastics processes; and career opportunities. Each unit contains some or all of the following: objectives, key words, a list of teaching aids needed, suggested references, a sentence outline, a list of materials for students, suggested student activities, student worksheets, transparency masters, student handouts, and a unit test. An appendix to the guide contains a list of plastics resource materials. (MN)

This curriculum guide is designed to assist junior high school industrial arts teachers in planning new courses and revising existing courses in manufacturing technology. Addressed in the individual units of the guide are the following topics: introduction to manufacturing, materials processing, personnel management, production management, entrepreneurship, and computer applications in manufacturing. Each unit contains some or all of the following: objectives, key words, a list of teaching aids needed, suggested references, a sentence outline, a list of materials for students, suggested student activities, student worksheets, transparency masters, student handouts, and a unit test. Appendixes to the guide include a reference list; a list of material and equipment suppliers; and a series of computer proqrams dealing with conversion of various units of measurement, graphics applications, and shop accounting procedures. (MN)

This curriculum for a 1-semester or 1-year course in manufacturing is designed to give students experience in applying knowledge from other courses and some basic production skills as they become involved in a manufacturing enterprise. Course content is organized around the laboratory activities necessary to organize and operate a process to mass produce and market a product. The following topics are covered: manufacturing overview, personnel, product design, marketing, finance, plant engineering, materials management, manufacturing engineering, quality control, production control, and methods engineering. The guide contains competencies (task lists), student competency records, and management sheets. Management sheets, which serve as lesson outlines covering 1 or more days, include the following: an introduction, the performance objective, a task/competency statement; an equipment and supplies list, a performance standard, suggested references for teacher and student; activities; and the evaluation criteria. Appendixes have the following contents: course outline; job description form; job application; employee records; problem-solving model; types of research; survey forms; sources of financing; basic safety rules; types of plant layout; policies and procedures; tooling design sheet; quality control information; methods engineer job description; definitions; lists of tools, equipment, and supplies; a facility layout; and a bibliography listing 16 books and 8 audiovisual resources. (KC)

This curriculum supplement was designed to correlate directly with "A Guide to Curriculum Planning in Technology Education," published by the Wisconsin Department of Public Instruction. It is also a companion book to three other classroom activity compilations, one in each of the other three major systems of technology--construction, communications, and transportation. The entire set--the curriculum guide and the four activity books--follows the content organization given in the "Technology Education Content" fold-out chart in this guide. The activities are organized on the basis of how each supports one of the manufacturing concepts identified on the chart. Materials for this supplement were gathered from throughout Wisconsin and several other states, and most of them were developed by teachers. The four sections of the guide include 21 activities grouped under the following topics: capital, secondary processes, management functions, and managed activities. Each activity consists of a description, resources needed, objectives, evaluation focus, procedures, information sheets illustrated with line drawings, and (sometimes) tests and answer sheets. (KC)