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In this report, learning conditions in Norwegian workplaces were examined to identify ways of making workplaces more conducive to learning. Data were collected through interviews in 11 firms and a questionnaire survey of 1,300 private sector and 200 public sector employees. Opportunities to learn through work varied widely. Older women with little education had the least learning-intensive jobs, whereas men with long years of education had the most learning-intensive jobs. The highest percentage of learning-intensive jobs was in the oil industry. The lowest percentages of learning-intensive jobs were in the wholesale/retail trades and hotel and restaurant industries. The following factors were identified as promoting learning through work: (1) a high degree of exposure to demands from customers, management, colleagues, and owners; (2) a high degree of exposure to changes in technology, organization, and work methods; (3) managerial responsibility; (4) extensive external professional contact; (5) a good opportunity for feedback from work; (6) support and encouragement for learning from management; and (7) a high probability that skills will be rewarded through interesting tasks, better career possibilities, or better pay. Improving several learning conditions simultaneously appeared the best way of promoting learning through work. Several important advantages in certification and quality assurance for companies as learning environments were identified. (Contains 31 tables/figures.) (MN)

The Arctic National Wildlife Refuge (ANWR) is an area of land located in the northeast corner of Alaska within the Arctic Circle that includes a potentially oil-rich coastal plain between the Beaufort Sea, the Brooks Range, and the Prudhoe Bay oil fields. For the past several years, ANWR has also been the location of a national debate over energy policy. There are known oil reserves beneath the coastal plain. How much oil and how much is readily recoverable are unknowns, but the amount is enough to engage the passionate attention of advocates on both sides of the dispute. The debate is whether to drill in ANWR. This lesson plan asks students to first read an objective article from "The Seattle Times" entitled "Refuge in a Storm" which is provided in a handout and can also be accessed online. Then students discuss the background to the ANWR debate in a small group, identifying supporters and opponents of drilling and areas of dispute. The teacher guide contains a sheet entitled "To Drill or Not To Drill?" which samples various opinions on the question. The guide presents an optional extension assignment for large group discussion about whether the attack on the World Trade Center will change the nation's mind about drilling in ANWR. (BT)

With 1993-94 and 1994-95 Perkins tech prep funds, Lee College, in cooperation with a consortium and local schools, planned, developed, and validated a school-to-work apprenticeship model for tech prep programs. The other educational partners were the Gulf Coast Tech Prep Consortium and nine high schools in eight area school districts. The School-to-Work Apprenticeship Group, the governing body of the project that replaced the initial advisory committee, worked closely with the Bureau of Apprenticeship and Training to develop a workable system to secure validation. For the second year, one teacher from each partnership school worked with local business and industry to develop apprenticeship opportunities. The Goose Creek school district implemented a law enforcement program for the 1994-95 school year. Teacher/instructor development activities included worksite tours, curriculum writing workshops, and summer internships for high school and college instructors. DACUMs (Developing a Curriculum process) were completed in law enforcement, process operator, and secretary. The law enforcement curriculum was implemented, evaluated, and revised. Skill competencies were developed and verified for 10 additional occupations. (The 27-page report is accompanied by these appendixes: 19-item bibliography; apprenticeship standards; outline and materials for inservice training; recruitment brochure; competency lists/profiles rating forms; curriculum; evaluation forms; law enforcement tech prep packet; and competency profiles.) (YLB)

With Perkins tech prep funds, Lee College (Baytown, Texas), working with the Gulf Coast Tech Prep Consortium and the Goose Creek Consolidated Independent School District, developed a school-to-work apprenticeship model for tech prep programs. An advisory committe provided guidance in identifying targeted apprenticeable jobs, program content, and program sequence. The two targeted occupations were law enforcement and process operator in the petro-chemical industry. Activities such as worksite tours were designed to give teachers/instructors hands-on experiences to enable them to link classroom instruction to the workplace. Two DACUMs (Developing a Curriculum process) were conducted to help identify specific knowledge and skills needed for the targeted occupations. Career awareness activities were conducted to educate students and their parents about the youth apprenticeship program. The project developed occupational programs into full tech prep programs by having signed articulation agreements between Goose Creek school and Lee College, developed 6-year courses of study for students in grades 9-14, and obtained full participation of business and industry in developing the program. (The 18-page report is accompanied by these appendixes: general project information, including articulation agreements; curriculum and internship information, including lesson plans and completed internship evaluations; proposed 1994-95 high school program; and formative evaluation results.) (YLB)

This program guide provides materials to prepare learners for employment as Process Plant Operators through classroom instruction and practical shop experience. Contents include instructional goal and subgoals, an instructional analysis that describes development of the materials and instructional equipment and supplies and facilities requirements, and learner entry behaviors and characteristics. Instructional plans are provided for 27 units. Components of each unit include the following: cluster name/number; unit name/number; learning domain; learning environment; instructional strategy; length in hours; unit description; unit objectives; and list of available materials. Unit topics are as follows: basic plant operations; basic operator responsibilities; safety procedures; environmental safety; applied mathematics; applied physics; process chemistry; applied communication; electrical fundamentals; reading diagrams and prints; computer fundamentals; furnace operations; instrumentation; water treatment; boiler operations; refrigeration; distillation; pumps; cooling towers; turbines; drive train equipment; materials handling; valves; heat exchangers; compressors; piping systems; and hand tools. Appendixes contain listings of learning domains, learning environments, and instructional strategies and a 16-item bibliography. (YLB)

This document presents a sample of grades 6-12 science curriculum on Earth resources to promote scientific literacy. This natural resource-based curriculum uses an inquiry-based, hands-on approach and allows for community partnerships during student learning processes. Lessons plans included in this curriculum are divided into 4 categories: (1) Locating, Acquiring, and Processing Our Earth's Resources; (2) Using Our Earth's Resources; (3) Disposing of Our Earth's Resources; and (4) Reducing, Reusing, and Recycling Our Earth's resources. This sampler provides an entire sample lesson from the second category called "Getting Crude Oil: Oil Extraction". (YDS)

Explains instructions for creating an oil-spill simulation activity in which students are challenged to clean up the spill. (WRM)

Designed to meet the job-related metric measurement needs of students in automotive merchandising and petroleum marketing classes, this instructional package is one of five for the marketing and distribution cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

This guide outlines what should be taught to provide training for high school students in agricultural sales and services, and to some degree how and with what resources. The general framework of this 1-year course outline is presented as a problemsolving approach wherein objectives spell out the expected outcomes. After an introductory section on use of the guide, 10 units of instruction--four supportive and six functional--are presented. The supportive units are Orientation to Agricultural Sales and Services, Basic Selling, Farm Supply Store Management, and Business Procedures. The functional units are Feed Sales and Services, Seed Sales and Services, Fertilizer Sales and Services, Pesticide Sales and Services, Petroleum Products Sales and Services, and Hardware Sales and Services. Each unit contains objectives, learning activities, topics, and resources. A bibliography, a list of recommended materials for equipment, and the names and addresses of professional or technical organizations are appended. (HD)

Focusing on occupations in refining and industrial chemical, drug, and paper manufacturing industries, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include occupations in the drug industry, occupations in the industrial chemical industry, occupations in the paper and allied products industries, and occupations in the petroleum refining industry. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

Focusing on occupations in energy-producing industries, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include coal mining, occupations in the electric power industry, powerplant occupations, transmission and distribution occupations, customer service occupations, occupations in the nuclear energy field, occupations in petroleum and natural gas production and gas processing, and occupations in the petroleum refining industry. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

Focusing on engineering and related occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include aerospace engineers, agricultural engineers, biomedical engineers, ceramic engineers, chemical engineers, civil engineers, electrical engineers, industrial engineers, mechanical engineers, metallurgical engineers, mining engineers, petroleum engineers, broadcast technicians, drafters, engineering and science technicians, and surveyors. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This second in a series of task analysis inventories contains checklists of work performed in twenty-two occupations. Each inventory is a comprehensive list of work activities, responsibilities, educational courses, machines, tools, equipment, and work aids used and the products produced or services rendered in a designated occupational area. The inventories can be used to set up work programs, write job descriptions, or be given to workers to check appropriate items in a self-inventory of their work. The information collected by use of the inventories may be helpful to job developers, counselors, and training and placement personnel. It also may be used in the development of curriculums for vocational or apprenticeship training. Occupations covered in this inventory series include aircraft and aerospace manufacturing; building and construction trades; chemical processing; economics and political science work; electrical equipment, apparatus, and devices manufacturing; electronic components, equipment, and apparatus manufacturing; plastics manufacturing; food processing; history, sociology, and anthropology work; instruments and apparatus manufacturing; knitting mill work; library work; logging; paper and paperboard converting; petroleum refining; sawmill and planning mill work; ship and boat building and repairing; textile mill work; veneer and plywood mill work; woodworking. (KC)

Designed to provide knowledge in receiving, storing, issuing, dispensing, and shipping of petroleum products, this course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The course consists of three annexes covering 219 hours of instruction. Annex A, General Petroleum Subjects, provides a knowledge of general subjects required of the petroleum supply specialist. Annex C, Class III Supply Point Operations, provides a knowledge of methods of petroleum supply, and operation and operator maintenance of petroleum distribution and dispensing equipment used in class III supply points. Annex D, Terminal Operations, provides a knowledge in terminal operating principles, procedures, practices, and in operation and operator maintenance of terminal equipment. Printed instructor materials include a plan of instruction detailing the teaching steps by the units of instruction, criterion objectives, the duration of the lessons, references, and instructor's guide for each annex. A course manager's guide contains additional references and objectives. Student materials include three study guides with text information, objectives, review exercises, and references. Two technical manuals are appended. (LRA)

This subcourse containg lesson assignments, lesson texts, and programmed reviews covers the most frequently used equipment for transporting and storing petroleum products from the time they are purchased until they are consumed by the user. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Three lessons are included in the course. Lesson 1, Petroleum Equipment and Operations, covers bulk petroleum transporters and refuelers, gaging equipment, and use of the fuel system supply point. Lesson 2, Quality Surveillance and Petroleum Testing Facilities, includes categories of petroleum products; use of military and federal specifications; importance of and responsibility for the POL quality surveillance program; indications, causes, and disposition of off-specification products; and army petroleum laboratories and equipment. Lesson 3, Military Petroleum Pipelines, covers components of a military pipeline, advantages and disadvantages of pipelines; and identification of pipelines operated by the Army in World War II and currently. Each lesson in the course is designed for self-evaluation. This is done through the self-grading exercises which must be worked after studying each lesson text. An examination booklet is included. (LRA)

This compilation of competitive events (tests) is designed for use with the competency-based Interstate Distributive Education Curriculum (IDECC) Following a brief description of the IDECC curriculum, tests are included in the following subject areas: advertising, apparel and accessories, finance and credit, food marketing, food service general merchandising, petroleum, and sales-marketing techniques. It is suggested that teacher-coordinators utilize the tests as (1) guidelines to the types of tests administered on the state and national level, (2) practice in test administration for both students and teachers, (3) competition on the local level prior to state and national events, (4) general achievement tests at the end of the semester or year, and (5) refreshment or development of competencies not yet achieved. (Test answers are not provided.) (LRA)

Ethanol and blends of ethanol and gasoline (such as gasohol) offer a near-term fuel alternative to oil. The focus of this handbook is upon the small-scale production of ethanol using farm crops as the source of raw materials. Provided are chapters on ethanol production procedures, feedstocks, plant design, and financial planning. Also presented are decision and planning worksheets and a sample business plan for use in determining whether or not to go into ethanol production. Emphasis is on providing the facts necessary to make informed judgments rather than recommending particular production processes. (Author/WB)

This packet of units is designed to focus on the technological aspects of energy. Four units are presented, with from 1-4 lessons included in each unit. Units include: (1) basic concepts and applications of energy; (2) steps and processes of energy production and transmission; (3) fuel acquisition; and (4) energy futures and application of non-fossil fuel energy sources. Twenty activity masters are included in this teacher's guide. (RE)

This guide is intended to help teachers integrate energy education into middle schools or junior high schools. A teacher's section includes an introduction, bibliography, and glossary. Thereafter, teacher materials sections and student materials sections are paired under topical headings addressing world-wide energy iasues. Energy issues are addressed for Africa, Asia, Europe, and the Middle East. Instructions are provided for adapting lessons within the topical headings for integration into science, language arts, and practical arts curricula. (RE)

The nine units in the curriculum guide on energy options focus on energy from coal, the sun, petroleum, the wind, water, and trees; and on heat pumps, energy conservation, and agriculture and energy. The units are comprised of from two to seven lessons. Each lesson contains objectives, approximate time, procedure, evaluation questions or methods, a list of further activities, and resource information. The units, designed for grades K-12, are illustrated with black and white drawings. The guide contains a list of energy curriculum materials sources. (SB)

This guide was developed as a supplement to the Alaska Department of Education's industrial education curriculum. The special topics included in it focus on competencies from the curriculum for which materials were not readily available to Alaskan teachers and provide information that may not be sufficiently covered by existing curricula. Each unit begins with a teacher page that includes the competency and task(s) from the industrial education curriculum covered in the unit, an overviw of the unit, and a list of resources. The illustrated informational materials that follow the teacher pages have been designed for students' use. All of the units deal with fields that are constantly changing. They cover the following topics: mining and petroleum, communications, high technology, forestry and logging, technological impacts, and commercial fishing. They are designed to be integrated into the regular curriculum at the appropriate times. (KC)

This package includes materials for students and accompanying teaching guides and posters for teaching about life in contemporary Saudi Arabia for grades 1-8. The student folder for grades 1-3 presents information about the Middle Eastern nation in the form of a boy's letter to a friend back home. In the letter are descriptions of the cities of Riyadh and Jeddah, the Islamic faith, Saudi farming, recreational activities, the Saudi oil industry, and other aspects of life in the country. The teaching guide sets out general teaching objectives, then presents background material, objectives, skills tips, and discussion questions corresponding to each page of the child's letter. Student worksheets in the guide include a connect-the-dots illustration, a page requiring students to tell the boy's story chronologically, multiple choice questions, and other activities. Presented in the form of a one-act play for classroom role playing, the pamphlet for grades 4-6 describes Saudi Arabia as a modern nation. Students learn about the country's role in the oil industry, its central position in the religion of Islam, and its relationship with the United States. The student folder includes color photographs and a map. On both sides of the poster are photographs portraying various aspects of Saudi life. The teacher's guide includes suggested teaching objectives, instructions for using the poster, details on developing map, photo, and reading skills, a pronunciation and vocabulary key, a guide to topical segments, and follow-up activities. The guide also includes worksheets for students. Readings for junior high school students (grades 7-8) and senior high school students (grades 9-12) describe the nation's geography, people, future, and Islamic faith. A discussion of the challenges that Saudi Arabia faces touches on the country's mineral wealth, its need for economic diversification, the government's ability to share its wealth with the Saudi people, and its relations with the United States and the rest of the world. Included are color photographs and two maps. The teacher's guide includes suggested learning objectives, background material on reading topics, discussion ideas, learning activities, and duplicatable student worksheets. (SG)