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This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the graphic communications field; a list acknowledging professionals who helped develop the competency list; and a comprehensive list of the professional or occupational competencies deemed essential for graduates to be able to perform proficiently when they graduate from an Ohio specialization workforce development program on graphic communications. The introduction explains the following: (1) critical academic, employability, and information technology skills have been integrated throughout the list to support the technical skills; (2) the competency profile can be used as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs; and (3) the specialization competency profile is organized so that it can be clustered or grouped in a modular approach. The overview of the graphics communications field describes general duties, some specific tasks, employment opportunities, length of program, type of program (classroom instruction and/or work experience), and types of certificates and/or degrees. The competencies are grouped under broader skills that are, in turn, categorized under these eight major topics: introduction to graphic communications; safety in the graphic communications industry; job planning; design and digital image preparation; film generation; image assembly and platemaking; press operations; and finishing and binding. (YLB)

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the finishing and distribution cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 14 tasks typically performed by workers involved in finishing and distribution. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: (1) perform binding operations (cutting, folder setup, trimming, stitching); (2) perform specialty operations (embossing, foil stamping, die-cutting); and (3) perform mailing, distribution, and ink jet printing operations. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Communications/Information Technology Subcouncil, and Finishing and Distribution Cluster Standards Development Committee members; Communications/Information Technology Subcouncil Finishing and Distribution Cluster skill standards recognition proposal; and list of necessary workplace skills. (MN)

The technical specifications for educational technology in the state of Mississippi which are contained in this publication represent the minimum criteria for utilization of the equipment. Information is provided for PC (personal computer) and Macintosh platforms where applicable on: workstation specifications; multimedia/teacher presentation systems; cross platform workstations; laptop computers; network specifications; file/print or Internet servers; network wiring systems; compatible printers; Internet providers; tape backup units; CD-ROM systems; uninterruptable power supplies; and other external equipment. (AEF)

This manual is a hands-on teaching tool for beginning users of the AppleWorks database software. It was developed to allow Apple IIGS users who are generally familiar with their machine and its peripherals to build a simple AppleWorks database file using version 2.0 or 2.1 of the program, and to store, print, and manipulate the file. The materials were designed to be used without outside aid. Eight chapters cover: (1) loading the AppleWorks program into the computer memory; (2) formatting the blank disk for use as a data storage device; (3) and (4) constructing and printing database files; (5) exercising database print options; (6) obtaining help with database files; (7) merging database and word processing files; and (8) converting spreadsheet files into database files. Examples of computer monitor screens are provided throughout the manual. (DB)

Presents guidelines developed by the ICOLC (International Coalition of Library Consortia) regarding vendor contracts and negotiations that involve electronic information resources. Highlights include content issues, including HTML, use of printers, and use of multimedia; and platform issues, including system architecture, access control, security and privacy, and response time. (LRW)

This publication contains statewide standards for the printing/graphic arts technology program in Georgia. The standards are divided into 12 categories: Foundations (philosophy, purpose, goals, program objectives, availability, evaluation); Admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); Program Structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); Program Evaluation and Planning (program evaluation, program planning, enrollment, graduation, and placement levels, attrition levels, student performance); Instructional Program (course content, course objectives, course instruction, occupation-based instruction, evaluation of students, grading system, laboratory management, live work, equipment, supplies, and materials, physical facility); Academic Skills (academic requirements); Employability Skills (job acquisition, job retention and advancement); Staff (faculty qualifications and responsibilities); Advisory Committee (function, membership, meetings); Special Needs (commitment); Equity (commitment); and Health and Safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (YLB)

This guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a printing/graphics technology program. It includes specializations in art and copy preparation, prepress/image assembly, and lithographic press operations. The guide contains four major sections. The General Information section contains an introduction giving an overview and defining the purpose and objectives; a program description, including admissions requirements, typical job titles, and an accreditation and certification statement; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections describe the courses under the following categories: General Core Courses (English, general mathematics, interpersonal relations and professional development); Fundamental Technical Courses (introduction to computers, introduction to printing industry); and Specific Technical Courses of which there are 28, including art and copy preparation, type composition, reproduction photography, image assembly, halftone reproduction photography, basic multicolor assembly, film composition production techniques, process color assembly techniques, duplicator operations, large single-color sheet press operations, and press operations internship. Each course entry consists of the following: course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An equipment list is appended. (YLB)

Presented in nontechnical language, this guide suggests criteria for the selection of three computer hardware essentials--a microcomputer, a monitor, and a printer. Factors to be considered in selecting the microcomputer are identified and discussed, including what the computer is to be used for, dealer support, software availability, modem access, add-on capability, the manufacturer, competing brands, and the speed, memory, and power capabilities of the central-processing unit. Key elements to consider when choosing a monitor, which is also called a cathode-ray-tube (crt) display unit, are also explained, including number of screen pixels, number of characters per screen, maximum number of colors, bandwidth, dot pitch, convergence, phosphor persistence, and provisions for prevention of glare from the screen. Various features of the major types of printers--dot matrix, daisy wheel, thimble, thermal, ink jet, and laser--are also discussed, including quality of characters, print pitch, proportional spacing, carriage width, speed, buffer, support, and cost. The importance of defining what the computer is be used for is emphasized, and the rapidity of new technological developments is noted. A glossary of computer terms is included as well as a list of 15 journal articles for further reading. (RP)

This guide is intended for use in teaching a course in network applications for the automated environment. The modules cover disk operating system (DOS), NetWare, telecommunications, and printer applications. Both instructor and student materials have been included where appropriate. Also included is an outline of a workshop covering general networking concepts and specific NetWare features and procedures. The information included in the syllabus and instructor and student guides and materials included in this packet could also be used by current users of networks as an inservice activity to acquaint interested faculty with the pros and cons of networks or by colleges that are in the process of making decisions concerning possible networking of their microcomputer laboratories. (MN)

Discusses the nature of light and its relationship to color, particularly two models of color production: the additive and subtractive models. Explains the importance of these models for understanding how computers and printers generate colors. Argues that it is important to understand these processes given the prevalence of computers in art. (DSK)

Argues that teachers can cope with new technology by relating innovative uses of technology to old uses of technology. Compares the impact of laser printers on the form of student writing to the impact of liquid paper (correction fluid); and compares the impact of computer-supported classrooms to earlier efforts to bring typewriters into the classroom. (RS)

The manufacturing process used to produce printbands for International Business Machines, Inc. involves a photolithographic process in which the stainless steel panels are chemically machined using strong ferric chloride etching solution containing hydrochloric acid. The waste material that results from this chemical reaction is a solution composed primarily of ferric chloride. This case study examined the development of an alternative process that would reduce the amounts of ferric chloride used in the manufacturing cycle by regenerating the ferric chloride and reduce the amounts of hazardous wastes. Three options to solve the problem are presented: the electrochemical option; the ozone gas option, and the air oxidation option. The decision to choose the oxygen option is discussed. A teaching note that contains educational objectives, a case synopsis, suggestions for using the case, and an analysis and evaluation is provided in a separate document. (MDH)

This manual provides teachers with learning activities designed to improve their use of computer applications and to facilitate the integration of computers into the curriculum. Step-by-step instructions for AppleWorks allow hands-on experience in the following applications: (1) formatting disks and getting started in general; (2) word processing, which includes deletion, editing, moving blocks of text, inserting text, and practicing with a sample document; (3) printer options, which includes creating a template file, adding files to the desktop, changing page numbers, margins, or set-up, and printer type sizes and styles; (4) spell checking; (5) using a spreadsheet, which includes basic spreadsheet features, entering formulas or grades, additional functions and features, and creating a spreadsheet template; (6) databases, which includes arranging, creating, copying, and printing databases; and (7) mail merging. A data disk is available from the publisher that contains the files used in the activities. Supplementary articles from "The Computing Teacher" on word processing, spreadsheets, databases, and AppleWorks are provided. A command index, a glossary of computer terms, and a subject index are included. (DB)

Describes the use of the TI-82 graphics calculator as an intermediate step in introducing computers to the high-school physics lab. Discusses linking the calculator with other machines so that students can save data, enter programs on a computer and later download to the calculator, and transfer graphs to a computer for printing. (JRH)

Describes an activity for elementary school students that allows them to manipulate computer hardware. College students volunteered as trainers; and two workstations were used, one to teach students how to attach peripheral devices (e.g., keyboard, monitor, and printer) and one to teach how to remove a disk drive and the controller card. (LRW)