Author(s): |
Stryker, Rick |
Source: |
Camping Magazine, v75 n1 p9-13 Jan-Feb 2002 |
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Pub Date: |
2002-00-00 |
Pub Type(s): |
Guides - Non-Classroom; Journal Articles; Reports - Descriptive |
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Descriptors:
Administrator Responsibility; Camping; Cost Estimates; Maintenance; Planning; Repair
Abstract:
Successful camp repairs require careful planning. Prioritize projects by program needs first, then by cost. Determine the cause of deterioration and address it. Build goodwill with suppliers by knowing what you want and giving them ample time to prepare estimates. Include labor costs, even for staff labor. A cost-estimate table for a sample roofing project is presented. (TD)
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Pub Date: |
2002-04-00 |
Pub Type(s): |
Guides - Non-Classroom; Legal/Legislative/Regulatory Materials |
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Descriptors:
Academic Standards; Auto Body Repairers; Auto Mechanics; Competency Based Education; Definitions; Education Work Relationship; Educational Objectives; Equipment Maintenance; Equipment Utilization; Evaluation Criteria; Glossaries; Job Skills; Motor Vehicles; National Standards; Occupational Clusters; Performance Based Assessment; Program Guides; Repair; Secondary Education; State Standards; Statewide Planning; Student Certification; Student Evaluation; Trade and Industrial Education; Two Year Colleges
Abstract:
This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the (vehicle) collision repair technician cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, assumptions underlying the standards, and performance skill levels. Presented next are skill standards for 46 tasks typically performed in the following areas of collision repair: structural analysis and damage repair; nonstructural analysis and damage repair; mechanical and electrical components; plastics and adhesives; painting and refinishing; and estimating. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements; and (3) performance assessment criteria. The following items are attached and appended: a matrix cross-referencing Automotive Service Excellence Tasks and the Inter-Industry Council on Auto Collision Repair Uniform Procedures for Collision Repair with related Illinois state standards; a collision repair glossary; a glossary of education-related terms; lists of Illinois Occupational Skill Standards and Credentialing Council, Transportation, Distribution and Logistics Subcouncil, and Collision Repair Technician Cluster Standards Development Committee members; and a list of necessary workplace skills. (MN)
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Full Text (2131K)
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Pub Date: |
2001-10-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Communications; Comparative Analysis; Educational Attainment; Employed Women; Employment Level; Employment Patterns; Finance Occupations; Health Occupations; Hospital Personnel; Hospitality Occupations; Individual Characteristics; Insurance Occupations; Managerial Occupations; Part Time Employment; Private Sector; Professional Occupations; Public Administration; Real Estate; Repair; Retailing; Salary Wage Differentials; Service Occupations; Sex Differences; Teachers; Trend Analysis
Abstract:
The key characteristics, representation, and salaries of women in management versus those of their male counterparts were examined through an analysis of Current Population Survey data collected in March 1995 and 2000. The study focused on the following 10 industries: communications; public administration; business and repair services; entertainment and recreation services; other professional services; educational services; retail trade; finance, insurance, and real estate; hospitals and medical services; and professional medical services. According to the data collected in 2000, female managers in most of the 10 industries studied had less education, were younger, were more likely to work part-time, and were less likely to be married than their male counterparts. In 2000, the following five industries had no statistically significant difference between the percentage of management positions filled by women and the percentage of all industry positions filled by women: communications; public administration; business and repair services; entertainment and recreation services; and other professional services. The 1995 data on representation of female managers were similar to the 2000 data for all industries except entertainment and recreational services. Controlling for education, age, marital status, and race, full-time female managers in all 10 industries earned less than full-time male managers in both 1995 and 2000. (MN)
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Full Text (1489K)
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Author(s): |
N/A |
Source: |
N/A |
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Pub Date: |
2001-09-14 |
Pub Type(s): |
Guides - Non-Classroom |
Peer Reviewed: |
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Descriptors:
Adult Education; Competence; Competency Based Education; Computer Oriented Programs; Degrees (Academic); Educational Certificates; Electromechanical Technology; Electronic Technicians; Electronics; Graduation Requirements; Integrated Curriculum; Job Skills; Labor Force Development; Postsecondary Education; Repair; Secondary Education; State Programs; Statewide Planning; Technology Education; Troubleshooting
Abstract:
This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; and overview of the electronics field; an list acknowledging the professionals who helped develop the competency list; and the comprehensive listing of the professional or occupational competencies deemed essential for graduates to perform proficiently when they graduate from an Ohio specialization workforce development program on electronics. The introduction explains the following: (1) critical academic, employability, and information technology skills have been integrated throughout the list to support the technical skills; (2) the competency profile can be used as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs; (3) the specialization competency profile is organized so that it can be clustered or grouped in a modular approach. The overview of the electronics profession describes general duties, some specific tasks, employment opportunities, length of program, type of program (classroom instruction and/or work experience), and types of certificates and/or degrees. The competencies are grouped under broader skills that are, in turn, categorized under these nine major topics: electronics orientation; basic electronic theory; basic electronic skills; basic troubleshooting and repair; troubleshoot and repair common consumer and business office equipment; computer applications and servicing; electro-optic technology applications and servicing; professionalism in electronics; and academic skills in electronics. (YLB)
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ERIC
Full Text (724K)
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Author(s): |
N/A |
Source: |
N/A |
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Pub Date: |
2000-10-00 |
Pub Type(s): |
Guides - Non-Classroom; Legal/Legislative/Regulatory Materials |
Peer Reviewed: |
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Descriptors:
Academic Standards; Advisory Committees; Auto Mechanics; Behavioral Objectives; Competence; Competency Based Education; Definitions; Education Work Relationship; Educational Benefits; Educational Needs; Educational Objectives; Electrical Systems; Electronic Equipment; Employment Potential; Employment Qualifications; Engines; Equipment Maintenance; Equipment Utilization; Evaluation Criteria; Glossaries; Guidelines; Job Performance; Job Skills; Job Training; Labor Force Development; Models; Motor Vehicles; Occupational Clusters; Performance Based Assessment; Postsecondary Education; Power Technology; Program Guides; Repair; Secondary Education; Skilled Occupations; State Standards; Statewide Planning; Student Certification; Student Evaluation; Technology Education; Trade and Industrial Education; Troubleshooting
Abstract:
This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the automotive technician cluster. The document begins with overviews of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 68 tasks performed by automotive technicians. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The 68 tasks covered are all related to diagnosing, repairing, and maintaining the following automotive systems and components: engines; automatic transmissions and transaxles; manual drive trains and axles; suspensions and steering; brakes; electrical/electronic equipment; and heating and air conditioning. The following items are appended: glossary; list of Illinois Occupational Skill Standards and Credentialing Council members; list of Transportation, Distribution, and Logistics Subcouncil members; list of Mechanical Drafting Cluster Standards Development Committee members; Transportation, Distribution, and Logistics Subcouncil Automotive Technician Cluster skill standards recognition proposal; and list of necessary workplace skills. (MN)
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Full Text (4105K)
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Pub Date: |
2000-00-00 |
Pub Type(s): |
Legal/Legislative/Regulatory Materials |
Peer Reviewed: |
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Descriptors:
Apprenticeships; Competency Based Education; Developed Nations; Foreign Countries; Job Analysis; Job Skills; Mechanics (Process); Motor Vehicles; National Standards; Objectives; Occupational Information; Postsecondary Education; Repair; Secondary Education; Skilled Occupations; Task Analysis; Technological Advancement; Trade and Industrial Education
Abstract:
This analysis covers tasks performed by a recreation vehicle mechanic, an occupational title some provinces and territories of Canada have also identified as recreation vehicle technician and recreation vehicle service technician. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) blocks, the largest divisions in the analysis that reflects a distinct operation relevant to the occupation; (2) tasks, the distinct activities that in combination with the others make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 8 blocks, including 23 tasks, are fundamental occupational skills; plumbing systems; electrical; liquid propane gas; appliances; interior components and exterior shell; towing and chassis components; and accessories. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB)
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