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Designed to assist secondary and post-secondary educators develop community interactive science programs, this manual describes steps undertaken at New Mexico's Albuquerque Technical Vocational Institute to develop pre-college medical science programs that encourage local high school students to consider the college's medical technology program. First, an introduction provides a general description of the pre-college programs and sample comments from program participants. The second part summarizes program objectives from 1994-95 and 1995-96 and indicates that 6 students were served in 1994-95 and 13 in 1995-96. The third part focuses on beginning the process of developing a program, discussing issues related to funding, preparing the proposal, costing out the proposal, hiring support staff, budgeting for contracted services and teachers' salaries, and buying supplies. The fourth part discusses specific considerations in project development related to establishing academic requirements, administrative needs, scheduling and school calendars, student attendance, student activities, ancillary services, developing syllabi, and ordering and storing materials and perishable supplies. The final sections review drawbacks to relying on donations, ideas for organizing guest speakers and field trips, and methods for handling public relations and outreach. Appendixes provide sample course syllabi, examples of program pre- and post-tests, and a sample program abstract used to publicize the project. (HAA)

This food production, management, and services teacher guide contains eight units: (1) orientation; (2) tools and functions of management; (3) cost controls; (4) keeping records; (5) purchasing and receiving; (6) storing and issuing; (7) personnel management; and (8) human relations. Suggestions are included to increase reinforcement of the academic and workplace basic skills. Each unit contains some or all of the following sections: (1) objective sheet--including unit and specific objectives; (2) suggested activities--instructional plan, teacher suggestions, resources used in developing unit, suggested supplemental resources, and instructions for evaluating student performance; (3) answers to assignment sheet; (4) answers to written test; (5) written test; (6) unit evaluation form; (7) information sheet; (8) student supplement(s); (9) assignment sheet(s); (10) job sheet(s); and (11) disseminating material. The guide also includes the following: competency profile; instructional/task analysis; related academic and workplace skills list; 19 references; and glossary. (NLA)

This reference guide was designed to assist business, marketing, and management educators in locating textbook/instructional materials for use in teaching duty areas and task lists for grades 11-14. Duty areas and task lists are matched with selected textbook/instructional publications for the secretarial, general office clerk, and information processing curriculum clusters. Sixteen duty areas are included from these three clusters: (1) preparing client documents; (2) preparing court documents; (3) taking and transcribing dictation; (4) editing and correcting documents, records, and files; (5) coordinating and performing activities for employer; (6) filing materials manually; (7) performing financial activities; (8) inputting and storing documents and files; (9) preparing medical records and insurance forms; (10) maintaining office equipment; (11) maintaining office supplies and forms; (12) organizing and planning; (13) printing, distributing, and receiving output; (14) performing clerical activities; (15) processing mail; and (16) typewriting activities. A master list of 195 sources of data is included. A matrix of the 195 textbook/instructional materials classified by duty area is included. The bulk of this document contains selected duty areas and task lists identified with the 195 textbooks/instructional materials. Each entry includes these elements: (1) author's last name; (2) complete reference and reference number; (3) textbook/instructional materials number; and (4) duty area(s), its task name, and its page or job number in the source. (NLA)

Discusses five areas of custodial maintenance caretaking in which facility managers need continual education: first aid and safety, hazardous materials, products and supplies, chemicals and their intended use, and cleaning procedures. Includes an annotated list of resources related to these areas. (EV)

Explains the benefits of e-procurement (ordering supplies through computer networks) and discusses what colleges should look for when choosing a service provider. (EV)

Advocates teaching students organizational skills that lead to school success. Outlines seven such skills and how to teach them, including such things as bringing necessary supplies to class, organizing handouts and loose-leaf papers, taking and organizing notes, developing and following study plans, and planning and carrying out large projects. (SR)

Proposes ten interactive wall displays, noting appropriate age and content use for each. Gives ten guidelines for planning an interactive bulletin board. Advises on what makes an effective bulletin board, and when bulletin boards are not useful. Identifies useful materials for display boards and handy hangers. (DLH)

Outlines basic organizational skills to aid early childhood service directors to maximize time and efficiency. Recommends recording priorities and auditing how time is spent; noting wasted time; and organizing desk, supplies, and resources. Includes eight steps for staying organized. (DLH)

Describes what kinds of fossils work well in student laboratory activities, and where and how to acquire these fossils at reasonable prices. (WRM)

Provides several directories for college and university administrators to use when purchasing school products or services. Alphabetical listings are provided for products and services, suppliers and manufacturers to education facilities/business market, and a regional breakdown of architectural and consulting firms specializing in education planning and design. The final directory alphabetically lists professional organizations that support the education industry. (GR)

The training manual is designed to help the trainee meet the occupational qualifications for performance of duties and for advancement to Storekeeper First Class (SKI) and Chief Storekeeper (SKC). Chapter one provides introductory information (requirements for advancement, sources of information, billets, customer relations, and rewards and responsibilities) that will help the trainee in working for advancement. Chapters 2 through 11 deal with: administrative duties; Navy supply system; inventory management; procurement, receipts and expenditures; shipping; afloat funding and accounting; afloat reports; stowage afloat and ashore; automated supply procedures; and supply problems which are not routine in nature. A six-page subject index is appended. (Author/BP)

One of thirteen individualized courses included in a marketing curriculum, this course covers the processing of merchandise from the producer to the ultimate consumer. The course is comprised of three units: (1) Shipping, (2) Receiving, Checking, and Marking, and (3) Stockkeeping. Each unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The remainder of each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of the following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

This secondary unit of instruction on how to use a supply catalog is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

Practical information and advice are presented on l6 considerations in the establishment of a campus writing center. First, six concerns related to planning are discussed: obtaining administrative and departmental support; securing funds from various internal and external sources; obtaining furniture, supplies, and instructional materials; locating a facility to house the center; employing faculty and peer tutors; and hiring a receptionist. Three administrative factors are then considered: providing release time for the faculty member who is to act as the director of the writing center; meeting the training needs of student tutors; and choosing between referral and walk-in systems of operation. Next, six housekeeping and publicity considerations are examined: the various forms needed by the center; the types of data that must be collected; the filing system needed to organize this data; methods of scheduling student conferences; hours of service; campus advertising; and the provision of workshops and other extension services. Finally, the possibility and benefits of using these guidelines for the establishment of a campus learning center, providing learning support for math and other disciplines, are discussed. (JP)

This document presents equipment needs for an adequate (as opposed to minimum) level of physical education programming at primary, middle, and secondary school levels. The "adequate" level is presented since minimal requirements are often considered by educators as being "adequate," and they accept the minimum as being a mean if only the minimum is presented. General goals of physical education are discussed, and expected student outcomes at each of the three levels are listed. Equipment envisioned for the elementary school program is for a population of 600 students and approximately 24 teachers. The assumption underlying the plan is that there will be four sections per grade level and that only two of the four sections will be using the equipment at any one given period. Middle and secondary school levels are based on a population of 900 for the middle school and 1,500 for the secondary school, with all students in the middle school enrolled in the program. Not all students in the secondary school are expected to take part in the program. Careful schedulinq and innovativeness on the part of instructors can reduce the expenditure necessary for equipment purchase. An equipment inventory check list is appended. (MJB)

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on supply management is designed to provide the supply chief with an understanding of the fundamental functions of supply management as it applies to a supply office. Introductory materials include specific information for MCI students, a course introduction, and a study guide (guidelines to complete the course). The 15-hour course contains four study units. Each study unit begins with a general objective. The study units are divided into numbered work units, each presenting one or more specific objectives. Contents of a work unit include a text and study questions/exercises. Answer keys are found at the end of each study unit. At the end of the course is a review lesson. Topics covered in the study units include functions of management (planning, organizing, directing, controlling), decision-making process, organizing and managing the supply office, and setting goals. (YLB)

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on warehousing operations is designed to provide instruction in the procedures used in warehousing operations. Introductory materials include specific information for MCI students and a study guide (guidelines to complete the course). The 22-hour course consists of six chapters or lessons. Each unit contains a text and a lesson sheet which details the study assignment and sets forth the lesson objective. A written assignment is also provided. Topics covered in the lessons include an introduction; storage space (layout, space requirements, and space control and reporting); handling operations; storage procedures (receiving, inventory policy and procedures, care of material in storage, shipping operations); storage of special commodities (lumber, ammunition and explosives, storage of hazardous commodities, miscellaneous commodities, subsistence); and preservation, packaging, and packing. Appendixes include six explanations of various codes. (YLB)

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on basic warehousing is designed to provide Marines with Military Occupation Speciality 3051 in the rank of private through corporal with instruction in those basic principles, methods, and procedures that can be applied to any warehousing or storage operation. It is adaptable for nonmilitary instruction. Introductory materials include specific information for MCI students and a study guide (guidelines to complete the course). The 14-hour course consists of four study units. Each unit contains a text and a lesson sheet that details the study assignment and sets forth the lesson objective. A written assignment is also provided. Topics covered in the lessons include introduction to storage, stock location and materials handling procedures, preservation and packing procedures, and field warehousing and storage operations. (YLB)

Using the Outdoor Learning Experience of the Children's Demonstration School for migrants as an example, this guidebook is intended for administrators, program directors and potential funding sources who are concerned with the development and implementation of an outdoor learning experience for children. A model is provided that can be used as a starting point for program development rather than as a firm model for replication. The major goal of the Outdoor Learning Experiences (OLE) is to provide positive outdoor educational experiences that lead to an individual's discovery of his or her own potential. The immediate objectives of OLE are to provide a variety of educational, recreational, and self-realization activities for migrant youth (ages 8-16) in a highly motivational outdoor setting. In addition to the program objectives and an overview, the document provides guidance on planning the program (funding, administration, facilities, staffing, activities, equipment and supplies, implementing the program), implementing direct service, evaluating and monitoring the program, and resources. Appendices include a menu, typical food list, counselor orientation packet, parent and general information packet, and an activity and skill checkoff sheet. (BRR)

Designed for individual study and not formal classroom instruction, this rate training manual provides subject matter that relates directly to the occupational qualifications of the Engineering Aid (EA) rating. This eight-chapter volume focuses on administrative matters, mathematics, and basic drafting. Chapter 1 discusses the scope of the EA rating, requirements and procedures for advancement, and how to make the best use of the manual. Chapter 2 discusses the EA's administrative and supervisory duties, safety responsibilities, purpose of the Personnel Readiness Capacity Program, and other areas. Chapter 3 deals with EA mathematics, mechanical aids used for making computations, and units of measurements. Chapter 4 discusses basic drafting equipment and supplies. Chapter 5 explains basic drafting principles and techniques using the drafting equipment described. Chapter 6 examines the techniques of freehand and mechanical lettering. Chapter 7 describes the use of basic drafting equipment needed in preparing drawings. Methods of projection used in showing objects on drawings are described and illustrated in chapter 8, as well as methods and techniques used in freehand drawing. A glossary, information on the metric system, and sets of mathematical tables are included in appendices. Assignments (in multiple choice format) are also included for each chapter. (JN)

Prepared by bilingual teacher aide students, this glossary provides the Spanish translation of about 1,300 English words used in the bilingual classroom. Intended to serve as a handy reference for teachers, teacher aides, and students, the glossary can also be used in teacher training programs as a vocabulary builder for future bilingual teachers and teacher aides who are working on improving their language skills so that they may be better prepared to teach children. The words are divided into nine categories: media center, A-V aids, student supplies, school environment, science and math, language and usage, social studies, teaching, and psychological terminology for counselors. The glossary provides the Spanish translation of such words as cover of a book, character in a story, index card, magazine, tape recorder, homework, amplifier, design, earphones, enlargement, filmstrip, flannel board, tape measure, outline, scotch tape, blotter paper, curriculum, phonological, compass, construction paper, movie screen, sheet of paper, fun center, encyclopedia, sight words, faucet, feel box, paper towel, noteboook, mimeographed sheet, light switch, stapler, school board, sharing time, washstand, videotape, typewriter, yardstick, auditorium, attendance cards, peers, meaning, quotation, cardinal numbers, direct object, conjugation, three dimensional, economics, fire alarm, guessing time, loudspeaker, pause, and idiom. (NQA)

This Unified Sciences and Mathematics for Elementary Schools (USMES) unit challenges students to find effective ways to manage and/or conserve school supplies. The challenge is general enough to apply to many problem-solving situations in mathematics, science, social science, and language arts at any elementary school level (grades 1-8). The Teacher Resource Book for the unit is divided into five sections. Section I describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of USMES "challenges." Section II provides an overview of possible student activities with comments on prerequisite skills, instructional strategies, suggestions when using the unit with primary grades, flow charts illustrating how investigations evolve from students' discussions of problems, and a hypothetical account of intermediate-level class activities. Section III provides documented events of actual class activities from grades 2, 5, 6, and 8. Section IV includes lists of "How To" cards and background papers, bibliography of non-USMES materials, and a glossary. Section V consists of charts identifying skills, concepts, processes, and areas of study learned as students become involved with the activities. (JN)

The third of a three-volume set of instructional materials for a graphic arts course, this manual consists of nine instructional units dealing with presses and related processes. Covered in the units are basic press fundamentals, offset press systems, offset press operating procedures, offset inks and dampening chemistry, preventive maintenance and trouble shooting, other printing processes, cost awareness, binding and finishing, and calculating paper cutting. Each unit contains some or all of the following: performance objectives, suggested activities for teachers, information sheets, assignment sheets, job sheets, visual aids, tests, and test answers. Instructional materials in the publication are written in terms of student performance using measurable objectives. (MN)

This workbook on materials and equipment is one of a series of nine individual units of instruction for roofing apprenticeship classes in California. The workbook covers eight topics: production of bitumens and asphaltic roofing materials; built-up roofing materials and adhesives; asphaltic products and rigid roofing materials; elastomeric and plastic membranes; flashing materials; fasteners; handling of roofing materials; and operation and maintenance of small engines. For each topic, student learning objectives and information sheets with line illustrations are given. Multiple choice tests corresponding to the eight topics are provided for teacher use in evaluating student progress. (No answers are included.) A list of required instructional materials and a glossary are also included in the workbook. Appendixes contain general industry safety order on industrial truck operation, and Uniform Building Code roof covering application requirements. (KC)

This handbook is intended both as a text for use in medical office assistant (MOA) training programs in colleges and as a handbook for people working in medical offices. Addressed in the individual sections of the manual are the following topics: responsibilities of the medical office assistant, office organization, appointments and the waiting room, telephone usage, records, filing, correspondence, referrals, general practice, specialists, allied professions, the law and medicine, public health, medical-related services available to the public, hospitals, mental health, drugs, abbreviations, bookkeeping, fee schedules, billing, medical insurance, Workers' Compensation Board patients, medical emergencies, guidelines for assisting a doctor, office housekeeping, procedures for ordering supplies, disposable items, human anatomy, and medical terminology. Appended to the handbook is an MOA skill profile chart. (MN)

This brief description of the microcomputer service and maintenance system at Miami Dade Community College/North includes a series of hints, tips, and lists of information sources, suppliers, and regulatory codes that could prove helpful to school districts that wish to conduct on-site repair of computers. These include: (1) cleaning materials suppliers; (2) diagnostic software producers; (3) sources of information for low-voltage AC surge suppression and/or transient voltage suppression devices; (4) suppliers of anti-static products; (5) suppliers of halogen fire extinguishers; (6) sources of information on regulatory codes; (7) tips for computer safety; (8) sources of technical assistance from manufacturers; (9) a copy of the Illinois Vocational Curriculum Center's preventive maintenance checklist; (10) directions for installing and removing the disk drive cable from the analog card; and (11) directions for manipulating the drive speed adjustment screw. (JB)

This book provides a model to help facilities for training handicapped persons to teach janitorial work and set up a contracting program for janitorial services. The book is organized in three sections. The first section outlines the training production model, including hints on beginning the venture, separation of training and contracting functions, contracting and training interaction, and the ancillary training program. In the second section, information on janitorial training is given. Topics include the training program (with information on choosing a site, curriculum, and instructors and purchasing and using equipment and supplies), administering criterion curricula, training for critical vocational behaviors, and length of training. The final section of the book contains guidelines for janitorial contracting. Information is included on defining contracting, the role of quality, competition, types of contracts, bids, selling services, quotations, legal documents, and keeping contracts. Sources considered to be useful are listed. Appendixes include performance formulas, janitorial curricula, and bidding formulas. (KC)