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This instructor's guide to mathematics instruction is one of the five books developed during a 21-month cooperative project to develop instructional materials that enhance skills in a workplace context. Partners in the project included the University of Texas at Austin, consultants, the Austin/Travis County Private Industry Council, Hart Graphics, IBM, and Texas Instruments. The guide contains two modules that cover the following topics for a suggested 20-week course in refresher mathematics: decimals, fractions, word problems, estimating and averages, ratios and proportions, percents, standard measurement, signed numbers, algebraic equations and inequalities, solving for unknowns, working with formulas, and graphing ordered pairs. The modules are divided into a total of 23 lessons that use a functional workplace context, discovered through observing how workers use skills, conducting job task analyses, and interviewing workers, supervisors, and training managers. Lessons in this instructor's guide contain some or all the following elements of a lesson plan: learning objective; introduction; vocabulary; practice problems; developing understanding; skill building problems, activities, and exercises; self-check; suggestions for further activities, discussion, or practice; suggested lesson supplements from those at the back of the module; pretests and posttests; answer keys; and notes to the instructor (preceding each lesson). (KC)

This student edition of learning modules in refresher mathematics is one of the five books developed during a 21-month cooperative project to develop instructional materials that enhance skills in a workplace context. Partners in the project included the University of Texas at Austin, consultants, the Austin/Travis County Private Industry Council, Hart Graphics, IBM, and Texas Instruments. The guide contains two modules that cover the following topics for a suggested 20-week course in refresher mathematics: decimals, fractions, word problems, estimating and averages, ratios and proportions, percents, standard measurement, signed numbers, algebraic equations and inequalities, solving for unknowns, working with formulas, and graphing ordered pairs. The modules are divided into a total of 23 lessons that use a functional workplace context, discovered through observing how workers use skills, conducting job task analyses, and interviewing workers, supervisors, and training managers. Lessons in this student edition contain some or all the following elements of a lesson plan: learning objective; introduction; vocabulary; practice problems; developing understanding; skill building problems, activities, and exercises; self-check; reviews; and answer keys. (KC)

This student edition of learning modules in communications is one of the five books developed during a 21-month cooperative project to develop instructional materials that enhance skills in a workplace context. Partners in the project included the University of Texas at Austin, consultants, the Austin/Travis County Private Industry Council, Hart Graphics, IBM, and Texas Instruments. The guide contains three modules that cover the following topics for a suggested 22-week course: assessing information through reading; decision making, problem solving, and team building; and oral and written communication. The modules are divided into a total of 25 lessons that use a functional workplace context, discovered through observing how workers use skills, conducting job task analyses, and interviewing workers, supervisors, and training managers. Lessons in this student edition contain some or all the following elements of a lesson plan: learning objectives; introduction; vocabulary; practice problems; developing understanding; skill building problems, activities, and exercises; self-check; and answer keys. (KC)

This guide is intended to be used as a companion to "The Competitive Edge: Sharpening Your Skills in the Workplace" curricular materials--the student editions and instructors' guides. It can also stand alone as a reference for individuals just starting to implement or beginning to plan a workplace skills enhancement program in their organization. The guide describes these 14 steps in planning and carrying out a workplace skills enhancement program: plan in advance, identify departments, establish advisory committee, meet with supervisors, schedule task analyses, conduct task analyses, correlate tasks to enabling skills, develop assessment, administer assessment, identify participants, schedule classes, identify instructional materials, provide instruction, and evaluate program impact. Appendixes include five resources and their addresses and telephone numbers for additional information on various aspects of workplace skills enhancement programs and a timeline. (YLB)

A project was conducted in Texas to update office education curriculum based on previously developed workplace outcomes and integration of competencies identified by the Secretary's Commission on Achieving Necessary Skills (SCANS). One course, Business Computer Applications I, was chosen as the model for the project. During the project, activities and assessment materials were developed for the course. The following activities were conducted: training a selected core group teachers in student-centered teaching methodologies, revising and redirecting activities and assessments materials to reflect the student-centered teaching activities, developing an inservice model for teachers on new methodology, and validating the business performance standards and SCANS specifications developed in an earlier project. The project also prepared, printed, and disseminated 3,000 copies of 2 issues of an office education newsletter. Office education teachers were involved in both assessing and evaluating the completed products. (The report includes a copy of the validated SCANS competencies, as rated by educators and business and industry representatives, and copies of the two newsletters produced during the project.) (KC)

TPLANSYS (Training PLAN SYStem) is a software program that provides classroom teachers with a convenient way to record, print, and maintain cooperative training plan information for students in their classes. It allows them to identify their classes, the training plans that can be used, and the students who are using these training plans. This guide provides a comprehensive description of TPLANSYS. It is designed to be a reference manual and a user's guide for each of the components of the system. It describes each screen in detail and the various options that may be chosen. It also describes the type of data that is allowable for each field and suggested uses for several key information fields. The manual presents a general overview of the system, followed by information on types of fields and methods of entering data. This information is applicable to all screens throughout the system. The general information is followed by individual sections describing the various components and how they may be used. The following functional areas are described: school information, class information, training plan information, student profile information, print class lists, and print training plans. Four appendixes include the following: (1) a list of training plan file names and descriptions; (2) training plan backs included on disk; (3) codes for related study assignments; and (4) a master sheet for recording teacher-assigned codes. (KC)

This publication contains competency task lists that address principal entry-level and career-sustaining jobs in the occupational categories of general merchandise retailing, food service management, and business and personal services marketing. Section I, Development of the Competency Task Lists, provides details on how the competencies were developed and validated and what tools were used in doing so. Section II, Uses for the Competency Tasks Lists in the Marketing Education Classroom, includes general notes on using the information found in the next three sections. Sections III, IV, and V contain competency tasks lists for each training position within each of the three occupational categories, student competency checklists for each training position, a list of tools and equipment used on the job, and a list of the ways basic academic skills are used on the job. Section III on general merchandise retailing contains competency task lists and student competency checklists for cashier, stocker, salesperson, and department manager/supervisor. Section IV on food service management contains competency task lists and student competency checklists for restaurant waitperson, restaurant manager/supervisor, quick-serve restaurant crew leader, and quick-serve restaurant supervisor/manager-trainee. Section V on business and personal marketing contains competency task list and student competency checklist for customer service representative. Appendixes include request for validators, surveys, and correspondence. (YLB)

This student manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, training in a financial institution, such as commercial banks, savings and loans, and credit unions, as well as pawn shops, credit departments of retail stores, and other related financial industries. The student manual contains 18 assignments divided into these parts: beginning one's training, gaining product knowledge, applying marketing concepts, and employment opportunities. Each assignment consists of a list of objectives, informational material, summary, and review questions. The answer book/teacher's guide contains the following: suggestions for using the publication for independent study and classroom instruction; assignments and objectives correlated with competencies identified by the Secretary's Commission on Achieving Necessary Skills (SCANS); SCANS competencies and skills; and answers to the questions found at the end of each assignment. Additional learning activities are provided for each assignment. Each activity follows this format: objective, background, instructions, and all necessary information or examples. A series of brief summative quizzes with answer keys, one for each assignment, provides an alternate method of student assessment. (YLB)

This planning and implementation guide is designed to assist marketing educators and others supportive of marketing education. It begins with definitions of vocabulary of related terminology and descriptions of the four models of internships presented in the guide: full-year, rotation-type format; 1-semester, rotation-type format; full-year format starting with shadowing and moving into performing entry-level duties; and full-year or semester format for high school seniors not in cooperative education who want a two-year college or four-year university degree before beginning their marketing-related careers. A section on planning activities for a marketing internship course covers the following: performing an internship needs analysis; seeking and gaining business support; developing a proposal; securing administrator support; forming an advisory committee; and securing approval from the Texas Education Agency. The section on implementing strategies for marketing internships focuses on these areas: program/course promotion; student recruitment procedures; recommended student placement; paid or unpaid employment; class schedules/student schedules; policies and procedures; sample forms; planned and systematic job rotation; articulation agreements with postsecondary institutions; and evaluation of student outcomes. Appendixes include a copy of Lewisville Independent School District's proposal for a marketing internship course; Texas Education Agency specifications; sample policies and procedures; and sample forms. (YLB)

This student manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, training in a petroleum-related business, such as a full-service gas station, convenience store, or automotive specialty service shop. The student manual contains 16 assignments divided into these parts: beginning one's training, gaining product knowledge, applying marketing concepts, and employment opportunities. Each assignment consists of a list of objectives, informational material, summary, and review questions. The answer book/teacher's guide contains the following: suggestions for using the publication for independent study and classroom instruction; assignments and objectives correlated with competencies identified by the Secretary's Commission on Achieving Necessary Skills (SCANS); SCANS competencies and skills; and answers to the questions found at the end of each assignment. Additional learning activities are provided for each assignment. Each activity follows this format: objective, background, instructions, and all necessary information or examples. A series of brief summative quizzes with answer keys, one for each assignment, provides an alternate method of student assessment. (YLB)

This document contains a composite of learning activities for use in a secondary-level course in business computer applications. The collection is unique in that the individual learning activities constituting it have each been tailored to one or more of the diverse learning styles possessed by individual students. The activities are grouped into the following categories: computer related, word processing, spreadsheet, database, desktop publishing, graphics, telecommunications, and social implications. Each learning activity is presented on a learning style activity form containing some or all of the following: competency addressed; activity name; learning style strategy used; perceptual strength(s) targeted; desired student outcome; summary of the activity; suggested modifications; teacher preparation required; suggested means of assessment/evaluation; feasibility of saving all or part of the activity for inclusion in a portfolio; suggested time frame; and nationally/state-identified competencies addressed. Appended are the following: information about the 17 learning styles to which the various activities have been tailored; additional information about typical right and left brain behaviors and characteristics of analytical and global students; and lists of the business computer applications essential elements and competencies addressed by the individual activities. Also included are the forms developed for field review of the activities. (MN)

This document outlines the model that was jointly developed by representatives of the Texas Education Agency and University of Texas at Austin (UTA) to inject the state's existing health science technology education (HSTE) program with tech prep components and Secretary's Commission on Achieving Necessary Skills (SCANS) competencies. Presented first is a flowchart detailing the technical and professional career preparation provided to traditional and reentry students under the HSTE model at the high school and community/technical college levels. Student outcomes for three HSTE courses are listed: health care science, health occupations I, and health occupations II. Provided next are a checklist of SCANS foundation skills and an analysis of the following SCANS competencies: identifies, organizes, plans, and allocates resources; works with others; acquires and uses information; understands complex interrelationships (systems); and works with a variety of technologies. The next section contains the following: graphic representation of the attitudes/skills/knowledge (ASK) feedback model; discussion of its development; and checklists of the attitudes, skills, and knowledge deemed necessary for entry workers. Concluding the document are four sample programs of study for HSTE students in grades 9-12 and a list of tech prep-related resources available from UTA. (MN)

This guide is designed to assist teachers who are beginning their first year of teaching Texas' Health Science Technology Education program. Discussed in the guide's seven sections are the following: the state's educational system, the teacher-student relationship, and teachers' internal struggles; planning/scheduling; classroom management (student information sheets; first-day icebreakers; classroom rules; general information regarding notebooks, bulletin boards, current events, and checking out books; driving release forms; gradebooks and sample grading plans; bulletin board plans and grade sheets; answer sheets; and seating charts); clinical rotation (guidelines, skill competencies, student agreements, clinical reports, and current event assignment sheets and abstracts); cooperative education (grading policy, employer evaluations, wage and hour reports, weekly reports, employer permission slips, sample grading plans, journal entries, training plans, and student visitation records); Health Occupations Students of America (general information, sign-in sheets, sample installations, car wash sponsor sheets, and competitive events); and recruiting (interviews, blood pressure screening forms, posters, and brochures). Each section includes numerous sample records/forms. (MN)

This guide is intended as a central source of information for teacher-coordinators and school administrators who are responsible for implementing health science technology education (HSTE) programs in Texas. Section I contains various introductory materials, including an outline of qualifications for HSTE teachers and information on professional organizations/activities. Discussed in section II are the following topics pertaining to administrative responsibilities: teacher-coordinators, classroom facilities/equipment, student files, program management reports, advisory committees, substitute teachers, public relations and promotional activities, and closing out the school year. Section III examines the following topics related to instructional strategies and responsibilities: the HSTE program (competencies, teaching strategies, and student selection); cooperative education (establishing a program, working with training sponsors, placing students, and visiting sites); clinical rotation (establishing and overseeing programs); and other teaching strategies (establishing laboratory programs and addressing special needs). Presented in sections IV and V are 24 sample forms used in HSTE programs and lists of the following: curriculum and reference materials; anatomical models, equipment, and emergency products; educational software for students and teachers; and videos. Section VI discusses Health Occupations Students of America chapter management. (MN)

This student's manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, drugstore-related training. They are companion publications to "Working in Pharmacies," which offers a more indepth look at the duties and responsibilities of the pharmacy technician. The student manual contains 13 assignments divided into these parts: beginning one's training, gaining product knowledge, applying marketing concepts, and employment opportunities. Each assignment consists of a list of objectives, informational material, summary, and review questions. The answer book/teacher's guide contains the following: suggestions for using the publication for independent study and classroom instruction; assignments and objectives correlated with Secretary's Commission on Achieving Necessary Skills (SCANS) competencies; SCANS competencies and skills; and answers to the questions found at the end of each assignment. Additional learning activities are provided for each assignment. Each activity follows this format: objective, background, instructions, and all necessary information or examples. Answer keys follow. A series of brief summative quizzes, one for each assignment, provides an alternate method of student assessment. Answer keys follow. A summary of information available in "Working in Pharmacies" is appended. (YLB)

This guide outlines a curriculum that was designed to help students develop competencies identified by the Secretary's Commission on Achieving Necessary Skills (SCANS) as being necessary to succeed in marketing. Included in the guide are 19 assignments organized into 7 sections as follows: good health and good looks (staying healthy; staying clean and maintaining teeth; and grooming skin, hair, and hands); clothes (selecting and caring for clothes and planning a young man's and woman's wardrobe); defining oneself (personality, image, and ways of relating to others); assessing one's skills and defining one's goals (career goals and personal inventories); on the road to a career (resumes and interviews); shaping the future (things expected on most jobs, how jobs become careers, communication on the job, money management, and stress management); and creating opportunities (employee-manager relationships and success on the job). Each assignment includes objectives, instructional text, questions, and suggested learning activities. The accompanying answer book/teacher's guide contains suggestions for using the curriculum guide for independent study and classroom instruction, a correlation of assignments and objectives with SCANS competencies, and list of SCANS competencies and skills. (MN)

The instructor's guide, the first of three documents in this package, is for a course to help students who are investigating the activities within a hospital, clinic, or physician's office. The material is designed to relate training experience to information studied in the classroom. The course is intended for individualized study and is competency based with educational outcomes stated for each unit. The instructor's manual provides a list of essential elements correlated to the units of instruction. A basic test, answers to tests, and answers to learning activities are included for each unit, and a competency chart is included. The materials are organized in 11 units: safety in the laboratory; organization of the laboratory; collecting and processing specimens; laboratory equipment; urinalysis; hematology; serology; microbiology; chemistry; the blood banks; and histology and cytology. The student's manual, the second of the three documents, is designed for use by students investigating the activities within a medical laboratory in a hospital, clinic, or physician's office. The material is designed to relate training experience to information studied in the classroom. It is designed for individualized study and is competency based, with educational outcomes stated for each unit. The student's manual contains learning objectives terms and definitions, and information relating to current practices. Topics addressed are: the organization, personnel, and types of equipment used in laboratories. Collection and processing of specimens are described. Techniques, both manual and automated, are discussed for the following departments: urinalysis, hematology, serology, microbiology, chemistry, the blood bank, and histology and cytology. Safety and quality control are emphasized. The illustrated units consist of objectives, terms and definitions, information sheets, and a summary. The manual also contains a list of 53 medical laboratory abbreviations and a bibliography listing 18 references. Individualized student learning activities are provided (in the last of the three documents) to encourage students to read and study the information presented in the medical laboratory assisting course. One or more learning activities are included for each of the 11 course units. Materials consist of questions to answer, suggested research activities, matching tests, and labeling activities. (KC)

This guide contains 43 modules of laboratory activities for technology education courses. Each module includes an instructor's resource sheet and the student laboratory activity. Instructor's resource sheets include some or all of the following elements: module number, course title, activity topic, estimated time, essential elements, objectives, activity overview, challenge statement, systems model, interfacing information for other disciplines, critical thinking skills reinforced, teaching tips, instructional strategy, equipment and supplies needed, evaluation key, support materials, recommended modifications for use with students with disabilities or limited English proficiency, and illustrations. Student activities contain some or all of the following elements: activity module number, course title, activity topic, activity overview, challenge statement, objectives, vocabulary and concepts reinforced, equipment and supplies, introduction to the activity, procedure, and evaluation. Some of the topics covered by the modules are the following: what is technology?, problem solving, team problem solving, inventions and innovations, digital video, computer animation, technical drawing, print shop, solar energy, wind energy, rubber-band powered vehicle, basic systems of manufacturing, building a lake house, transportation-related construction, batch manufacturing, computer simulation, the bridge design challenge, and acid rain. (KC)

This document combines three separately bound volumes, a student manual, an instructor's guide, and student learning activities designed for students who are either in beginning-level pharmacy technician courses or considering careers in pharmacy. The material is intended to relate training experience to information studied in the classroom. The self-paced material is competency based. The instructor's guide provides a list of suggested educational outcomes correlated to the units of instruction. A basic test is provided for each unit, along with answers to learning activities and tests. The guide also includes a competency chart and introduction to the SCANS (Secretary's Commission on Achieving Necessary Skills) competencies and skills. The student manual contains learning objectives, terms and definitions, and information relating to current techniques and practices. Topics addressed in the 24 units of the guide include the following: careers; ethics and customer relations; drug legislation; safety, dispensing; materials management; metrology; managing a pharmacy; drug names, sources, and dosages; routes of administration; cardiovascular drugs; gastrointestinal drugs; respiratory drugs; nervous system drugs; hormones; infectious diseases/cancer; nonprescription medications; nonprescription gastrointestinal products; analgesics; allergy, cough, and cold; nutritional supplements, vitamins, and minerals; skin products; weight control products; and health care accessories. The student learning activities guide provides individualized activities for each of the 24 units. Questions in activities are designed for practice in both basic performance and thinking skills, and activities for more advanced students are included. All activities are related to the SCANS competencies and skills. (KC)

This instructor's guide is one of the five books developed during a 21-month cooperative project to develop instructional materials that enhance skills in a workplace context. Partners in the project included the University of Texas at Austin, consultants, the Austin/Travis County Private Industry Council, Hart Graphics, IBM, and Texas Instruments. The guide contains three modules that cover the following topics for a suggested 22-week course: accessing information through reading; decision making, problem solving, and team building; and oral and written communication. The modules are divided into a total of 25 lessons that use a functional workplace context, discovered through observing how workers use skills, conducting job task analyses, and interviewing workers, supervisors, and training managers. Lessons in this instructor's guide contain some or all the following elements of a lesson plan: learning objective; introduction; vocabulary; practice problems; developing understanding; skill building problems, activities, and exercises; self-check; suggestions for further activities, discussion, or practice; suggested lesson supplements from those at the back of the module; answer keys; and notes to the instructor (preceding each lesson). (KC)

The materials in this packet are for a course designed to provide individualized classroom study for a specific area of clinical rotation--sports medicine. The instructor's manual describes the learning objectives together with a list of reference materials that should be provided for completion of the student worksheets, and lists suggested educational outcomes. Various forms suitable for duplication are provided, including a student's weekly clinical rotation report, the clinical supervisor's evaluation sheet, and a case study record intended to make students aware of the arrangement and content of a patient's chart. The guide also contains answer keys for the worksheets, a checklist of activities correlated to procedures, and procedure sheets. A final section outlines additional assignments for each chapter in sports medicine that uses higher level thinking skills. The student study packet provides learning objectives, worksheet reference materials, information on the use of the packet, and a clinical rotation activity checklist that helps students and clinical staff determine experiences each student should have at a rotation station and is designed to document each student's progress. Thirty-four worksheets are provided on the following topics: safety devices, safety and body mechanics, disease prevention, emergency situations, career opportunities, crutch training, crutch gaits, assisting with a prosthesis, hydrotherapy, heat treatments, cryotherapy, therapeutic massage, exercise, range-of-motion exercises, exercise programs, cardiac rehabilitation, heart, vital signs, evaluating fitness through performance, planning an exercise program, training attitudes and fitness programs, diet and body weight, training and diets, prevention of injury, screening tests, basic concepts of wellness and fitness, bill of rights for the athlete, caring for supplies and the work area, records and plans, plans leading to discharge, organization and general plan of the body, skeletal system, muscles, and nervous system. Names and addresses of four career resources conclude the packet. (YLB)

The instructor's guide, the first of three documents in this package, is for a course designed for students investigating the activities within the sports medicine department or considering any of the areas of kinesiology as a career. The material is designed for individualized study and is competency based with educational outcomes stated for each unit. The guide has a list of suggested educational outcomes correlated to the 11 units of instruction. Other contents are answers to learning activities, a basic test for each unit, answers to tests, a competency chart, and 34-item bibliography. The student's manual, the second of the three documents, contains learning objectives, terms and definitions, and information relating to current techniques and practices. A 34-item bibliography is appended. Topics addressed in the instructor's guide and the student's manual are as follows: the basic concepts of wellness and fitness, career opportunities, introduction to anatomy and physiology, body systems, kinesiology, assessment and evaluation of fitness, prevention of disease and injury, nutrition, modalities for rehabilitation, psychology applied to sports and wellness, and emergency situations. The student learning activities (in the last of the three documents) are individualized and designed to encourage the student to read carefully and study the information presented. Each unit has a section for those students desiring projects for more advanced study. (YLB)

The instructor's packet, the first of two packets, is one of a series of materials designed to help students who are investigating the activities within a radiology department or considering any of the imaging technologies as a career. The material is designed to relate training experience to information studied in the classroom. This packet provides the following teacher materials for a clinical rotation: learning objectives and five references for the rotation, a student's weekly clinical rotation report. a clinical supervisor's evaluation sheet, the clinical rotation activity checklist based on the essential elements specific to an aide or assistant, a case study record, answer keys for the worksheets in the student packets, procedure sheets, and a section offering assignments for more advanced study, with answers. The students' packet provides student materials for use in the clinical rotation of a radiology and imaging course. The following materials are included: rotation objectives and a list of 5 reference materials, information on now to use the study packet, a clinical rotation activity checklist, 25 worksheets, a glossary of 54 radiologic terms, and a list of 6 career resources. The materials in both packets cover the following worksheet topics: radiology department personnel; radiation safety; hazardous materials; medical asepsis; transporting patients; body mechanics; linens and disposable supplies; communicating with patients; body cavities, directions, and planes; radiographs and imaging records; basic x-ray equipment; fluoroscopy; tomography and computer tomography; sonography; magnetic resonance imaging; nuclear medicine; patient records; charting; maintaining film supplies; maintenance of the darkroom; receiving and maintaining an inventory of supplies; conservation of supplies; equipment for processing; organization of the hospital; and the nature and production of x-radiation. (KC)

The instructor's guide, the first of three documents in this package, is designed for a course to help students who are investigating the activities within a radiology department or considering any of the imaging technologies as a career. The material is designed to relate training experience to information studied in the classroom. This instructor's manual provides a list of essential elements correlated to the units of instruction. A basic test, answers to tests, and answers to learning activities are included for each unit. The manual also contains a section for students desiring a more advanced study of each unit, and a competency chart. The student's manual, the second of the three documents, is designed for use by students investigating the activities within a radiology department or considering any of the imaging technologies as a career. The student's manual contains learning objectives, terms and definitions, and information relating to current techniques and technologies. Clinical use of radiation, procedures for film loading and development, and types of equipment are presented. Both radiation and biological safety are emphasized. New imagining technologies, such as ultrasound and magnetic resonance, are introduced. The materials in the first two documents are organized in 11 units: the radiologic technologist as a member of the health care team; the production of x-rays; equipment; protection from radiation and infection; radiology office records and procedures; patient care and transportation; radiographic film and the film holder; intensifying screens; radiographic darkrooms; processing radiographs; and artifacts. The student's manual also contains a glossary of 54 radiographic terms and a bibliography listing 14 references. Individualized student learning activities are provided (in the last of the three documents) to encourage students to read and study the information presented in the radiology and imaging course. One or more learning activities are included for each of the 11 course units. Learning materials consist of questions to answer, suggested research activities, matching tests, and labeling activities. (KC)

This guide contains 29 learning modules intended for use by technology teachers and students in grade 8. Each module includes a student laboratory activity and instructor's resource sheet. Each student activity includes the following: activity topic and overview, challenge statement, objectives, vocabulary/concepts reinforced, equipment/supplies, introduction and step-by-step procedure, and evaluation. Among the elements included in the instructor resource sheets are the following: activity topic, essential elements, overview, challenge statement, systems model, critical thinking skills reinforced, teaching tips, instructional strategy, equipment/supplies, evaluation key, support materials, modifications for special needs students, and illustrations. The following are among the module topics: understanding manufacturing, modern plastics, types of business ownership, flow and operations of products in production, quality control, finances and marketing, manufacturing in industrial space stations, space technology, determining construction needs, estimating building materials, understanding foundations, structural materials, home costs and affordability, adapting homes for persons with disabilities, living in outer space, construction careers, building a space station, problem solving, and the work process. Also included are guidelines for using the laboratory activity materials, instructional planning outlines and worksheets, and the common essential elements of an introductory technology course. Many modules are also appropriate for high school students. (MN)

This guide contains 36 learning modules intended for use by technology teachers and students in grades 7 and 8. Each module includes a student laboratory activity and instructor's resource sheet. Each student activity includes the following: activity topic and overview, challenge statement, objectives, vocabulary/concepts reinforced, equipment/supplies, introduction and step-by-step procedure, and evaluation. Among the elements included in the instructor resource sheets are the following: activity topic, essential elements, overview, challenge statement, systems model, critical thinking skills reinforced, teaching tips, instructional strategy, equipment/supplies, evaluation key, support materials, modifications for special needs students, and illustrations. The following are among the module topics: technology as building blocks, technological assessment of new innovations, telecommunication, news production, standards, energy states, chemical energy, power transmission systems, magnetism, superconductors, infrastructures, self-sustaining habitats in alien environments, engineering materials and material properties, hazardous materials, bridge construction, devices to assist disabled persons, robots, and cleanup. Also included are guidelines for using the laboratory activity materials, instructional planning outlines and worksheets, and the common essential elements of an introductory technology course. Many of the modules are also appropriate for high school technology programs. (MN)

The instructor's guide and curriculum guide contained in this packet are designed to help teachers provide future automotive technicians with some of the electronic skills they will need to service cars of the future. The instructor's guide is designed to help teachers make certain that each student gets the most benefit possible out of both the student's manual and the learning activities at the training stations. It provides a list of essential elements and guidelines for adapting the material for students with special needs. It also contains answers to exercises and unit test questions, a work sheet to help in coordinating work experiences with the assignments, and unit tests for each unit. The seven units of the student's manual cover the following topics: introduction, safety and tools, basic electricity and electronics, engine electrical systems, body electrical systems, engine electronic control systems, and vehicle control systems. The curriculum guide contains the following: information about the course; an instructional key; lists of essential elements for all trade and industrial courses and essential elements for automotive technicians; an outline of basic skills applications; and assignment titles, objectives, and related essential elements for the units of the course. (KC)

This student's manual that features content needed to do tasks related to visual merchandising is intended for students in co-op training stations and entry-level, master employee, and supervisory-level employees. It contains 13 assignments. Each assignment has questions covering specific information and also features activities in which students visit specific stores and observe current practices. Each assignment consists of objectives, terms to know, informational material, assignment questions, and list of projects. Topics include the following: visual merchandising: what they see is what they buy; skills and knowledge needed; safety and security; developing display themes; visual merchandising for self-selection; fixturing; elements of window display; point-of-sale merchandising; effective use of lighting; effective use of mannequins; merchandise signing; effective use of display properties and decorations; and display planning, design, and coordination. A companion answer book/teacher's guide provides the following: information on use for independent study and classroom instruction, list of assignments and their objectives, list of related essential elements for specific marketing education courses, list of tasks done on the job related to visual merchandising, list of key competencies based on foundations of marketing and functions of marketing in the National Curriculum Framework, information on Distributive Education Clubs of America competition and publications, sample training plan, and answer key. (YLB)

This document contains a student assignment book with 22 assignments for a course in food service management and a teacher's guide with answers to the assignments and tips on presenting the lessons to which they pertain. The assignments cover the following topics: career opportunities; entering the food service industry; classifications of customers, restaurants, and ownership; manager responsibilities and restaurant organization; furnishings and equipment; production and storage equipment; care of equipment; promotion; menu planning; buying food; buying meats; buying fruits and vegetables; buying dairy products and staples; sanitation; safety; personnel policies; selecting personnel; employee training, motivation and supervision; tax records; financial records; and restaurants and food service in the computer age. Assignments include objectives, information, questions, and activities. The teacher's guide contains suggestions on using the assignments, answer to assignment questions, and tips on using the assignments as self-study or class work. (KC)

This guide was designed for use by marketing education teacher-coordinators and administrators in implementing marketing education programs. The document includes the following: an overall picture of administrative responsibilities related to high quality programs, guidelines and forms needed to deliver effective instruction, resources and information regarding Distributive Education Clubs of America (DECA) chapter management, and professional development opportunities. The essential elements for each course are referenced to the textbooks adopted in Texas and to Texas resource centers. The guide is organized in four sections. The first section describes the responsibilities of marketing education teacher-coordinators and refers to sample forms and procedures located elsewhere in the guide. The second section explains what should be taught in each marketing education course and where and how mastery is to be documented; it also provides correlations to the curriculum guide for marketing education and other resources. The third section provides information for developing and managing local DECA chapters and participation in district, state, and national levels of the program. The final section focuses on opportunities for marketing education teachers to grow professionally. Three appendixes include rules and regulations and program evaluation suggestions, forms, and a suggested filing system. (KC)

This curriculum guide was developed to help teachers use the new textbook adopted by Texas in 1991-92 for teaching the one-semester Retail Merchandising course. The guide is organized in four sections. The first section contains information on using the guide: an overview, sample lesson plans and other worksheets, suggestions for adapting instruction for special needs students, and information on the Texas teacher appraisal system. Section 2 contains the following materials for developing a scope and sequence: a description of the text and supporting materials, correlations of specific essential elements of the curriculum to the text, assignments correlated to essential elements, resource materials, overview of a recommended scope and sequence, and worksheets for planning a scope and sequence. The third section contains instructional planning sheets based on chapters, with elements, comments, chapter goals, and subheads. The fourth section contains individual planning sheets for each essential element and its subelements. Specific chapters and objectives are cited for each subelement. Planning sheets include comments on chapters, indicators of chapter content, suggested related materials, content, and assignments. (KC)

This curriculum guide was developed to help teachers use the new and current textbook adopted by Texas in 1991-92 for teaching the two-semester Marketing Education I course. The guide is organized in three sections. The first section contains information on using the guide: overview, sample lesson plans and other worksheets, suggestions for adapting instruction for special needs students, and information on the Texas teacher appraisal system. Section 2 contains the following materials for developing a scope and sequence: a description of the text and supporting materials, correlations of specific essential elements of the curriculum to the text, assignments correlated to essential elements, resource materials, overview of a recommended scope and sequence, and worksheets for planning a scope and sequence. The third section contains instructional planning sheets based on chapters and assignments in the textbook and other sources. Planning sheets include comments on chapters, indicators of chapter content, suggested related materials, content, and assignments. Two appendixes list terms to know and their definitions, correlated to specific essential elements. (KC)

This curriculum guide was developed to help teachers use the new textbook adopted by Texas in 1991-92 for teaching the 1-semester Principles of Marketing course. The guide is organized in four sections. The first section contains information on using the curriculum guide, including an overview, sample lesson plans and other worksheets, suggestions for adapting instruction for special needs students, and information on the Texas teacher appraisal system. Section 2 contains the following materials for developing a scope and sequence: a description of the text and supporting materials, correlations of specific essential elements of the curriculum to the text, assignments correlated to essential elements, resource materials, overview of a recommended scope and sequence, and worksheets for planning a scope and sequence. The third section contains instructional planning sheets based on chapters, with elements, comments, chapter goals, and subheads. The fourth section contains individual planning sheets for each essential element and its subelements. Specific chapters and objectives are cited for each subelement. Planning sheets include comments on chapters, indicators of chapter content, suggested related materials, content, and assignments. (KC)

Developed by a project that validated task lists by a variety of teachers and apparel marketing business persons, this guide contains task lists for occupations in the field of apparel and accessories marketing. The guide is organized in three sections. Section 1 includes the following: (1) notes on using the information in the guide; (2) a competency task list for developing training plans and instructional materials; (3) a student competency checklist for tracking individual student progress, both in the classroom and on the job; (4) a list of the main tools and equipment used on the job; and (5) a list of some of the ways basic academic skills are used on the job. Section 2 provides the same types of information as the first section, except that in this section the information applies to training stockkeepers in apparel and accessories marketing instead of salespersons. Section 3 provides details on how the competencies were developed and validated and what tools were used in doing so. (KC)

This document on food marketing for supermarket special departments contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 11 assignments: (1) supermarkets of today; (2) merchandising; (3) pharmacy and cosmetics department; (4) housewares and home hardware; (5) video/camera/electronics departments; (6) health foods; (7) floral/gift departments; (8) deli/bakery departments; (9) catering and takeout; (10) specialty meats and seafood; and (11) courtesy services. Each assignment may include objectives, questions, activities, and figures. The teacher's guide contains two parts: using supermarket special departments for independent study and classroom instruction; and answer key. The first part contains six sections related to supermarket special departments: assignments and objectives; marketing education essential elements related to content; tasks done on the job in food marketing; key competencies based on the National Curriculum Framework; information on Distributive Education Clubs of America competition; and sample training plans. The answer key contains answers to all assignment questions and examples of some assignment activities. (NLA)

This document contains both a student's manual and a teacher's guide for high school mathematics essential to marketing. The student's manual contains 34 assignments within the following 11 units: (1) arithmetic fundamentals; (2) application of arithmetic fundamentals; (3) cashiering; (4) inventory procedures; (5) invoices; (6) computing employee earnings; (7) formulating a purchase plan; (8) purchasing merchandise; (9) finding retail price; (10) financial statement; and (11) personal mathematics. Each unit contains assignments that may contain objectives, problems, figures, technical learning concepts, and checking for understanding exercises. The teacher's manual contains the following: foreword and table of contents of student manual; lesson planning sheet; blank assignment forms for copying pretests and posttests, checking for understanding exercises, and guided and independent practices; and assignment answer keys for pretests, posttests, checking for understanding exercises, and guided and independent practices. (NLA)

This document on apparel marketing contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 16 assignments: (1) introduction to fashion and fashion merchandising; (2) current fashion; (3) careers in fashion; (4) buying; (5) retailing; (6) merchandise basics; (7) merchandise--promotion and presentation; (8) women's merchandise--promotion and presentation; (9) men's merchandise--promotion and presentation; (10) children's merchandise--promotion and presentation; (11) shoes; (12) preparing marketing plans; (13) selling; (14) inventory control; (15) loss prevention; and (16) trends--past, present, and future. Each assignment may contain objectives, questions, activities, and figures. The teacher's guide has two parts: using apparel marketing for independent study and classroom instruction and answer key. The first section has six parts: assignments and objectives; marketing education essential elements related to content; tasks done on the job in apparel marketing and selling ready-to-wear; key competencies based on the National Curriculum Framework; information on Distributive Education Clubs of America competition; and sample training plans. The answer key contains answers to all assignment questions and examples of some assignment activities. (NLA)

Research and Development is a laboratory-oriented course that includes the appropriate common essential elements for industrial technology education plus concepts and skills related to research and development. This guide provides teachers of the course with learning activities for secondary students. Introductory materials include an instructional planning outline and worksheet, an outline of essential elements, a list of domains and information on creativity and problem solving, student projects, and research notebooks. The guide contains 34 modules on the following topics: documentary project; journal/sketchbook; research funding foundation; field notebook; basic principles of research; problem-solving module; brainstorming; imitation, adaptation, and innovation; writing a technical paper; technical research report writing; designing technical data posters; problem identification; analyzing specifications; developing a solution; pilot-testing the solution; analyzing the results; time line; computing personalized development times; designing an airport plan with facilities; making a standard color negative; studio photography; video production; newsletter; aerodynamics of flight; sketching a glider design; drawing glider plans; building a glider prototype and analyzing the design; implementing the final design; model wind tunnel; solar-assisted vehicle; engineering a model building; truss design and testing; designing and fabricating an aluminum can crusher; and estimating structural materials. 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)

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)

This communication systems guide provides teachers with learning activities for secondary students. Introductory materials include an instructional planning outline and worksheet, an outline of essential elements, a list of objectives, a course description, and a content outline. The guide contains 32 modules on the following topics: story development; computer application (story layout); graphics development; merging text with graphics; duplication process (publishing); cover development; screen print cover (children's books); assembly and quality control; printing methods (a comparison); cellular telephones; fiber optics; computer graphics; drafting fundamentals; basic videography; pinhole camera; media of media of communication; development of the photographic report; television news program; three-dimensional photographs; report; television news program; three-dimensional photogaphs; thermal screen printing; hand-colored black-and-white photographs; computer music video; photographic screen printing; desktop publishing; design and drafting; telecommunication; logo design; photography; future space communication; "how well do you communicate?"; and communicating through good planning. 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)

This electricity/electronics guide provides teachers with learning activities for secondary students. Introductory materials include an instructional planning outline and worksheet, an outline of essential elements, a list of objectives, a course description, and a content outline. The guide contains 35 modules on the following topics: electrical energy and work; general safety and the electronics lab; wiring light fixtures and receptacles; wiring a fixture and two three-way switches; a soft drink circuit; semiconductor junction diode characteristics; half-wave rectifier characteristics; full-wave rectifier characteristics; bridge rectifier characteristics; full-wave voltage doubler characteristics; the A-BUS; electronic components; binary to decimal numbers (computer); number conversions; seven-segment display; thermistors and temperature; computer-controlled traffic lights; electronic Etch-A-Sketch; light-intensity sensor; programmable logic controllers; stepper motors; catalog pricing; digital dice; printed circuit boards; electric motors; volt-ohm-milliammeter that measure voltage; electric meters; electrical use logs; semiconductors; resistor color code/ohmmeter familiarization; AC-DC waveform/oscilloscope familiarization; Ohm's law; series resistive circuits; parallel resistive circuits; and electronic schematics. 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)

This manual is designed to help instructors guide students through their manuals and laboratory training stations in the field of industrial electronics. The manual consists of the following nine sections: (1) suggestions for teaching the course; (2) an instructional delivery outline; (3) lists of essential elements common to all trade and industrial courses; (4) lists of essential elements for industrial electronics; (5) suggestions for adapting instruction for special needs students; (6) 29 references, including electronics books and manuals, personal development materials, audiovisual aids, and computer-assisted instructional materials; (7) answers to exercises that are contained in students' manuals; (8) answers to unit tests and final examination; and (9) unit tests and final examination. Table of contents for the student manual and a student record form are included. Topics covered in the course are as follows: review of AC and DC circuits and electronics basics, semiconductors, integrated circuits, digital logic, complex digital circuits, and computer circuits. A brief curriculum guide lists essential elements and specific objectives for each instructional unit. (KC)

This student manual contains the following six units for classroom and laboratory experiences in high school industrial electronics: (1) introduction and review of DC and AC circuits; (2) semiconductors; (3) integrated circuits; (4) digital basics; (5) complex digital circuits; and (6) computer circuits. The units include unit objectives, specific objectives, informational material, and exercises. Materials are illustrated with line drawings. (KC)