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Documents announced in the Volume 9, Number 6 issue of "Abstracts of Instructional and Research Materials in Vocational and Technical Education" (AIM/ARM) and not available under individual ED numbers are included in this microfiche set. Microfiche availability for these documents is shown in the VT-ED Number Cross Reference List included in AIM/ARM, Volume 10, Number 3. The microfiche set is arranged in the following sequence: (1) A VT number list of those documents in the microfiche set for Volume 9, Number 6, and (2) the full text of documents listed, in ascending VT-number order. The documents are filmed continuously. (Author)

The manual is a 12-hour program for adults who are working or preparing to work as retail salespeople. It can also be used as a summarization manual for high school students. The manual consists of five sessions which take the individual from the human aspect of sales to the related sales technique. The sessions are entitled: employee and customer relations, approaches and presentations, objections and closing the sale, suggestion selling, and sales demonstrations. Each session provides an instructional outline, related methods, and appropriate handouts and transparency originals. The appendix lists keys of session evaluation, promotional devices, suggested films, case studies, and supplementary handouts and transparency masters. (NJ)

The United States will convert to the metric system of measurement in the near future, and the distributive education programs in high school and at the adult level will have to train the needed personnel for business. The manual gives the basic conversion methods and instruction in teaching metrics. Metric programs conducted for business personnel would be the same as other distributive education programs, with the addition of promotion and publicity releases. The manual includes topical outlines and suggestions for the instructor in five sessions on program management, metric length, metric area, metric volume and capacity, and metric mass (weight). Transparencies testing materials, and student handouts accompany each section. Also included are supplementary materials, film summaries, promotional material, course evaluation sheets, and a list of material sources. (MF)

This discussion guide was developed for use in conjunction with the "Caring for Animals" videotape. It includes information for teachers to use in facilitating class discussions about animal care and well-being. The guide covers the following: (1) goals and objectives; (2) animal well-being; (3) animal health; (4) care for animals; (5) quality assurance and the livestock industry; (6) treatment record factors; (7) proper injection of animal drugs; (8) medication labels and inserts; and (9) show ring ethics. The policy statement and code of practices of the Ohio Farm Animal Care Commission are included in the guide. (KC)

This document provides a framework for a broad-based secondary and postsecondary curriculum to prepare students for employment in medical office management. The first part of the technical competency profile (TCP) contains the following items: an explanation of the purpose and scope of Ohio's TCPs; college tech prep program standards; an overview of the scope and purpose of tech prep; a key to the profile codes; lists of the skills used in field of medical office management and sample occupations in the field; a business core and medical office management overview chart; lists of the core and medical office management instructional units; and lists of the business core competencies taught in each instructional unit. The remainder of the TCP details the competencies and key indicators addressed in the 14 instructional units of Ohio's medical office management program, which cover the following topics: professional development and networking; communication skills; front office management; financial functions of the front office; insurance claims management; medical office ethics; mid-level office management; human resources management; marketing; information systems management; risk management; organizational management; and clinical operations management. The following items are appended: a list of review panel members; the college tech prep pathway template; a list of professional associations and certificates; and a map of Ohio tech prep consortia. (MN)

This document provides a framework for a broad-based secondary and postsecondary curriculum to prepare students for employment in marketing management and research (MMR). The first part of the technical competency profile (TCP) contains the following items: an explanation of the purpose and scope of Ohio's TCPs; college tech prep program standards; an overview of the scope and purpose of tech prep; a key to the profile codes; lists of the skills and sample occupations in the MMR field; a MMR overview chart; and a list of the MMR instructional units. The remainder of the TCP details the competencies and key indicators addressed in the Ohio MMR program's 21 units, which cover the following topics: professional development and networking; professional effectiveness; marketing basics; marketing and business management; marketing planning; marketing information management; project management; marketing research; pricing; promotion; product and service management; branding; selling; distribution and logistics; customer relationship management; finance; marketing and the new economy; business law and ethics affecting marketing; technology for marketing; writing for marketing; and knowledge management. The following items are appended: a list of review panel members; the college tech prep pathway template; a list of professional associations and certificates; and a map of Ohio tech prep consortia. (MN)

This document describes the essential competencies from secondary through post-secondary associate degree programs for a career in financial services and risk management. Ohio College Tech Prep Program standards are described, and a key to profile codes is provided. Sample occupations in this career area, such as financial accountant, loan counselor, economist, and underwriter, are listed. A table lists year 2003 business core competencies and financial services and risk management competencies by instructional unit and educational level. Next are core business competencies and financial services and risk management competencies, all of which appear by instructional unit. Each competency is accompanied by key indicators. The core instructional units are: career development for business, professional effectiveness, business economics, business communications, accounting, computation, business law, technology, international business, management, marketing, entrepreneurship. The business management units are: professional development and networking, accounting, accounting specialities, accounting research and technology, banking systems, finance, financial management, money and the market, investments, financial planning, real estate, risk management, and insurance. Four appendices contain a list of review panel members; a blank template that can be used to prepare a college preparation pathway, with spaces to list classes and prerequisites; professional associations, certifications and licensure in the field; and a map showing the Ohio Tech Prep Consortia. (SLR)

This document describes the essential competencies from secondary through post-secondary associate degree programs for a career in business management. Ohio College Tech Prep Program standards are described, and a key to profile codes is provided. Sample occupations in this career area, such as management trainee, product manager, and advertising executive, are listed. A table lists year 2003 business core competencies and business management competencies by instructional unit and educational level. Next are core business competencies and business management competencies, all of which appear by instructional unit. Each competency is accompanied by key indicators. The core instructional units are: career development for business, professional effectiveness, business economics, business communications, accounting, computation, business law, technology, international business, management, marketing, entrepreneurship. The business management units are: professional development and networking, professional effectiveness, general administrative functions, management, entrepreneurship, operations management, human resources management, quality assurance, process/project management, financial management, business law and legal issues, risk management, international business, intelligence management, data mining, and knowledge management. Four appendices contain a list of review panel members; a blank template that can be used to prepare a college preparation pathway, with spaces to list classes and prerequisites; professional associations, certifications and licensure in the field; and a map showing the Ohio Tech Prep Consortia. (SLR)

This document describes the essential competencies from secondary through post-secondary associate degree programs for a career in agricultural business and production systems. Following an introduction, the Ohio College Tech Prep standards and program, and relevant definitions are described. Next are the technical competency profiles for these areas: animal science, plant science, business operations, engineering, and environmental science. Each contains a standard statement; benchmarks for foundation programs, secondary workplace development programs, and postsecondary programs; the subject topics with indicators (competencies). Appendixes A and B list the members of the review panels. Appendix C contains a blank template that can be used to prepare a college preparation pathway with spaces to list classes and prerequisites. Appendix D is a list of careers with job descriptions in agricultural and environmental systems. Appendix E contains a map showing the Ohio Tech Prep Consortia. (SLR)

This document, which lists core business and legal office management competencies identified by representatives from education and business and industry throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment in the legal environment as legal professionals. The introductory section includes an overview of the technical competency profile (TCP) process for determining competencies, a description of college tech prep and the Ohio program standards for it, and a list of sample legal office management occupations. The core business competencies are listed in the following categories: career development in business; professional effectiveness; business economics; business communications; accounting; computation; business law; technology; international business; management; marketing; and entrepreneurship. The legal office management competencies are listed by the following categories: professional development and networking; communication skills; legal office procedures; office financial functions; legal office ethics; legal concepts; office management procedures; financial operations management; human resources management; and marketing. The competencies are organized by instructional units and the legal office management competencies include suggestions as to when students should be introduced to or proficient at them. Appendices include a list of review panel members, a college tech prep pathway template, and a list of professional associations and certifications. (MO)

This guide is designed to assist countries in the Eastern Caribbean region in assessing their needs for vocational-technical training. It discusses needs assessment from an economy-wide perspective; needs assessments within a company are addressed briefly. The guide describes in detail each of the eight broad phases involved in conducting a successful needs assessment: laying the foundation; establishing the policy framework; engaging key stakeholders; reviewing the economy; selecting training needs indicators; gathering additional information; analysis and presentation of needs assessment results and recommendations; and putting the needs assessment results to work. Each phase includes step-by-step procedures that can be adapted to local conditions. A final section briefly discusses needs assessments within a company, including reasons for providing company training; three levels of company needs assessment; and resources for company needs assessment. Appendixes include 34 references and 20 endnotes. (YLB)

This document, which lists construction technologies competencies as identified by representatives from government agencies and labor organizations as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing both college tech prep programs and apprenticeship training/education programs that will prepare students from secondary through post-secondary associate degree programs for employment in these three occupational cluster areas: apprenticeship, design-build, and construction management. Each of the cluster areas contain essential competencies common to each of the occupations within the cluster and competencies specific to an occupation. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Sample topics include management; codes; materials; construction processes; estimating; skills development; civil surveying and communication. Appendices include a list of technical competency profile (TCP) panel members and a pathway template. (MO)

This document, which lists engineering technologies competencies as identified by representatives from business and industry as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment in three occupational cluster areas: design, process, and product/service. Each of the cluster areas contains essential competencies common to all occupations within them including engineering technology in society; creativity and inventive thinking; technical problem solving; design for engineering technology; managing engineering technology information; teamwork and project management; ethics in engineering technology; design documentation; data collection and analysis; workplace safety and environmental issues; quality; materials; electrical systems; and mechanical systems as well as those common to each of the occupations within the cluster and competencies specific to an occupation. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Appendices include a list of resources, a pathway template, a list of technical competency profile panel members, and an illustration of the job market, which consists of information about relevant jobs advertised in the"Dayton Daily News" during the spring and summer of 2002. (MO)

This document, which lists the biotechnology competencies identified by representatives from biotechnology businesses and industries as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment as technicians in the biomedical, environmental, pharmaceutical, and other biotechnology related industries, such as bioinformatics. The technical competencies are listed in the following categories: demonstrate scientific method; conducting experiments; laboratory safety and maintenance; instrument analysis; chemical materials handling and sampling; physical properties measurement; biohazard storage, handling, and disposal; basic microbiology; biochemical technology; molecular biology technology; cell culturing; protein bioseparation methods; fermentation technology; microbiology for biotechnology; bioethics; water and wastewater treatment operations; environmental science; environmental assessments; introduction to industry; technical writing and documentation; computer applications for biotechnology; and a bioinformatics strand for database administration, data warehousing, and statistics. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Appendices include a list of technical competency profile (TCP) panel members and a pathway template. (MO)

This document, which was jointly developed by representatives from a broad cross-section of Ohio's health care industries and educators representing Ohio's schools and colleges, is intended as a foundation for developing an integrated delivery system to prepare students for careers in health care. The document's introductory section presents background information on college tech prep, Ohio's health technology state competency profile, and the Ohio model of health care core standards, along with a key to the profile codes and an overview of the components of Ohio's model tech prep program for health occupations. The remainder of the document presents the Ohio model's 15 units, which cover the following topics: anatomy and physiology; diseases and disorders; communication/technology; organizational systems; employability skills; legal practices; ethics; safety practices; teamwork; health maintenance for providers; health maintenance for individuals/communities; the therapeutic/diagnostic core; the therapeutic cluster; the diagnostic cluster; and the information services cluster. Each unit includes competencies, key competency indicators, the grade level at which each competency should be taught, and ratings of individual competency's importance. The following items are appended: a resource list; lists of the health technology profile review panel members; sample program delivery models and pathway forms; and academic and career cluster integrated technical and academic competencies. (MN)

This document, which is one in a series of curriculum materials that has been developed for use in Ohio agricultural education programs, contains 338 black-and-white photographs of a set of color slides and an accompanying script that, together, are intended as an aid in the study and identification of 150 different commercially important herbaceous ornamentals. Most of the plants presented are perennials. The photographs and accompanying script are intended to use with students who are preparing for jobs involving selling and/or growing and maintaining herbaceous ornamentals. The slides and script are intended to prepare students to identify the plants, help customers select plants for specific situations, and provide customers with cultural tips. In general, two slides are used to illustrate each plant. One slide shows the plant's habitat, and the other is a close-up of its flower or foliage. Plants are groups by start of the flowers' blooming season and treated alphabetically within each group by scientific name. The following information is included for each plant: scientific name (genus and species); family name; phonetic spelling of the scientific name; habitat; common name; and description. Also included are suggestions for using the slides with students and five additional activities related to identification of the ornamental plants presented. (MN)

This document, which lists the technical automotive technologies competencies identified by representatives from business, industry, and labor as well as technical educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment as automotive service technicians. (Automotive service technicians are individuals who apply technical knowledge and skills to diagnose, repair, service, and maintain all types of automotive vehicles.) The technical competencies are listed in the following categories: (1) preparation in all of the eight National Institute for Automotive Service Excellence (ASE) skill areas suspension and steering, brakes, electrical/electronic systems, engine performance, engine repair, heating and air conditioning, automatic transmission and transaxle, and manual drive train and axles for certification by ASE testing; (2) basic computer skills; and (3) ability to work collaboratively with others. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Includes a list of technical competency profile (TCP) panel members and an automotive TCP matrix. (MO)

This document contains a guide to implementing the Ohio Work and Family Life ITAC (Integrated Technical and Academic Competencies), which connects to the Ohio Model Competency-Based Program documents in arts, foreign languages, language arts, mathematics, science, and social studies, as well as the Core ITAC document. The Work and Family Life ITAC contains seven units that outline academic competencies and key indicators for the skills needed for process competencies, personal development, resource management, life planning, nutrition and wellness, family relations, and parenting. (KC)

The three two-page briefs in this packet focus on ways that teachers and administrators can improve student achievement through emphasizing higher-level skills and improving learning conditions and school climate. "How Can We Use Effective Teaching Methods to Boost Student Achievement?" suggests enhancing students' questioning skills and expecting and boosting their high performance through teaching methods that include integrated curriculum, cooperation between teachers and students, cooperative learning in student groups, and real-life assessment. "How Can We Enhance Conditions for Learning?" recommends methods to improve the classroom environment, classroom organization, instructional materials and equipment, and language so that both male and female students feel comfortable and safe. "What Can We Do to Enhance School Climate?" provides concise actions to make school a more positive place for all students through raising and changing teacher expectations, encouraging more respectful student-teacher interaction, and improving classroom management and discipline. Each of the briefs lists resource organizations for further information. (KC)

This document, which was written by a teacher with more than 40 years of teaching experience, is intended to help new and experienced teachers engage in the following activities: reflect upon their philosophy of teaching; plan, conduct, and evaluate their teaching and learning process; and improve the way they function as teachers in their school and community. The following are among the topics discussed: (1) the functions of a teacher (teaching, administrative and management, occupational/subject area specialist, and student counselor functions); (2) techniques for planning lessons (good teaching, basic learning principles, lesson plan components); (3) techniques for teaching lessons (initiating and maintaining interest, stimulating student thinking, using instructional materials, communicating effectively, practicing effective classroom management, providing application and practice, testing); (4) guidelines for assessing student learning; (5) strategies for managing teacher-student relationships; (6) ways of preventing misbehavior; (7) guidelines for functioning as a faculty member in the school and community; and (8) the elements that go into being a teacher. Ten figures are included. The bibliography lists nine references. The following items are appended: additional summaries of pedagogical skills and concepts; guidelines for selecting and using audiovisuals and other instructional materials; and guidelines for linking the planning, teaching, learning, and assessing processes. (MN)

This learning activity packet provides parent-guided experiences for the child in kindergarten through eighth grade as he or she explores his or her abilities and the skills necessary for any career. Section 1, "Self Assessment of Interests," consists of eight exercises that will help the child explore himself or herself. Titles include "My Favorite Things,""Autobiography Timeline,""About Me Book,""The Me I Want to Be,""Personality Crest," and "Portfolios." Section 2, "Multiple Intelligences and Career Choices," has three parts. "Discovering Multiple Intelligences" explores the intelligence types. "Reflecting on Multiple Intelligences" is an activity that summarizes the child's findings in part 1. "Multiple Intelligences Portfolio" provides an outline to make a portfolio that includes a sample of each intelligence. Section 3, "Exploring the Future," offers activities to help the child explore possible future endeavors. Entrepreneurial activities provide opportunities to plan and run simple small businesses. Interviewing activities give the child a chance to learn more about possible career choices. The final activities guide the child in locating and applying for a job. Section 4, "Life Skills," introduces goal setting and financial and time management. (YLB)

This Ideabook is designed to help vocational/tech prep and applied academics teachers plan and present their subject matter in a more integrated way. Section 1 discusses integrating the curriculum, rationale for using the curriculum, and how the book helps teachers modify their instructional programs to more closely match demands and realities of the real world. Secretary's Commission on Achieving Necessary Skills (SCANS) competencies and SCANS foundation skills and qualities are listed. Section 2 looks at the three levels of integration: infusion; linked; and multidisciplinary. Section 3 presents strategies and activities a teacher can use to make academic instruction more integrated, divided into these areas: teach thinking strategies; use authentic assessment tools; use rubrics and periodicals; simulate the workplace; incorporate projects; use demonstrations and discovery; use planning tools that support integration; and devise joint plans with other teachers. Section 4, focusing on the information superhighway, covers the Internet, World Wide Web, e-mail, newsgroups, mailing lists, and Web sites. Section 5 describes curricular resources for applied communications, mathematics, and science; applied communications; applied mathematics and science; applied mathematics; applied science. Contact information is also provided. Section 6 contains excerpts from the Occupational Competency Analysis Profile for diversified health occupations. (YLB)

Part of a series of instructor guides designed to support Ohio's ACT Work Keys System, this book addresses the skills required to read and understand the kinds of documents used in the workplace and to apply the information they contain in performing job tasks. It is for teachers, tutors, parents, mentors, and trainers seeking strategies for preparing people to apply reading skills to real-life situations at home and in the workplace. Learning activities are designed for learners in secondary, postsecondary, and adult training situations. The book supplements the curriculum; its learning activities reinforce basic reading skills and provide practice in each level of the Work Keys Reading for Information profile. Section 1 contains background information about the ACT Work Keys system and Reading for Information. A detailed explanation of the Reading for Information skill set and why learners need these skills is included. Section 2 contains information and exercises that help build technical expertise in Reading for Information instruction. Topics include workplace documents, leveling, and teaching tools/strategies. Section 3, the largest section, contains learning activities and practice problems organized by Reading for Information level. Appendixes include annotated lists of 10 resources and 4 Work Keys-related resources and assessment background knowledge and tools. (YLB)

This document, which lists the environmental and natural resources technology competencies identified by representatives from businesses and industries as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through postsecondary associate degree programs for employment in these eight occupational clusters: pollution prevention and control, environmental sampling and analysis, health and safety, environmental compliance assurance, hazardous materials handling, water environment management, fishery and wildlife habitat management, and geographic information management systems. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to, reinforced, and proficient at them. The Tech Prep Competency Profile(TCP) matrix includes a list of 39 technical competencies that are essential or recommended for employment in the occupational clusters listed above. Some of the common competencies are as follows: technical documentation; statistical analysis; management and supervision; environmental science; environmental assessment; soil science; hydrology; chemical technology; equipment operation and maintenance; surveying and mapping; waste management; hazardous materials management; database administration; and communication. The document includes a profile review of panel participants and occupational area definitions. (MO)

This document, which was written for Ohio cosmetology teachers and academic teachers who instruct cosmetology students, presents projects that were developed by a team of highly skilled cosmetology and academic teachers with input from workplace representatives. Section 1 presents the following materials to help teachers provide students with effective project-based learning (PBL) experiences: an overview of PBL; guidelines and materials for portfolio assessment and assessment rubrics; suggestions for getting started with projects; suggestions for using the projects in this document; suggestions for integrating technology into the cosmetology curriculum; suggestions for developing additional projects; and a list of 33 print and World Wide Web cosmetology project resources for teachers and students; and a list of 7 references. Section 2 contains complete instructions for six projects that teachers can use to supplement and enhance the cosmetology curriculum. The following are among the items provided for each project: project summary; project index; list of competencies taught or practiced in the project; teacher information and instructions; project rubric; student instructions; and production schedule. The project topics are as follows: researching careers in cosmetology; job shadowing; developing a salon business plan; developing and using training programs and materials; creating salon employees policy manual; and getting a cosmetology job. (MN)

This profile provides the curricular framework for Ohio Tech Prep programs in e-commerce marketing beginning in high school and continuing through the end of the associate degree. It includes a comprehensive set of e-commerce marketing competencies that reflect job opportunities and skills required for e-commerce marketing professionals today and in the future. Introductory materials include an occupational area definition; key to profile codes; and state competency profile matrix. Competencies are divided into 31 units. This information is provided for each competency: whether business, industry, and labor determine the competency to be essential or recommended; grade level(s) at which technical educators feel the competency should be introduced, reinforced, or proficient; the competency number and statement; and list of competency builders. Units are e-commerce basics; marketing and business basics; economic concepts and international business; information technology basics; computer applications; Internet; programming; networking; information security; graphic design basics; digital media design; Web page design; personalization; electronic payment systems; promotion; consumer behavior; branding; integrated business systems; supply chain management; pricing; product management; customer relationship management; market research; data mining; data warehousing; marketing management; business management and entrepreneurship; financial management functions; e-commerce/business law, ethics, and legal issues; writing and documentation for marketing; and digital marketplace design. (YLB)

This student manual is presented in its first revision, providing a current, basic text for those preparing for greenhouse and floriculture work. Its fourteen chapters are: Overview of the Greenhouse Industry; Greenhouse Structures; Controlling the Greenhouse Environment; Greenhouse Equipment and Lighting; Greenhouse Irrigation Systems; Root Media and Containers; Nutrition; Integrated Pest Management; Plant Height Control by DIF; Bedding Plant Production (including Geraniums); Flowering Potted Plant Production--Poinsettias, Chrysanthemums, and Easter Lilies; Minor Potted Crops; Cut Flower Production; and Greenhouse Perennial Production. Listed at the beginning of each chapter are competencies that can be achieved as the result of studying information in that chapter. Related math and science concepts are also included at the beginning of each chapter. The list of "terms to know" provides familiarity with the industry terms used in that chapter and improves communication. At the end of each chapter, students can take a self-check on the information they have learned by using review questions. Page references are included for the information needed. Appendixes include 18 references, a glossary of terms, and an index. (YLB)

This document provides a reference for the evaluation of information available on the World Wide Web. This document can be used by educators to prepare students to critically think about using information available on the Internet. Criteria for evaluating the content of Web sites and criteria for the evaluation of the construction of Web sites are explained. Seven sample evaluation guides are presented. (Contains 19 references.) (YDS)

This document lists and explains commonly used environmental education terms used by the ERIC Clearinghouse for Science, Mathematics, and Environmental Education (ERIC/CSMEE) and the Eisenhower National Clearinghouse (ENC) in their indexing practices. It can be used as a guideline for educators. (YDS)