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2002-12-00 |
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Guides - Non-Classroom |
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Descriptors:
Academic Standards; Adult Education; Agricultural Education; Agricultural Production; Agricultural Technicians; Agronomy; Animal Husbandry; Animals; Behavioral Objectives; Biotechnology; Competency Based Education; Employment Qualifications; Greenhouses; Job Skills; Laboratory Procedures; Laboratory Technology; Occupational Clusters; Performance; Performance Based Assessment; Plant Propagation; Plants (Botany); Postsecondary Education; Program Content; Safety; Secondary Education; State Standards; Student Evaluation; Technical Education; Technical Occupations
Abstract:
These Illinois skill standards for the agricultural laboratory and field technician cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format, occupational earnings and employment information, and performance skill levels, a table that cross references performance skills to these occupations: (1) agricultural lab technician--animal, (2) agricultural lab technician--plant, (3) agricultural field technician, and (4) agricultural biotechnology technician. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 53 skill standards are categorized into these 7 areas: safety (5 standards); administration (4); communication (2); basic laboratory skills (13); greenhouse/growth chamber (7); plant field trials (9); and animal care and field trials (13). (YLB)
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Pub Date: |
2002-00-00 |
Pub Type(s): |
Guides - Non-Classroom |
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Descriptors:
Associate Degrees; Biochemistry; Bioethics; Biomedicine; Biotechnology; Competency Based Education; Employment Qualifications; Environmental Education; Job Skills; Laboratory Technology; Microbiology; Minimum Competencies; Molecular Biology; Postsecondary Education; Secondary Education; State Standards; Statewide Planning; Tech Prep; Technical Occupations; Vocational Education
Abstract:
This document, which lists the biotechnology competencies identified by representatives from biotechnology businesses and industries as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment as technicians in the biomedical, environmental, pharmaceutical, and other biotechnology related industries, such as bioinformatics. The technical competencies are listed in the following categories: demonstrate scientific method; conducting experiments; laboratory safety and maintenance; instrument analysis; chemical materials handling and sampling; physical properties measurement; biohazard storage, handling, and disposal; basic microbiology; biochemical technology; molecular biology technology; cell culturing; protein bioseparation methods; fermentation technology; microbiology for biotechnology; bioethics; water and wastewater treatment operations; environmental science; environmental assessments; introduction to industry; technical writing and documentation; computer applications for biotechnology; and a bioinformatics strand for database administration, data warehousing, and statistics. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Appendices include a list of technical competency profile (TCP) panel members and a pathway template. (MO)
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Pub Date: |
2002-00-00 |
Pub Type(s): |
Guides - Non-Classroom |
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Descriptors:
Allied Health Occupations Education; Anatomy; Behavioral Objectives; Biomedical Equipment; Curriculum; Disease Control; Drug Therapy; Ethics; Instructional Materials; Laboratory Technology; Medical Assistants; Medical Case Histories; Medical Evaluation; Office Management; Office Practice; Pathology; Patient Education; Physiology; Preventive Medicine; Psychology; Recordkeeping; Records Management; Risk Management; Secondary Education; Vocational Education
Abstract:
This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection control and hazards management; anatomy, physiology, pathology, and psychology; medical database; patient examinations; patient education; medications; medical emergencies and facility safety; laboratory procedures; and general office procedures. Each unit is composed of 2-5 objectives; a number of performance indicators are listed for each objective. The program is designed to include classroom instruction via lectures, demonstrations, and discussions. Hospitals, medical centers, nursing home or care centers, or medical-surgical clinics often work cooperatively with schools to provide students with clinical practice and experience. (YLB)
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Pub Date: |
2002-03-19 |
Pub Type(s): |
Reports - Descriptive; Speeches/Meeting Papers |
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Descriptors:
Academic Persistence; Business; Community Colleges; Information Science; Information Science Education; Information Technology; Job Skills; Job Training; Labor Force Development; Laboratory Technology; Medical Technologists; Remedial Instruction; School Holding Power; Training; Two Year Colleges; Vocational Education
Abstract:
Northern Virginia Community College (NVCC), the third largest community college in the nation, is tackling the area's need for skilled workers. The number of jobs available in the northern Virginia region increased 103% in the last year. But there are substantial numbers of students at NVCC who are lacking the skills necessary to obtain employment in an information-based economy. The numbers of students enrolling at NVCC with sub-standard English skills are increasing. The average developmental English student at NVCC is white and under the age of 21. These students are equally divided between male and female. NVCC developed the pilot NOVA Gold program with three objectives in mind: to increase student success in the classroom, to increase retention of remedial language students through completion of their remedial program, and to give remedial students an early opportunity to achieve success that will boost student self-confidence. Follow-up research results indicate that ESL and developmental English students, especially males, need goal clarification, structure, and direction. ESL and developmental students both preferred one-on-one interactions with their teachers. Prior to the NOVA Gold program, retention from fall to fall for developmental students was 62.8%, and 67.0% for ESL. With the program, retention increased to 70.4% for developmental students and 82.1% for ESL students. (NB)
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