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Descriptors:
Studio Art; Art Activities; Middle School Students; Handicrafts; Metal Working

Abstract:
In this article, the author describes how her students made pendant necklaces. This project is simple to make but sophisticated in appearance.

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Studio Art; Art Activities; Elementary School Students; Grade 4; Art Materials; Freehand Drawing; Metal Working; Handicrafts

Abstract:
In this article, the author discusses how to create an art activity that would link the computer-created business cards of fourth-grade students with an upcoming school-wide medieval event. Creating family crests from copper foil would be a great connection, since they, like business cards, are an individual's way to identify themselves to others. The initial step was to show that the family crest was a way of identifying oneself in medieval times in much the same way as people today do with business cards. The author introduced students to the idea of symbolism and how symbols could represent them. They looked at religious, national, zodiacal, and cultural symbols for inclusion on the crest. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Studio Art; Art Activities; High School Students; Handicrafts; Design; Metal Working; Political Attitudes

Abstract:
Presidential campaigns bring out the expression of strong political sentiments in the jewelry and pins that people wear to declare their allegiances. Images, flags, symbols, and words are all elements that are incorporated into designs that make decisive visual statements. In this article, the author's high-school metals class students design a pin that expressed their feelings about a cause. (Contains 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Students; Art Activities; Grade 4; Grade 5; Studio Art; Metal Working; Design; European History

Abstract:
Each year Ethel R. Jones Elementary School in Portage, Indiana picks a theme for the year. This past year the theme was Indiana Jones, so the author decided to fill her classroom with projects based upon ancient civilizations and archaeology. In this article, she describes how her students made Viking-style coins. (Contains 1 online resource.)

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Descriptors:
Library Materials; Library Services; Bibliographies; Guides; Patternmaking; Metal Working; Handicrafts

Abstract:
Jewelry making began exploding as a hobby about ten years ago, largely because the flush economy gave individuals more leisure time and disposable income. Jewelry classes, bead stores, and special events have multiplied like craft shows at Christmas time. While the recent economic downturn has slowed the growth of the hobby, it is still as popular as ever. Basic jewelry making techniques, such as bead stringing, wire wrapping, and metalsmithing, have not changed much over the years, but the applications of those techniques fluctuate with trends in jewelry styles. A selection of titles that focus on techniques is as important to one's collection as good project books. The handbooks and guides suggested in this article represent standard practice and should remain current for quite some time. Project books, on the other hand, generally reflect current styles and trends and will need to be replaced as these change and as new methods and materials are developed. Magazines that cover several aspects of jewelry making in one title give one the best bang for one's buck. They have the advantage of being able to update their content as trends change. A list of periodicals and useful websites are included in the bibliography. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Labor Needs; National Standards; Manufacturing; Skilled Workers; Certification; Technology Education; Manufacturing Industry; Metal Working; Vocational Education; Accreditation (Institutions)

Abstract:
The current state of manufacturing in the United States calls for serious attention and action. For many years, U.S. manufacturers have complained of a shortage of skilled workers--and the federal Bureau of Labor Statistics backs up their concerns. One can place blame for reductions in American manufacturing on many things, but certainly the lack of properly skilled workers results in reduced product quality and availability. As a result of these concerns, some American manufacturers have come together to create the National Institute for Metalworking Skills (NIMS). It's an organization that career and technical education (CTE) instructors who are involved in educating tomorrow's manufacturing professionals should be aware of--and welcome into their programs. Founded in 1995, and accredited by the American National Standards Institute (ANSI), NIMS is dedicated to the creation of effective standards for manufacturing technology education. While NIMS accreditation can turn a CTE program or tech school into a "world class" operation, only a small number of American secondary schools have achieved NIMS accreditation. The author stresses that achieving NIMS certification ensures that tech programs will give students the skills and knowledge they need to land good-paying jobs in manufacturing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Corporations; Entrepreneurship; Economic Development; Education Work Relationship; Strategic Planning; Clubs; Counties; Unemployment; Metal Working; Innovation; Rural Economics; Motivation; Access to Information; Success; Facilitators (Individuals); Social Networks

Abstract:
Working from the premise that innovation and entrepreneurship will thrive if cultivated in a supportive environment, the Juneau County Economic Development Corporation (JCEDC) introduced a "club concept" as a key component of its strategic plan. The Wisconsin-based development corporation created the Inventors & Entrepreneurs Club (I&E Club) to restore a culture of rural entrepreneurship that through the years had largely been ignored. With very enthusiastic energetic participants, "Catch the Culture" quickly became the slogan spread by club participants. Changing the local culture, attitude, and approach to economic development is at the core of the local club concept in Juneau County, which has a population of about 27,000. Historically, the county had consistently ranked among the five counties in the state with the highest unemployment rates. Over time, the county economy evolved to depend primarily on a few manufacturers (concentrated in the electronic assembly and stainless steel metal fabrication industries) as key employers. In 2000 and 2001, three of these plants closed, displacing nearly 1,500 workers, which further aggravated the already depressed economy. Juneau County has since broken out of the lowest tier of the state's unemployment rankings, a clear advance that surprised even state economists. Juneau County is experiencing a more diversified local economy through entrepreneurship strategies. Other depressed counties can learn from this experience, and this report describes strategies used by the JCEDC. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Maintenance; State Standards; Energy; Electronics; Metal Working; Academic Standards; Engines; Agricultural Machinery; Hydraulics; Federal Legislation; Technical Education; Teaching Methods; Competence; Animals; Agricultural Education; Vocational Education; Secondary Education; Accountability; State Legislation; Mastery Learning; Educational Change; Learning Activities; Formative Evaluation; Summative Evaluation; Experiential Learning; College Entrance Examinations; Educational Technology; Scoring Rubrics; Check Lists

Abstract:
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). "Science of Agricultural Mechanization" is an advanced level course for the Agricultural and Environmental Science and Technology Program. The course focuses on the development of skills and knowledge related to the management, maintenance, and operation of agricultural machinery. Instruction is provided on machinery management, principles of electricity-electronics, hydraulics, and pneumatics, internal combustion engines, machinery maintenance, and metal fabrication. The course carries 1 Carnegie unit of credit that counts as an elective credit for high school graduation. Students may also earn an additional 1/2 Carnegie unit by completing a successful supervised agricultural experience program. Appended are: (1) Suggested Rubrics, Assignments, and Checklists; (2) 21st Century Skills Standards; (3) MS Academic Standards; (4) ACT College Readiness Standards; (5) Pathway Content Standards; and (6) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (792K)

Descriptors:
Action Research; Knowledge Management; Interviews; Trainers; Professional Training; Metal Working; Case Studies; Performance Factors; Stakeholders; Researchers; Personal Narratives; Technology Transfer; Geographic Distribution; Foreign Countries

Abstract:
Purpose: The objective of this study is to observe and document the transfer of a train the trainers program in knife sharpening and steeling. This knowledge transfer involved two groups of researchers: the experts and the learners. These groups are from geographically dispersed regions and evolve in distinct contexts by their language and culture. Design/methodology/approach: The paper favors the learning history (LH) technique, a methodology that enabled the different participants to share their experience through reiterate interviews. Findings: Based on the dynamic knowledge transfer capacity model, the absorptive capacity of the train the trainers process appears to have been mobilized. Although there were a number of hitches, people are confident that the project will be successful and that they will put what they have learned to good use in upcoming phases to transfer this program to other organizations. Research limitations/implications: The conclusions apply solely to a context of interprovincial transfer of a train the trainers program. It is believed that it is important to complete the first-phase interviews "before" project start-up. Being unilingual may have prevented some individuals from participating fully when asked to react to the summary documents. Originality/value: The model is explicit enough to encompass the overall dimensions required to understand the dynamics of knowledge transfer. In a short and geographically dispersed context it was found that adjustments to the methodology were necessary, there was a wealth of data and that LH has fostered necessary adjustments that in turn have mobilized the actors. (Contains 4 tables, 2 figures, and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Industry; Metal Working; Welding; Apprenticeships; Course Descriptions; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Building Trades; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design

Abstract:
The graduate of the Boilermaker apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles of drafting; how drawings originate, their purpose and how to correctly interpret the information therein; (2) understand the use of each type of drawing, part work order sketches, materials lists and specification sheets; (3) layout from drawings to material; pattern development and template making; (4) relate to all applicable Codes and Regulations with reference to materials specifications, uses and safety for vessels of all types and the acceptable methods of construction for pressure vessels; (5) relate to metallurgy, structural shapes, plate, pipe and pipe fittings with respect to vessel components, ropes, wire and fibre types, uses of pipe and its respective fittings and materials used with pressure vessels, both metallic and non-metallic; (6) use hand tools and powered equipment in a proper and safe manner; (7) calculate material quantities; (8) perform a satisfactory operation with oxyfuel or electric arc welding equipment in order to facilitate this work; (9) relate to the work of other tradespeople in affiliated trades; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Boilermaker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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