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The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Bricklayer 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.

Lead can affect children's brains and developing nervous systems, causing reduced IQ, learning disabilities, and behavioral problems. Lead is also harmful to adults. Lead in dust is the most common way people are exposed to lead. People can also get lead in their bodies from lead in soil or paint chips. Lead dust is often invisible. Lead-based paint was used in more than 38 million homes until it was banned for residential use in 1978. Projects that disturb lead-based paint can create dust and endanger a family. This pamphlet provides basic facts about lead and information about lead safety when work is being done in one's home, building or the childcare facility or school his or her children attend.

The graduate of the Ironworker - Metal Building System Erector apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4) comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6) demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; 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 Ironworker - Metal Building System Erector Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the lather-interior systems mechanic program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a lather-interior systems mechanic; and a lather-interior systems mechanic training profile. The second part of the document presents course outlines for the first, second, and third periods of technical training. Selected topics covered in the three periods are as follows: construction safety; construction project organization; construction safety regulations; hand and power tools; scaffolding; wall construction materials and erection; metal framing; furring systems on existing walls; application or installation of insulation in walls and ceilings; sheathing; building paper; stucco wire; stucco coatings; application, layout, and installation; ceilings; precast plaster and reinforced gypsum; drawing instruments and techniques; blueprints; and trade calculations. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. A list of textbooks and supplies is also included. (MN)

This document, which lists construction technologies competencies as identified by representatives from government agencies and labor organizations as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing both college tech prep programs and apprenticeship training/education programs that will prepare students from secondary through post-secondary associate degree programs for employment in these three occupational cluster areas: apprenticeship, design-build, and construction management. Each of the cluster areas contain essential competencies common to each of the occupations within the cluster and competencies specific to an occupation. 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. Sample topics include management; codes; materials; construction processes; estimating; skills development; civil surveying and communication. Appendices include a list of technical competency profile (TCP) panel members and a pathway template. (MO)

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the concrete finishing program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a concrete finisher; and a concrete finisher training profile. The second part of the document presents course outlines for the first and second periods of technical training. Selected topics covered in the two periods are as follows: measuring and layout tools; cutting and demolition tools; placing tools; tools for surface treatment of concrete; mixing and conveying equipment; floats and trowels; sidewalks; safety regulations and procedures; personal protective equipment; fires and controls; safety and maintenance for power tools and equipment; Portland cements; air entrainment; concrete aggregates; transporting concrete; concrete finishing; concrete joints; concrete curing methods; applied mathematics; measurement systems; blueprints; and workplace coaching skills and advisory methods. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN)

This Ohio Integrated Technical and Academic Competency (ITAC) profile provides the professional or occupational competencies deemed essential for a graduate to perform proficiently in carpentry when he or she graduates from the specialization work force development program in industrial and engineering systems. The profile includes competency lists that are the result of research and review of existing competency profile lists and includes input from industry, labor, professional organizations, professional and industrial representation, and national standards for a specific industry or profession. The profile includes an overview of carpentry as a profession, including job duties and skills, and a list of competencies and subcompetencies. The following competency areas are listed: (1) carpentry orientation and safety; (2) basic carpentry procedures; (3) layout work; (4) footings, grade beams, foundation walls, and forms; (5) floor framing; (6) wall framing; (7) ceiling and roof framing; (8) roofing; (9) exterior finish; (10) installing fire and draftstopping in compliance with code; (11) insulation; (12) interior finish; (13) stairs; and (14) specialized carpentry applications. (KC)

This bulletin offers guidance on English school premises regulations applying to safety protection against fires in the following general areas: means of escape in case of fire; precautionary measures to prevent fire; fire warning systems and fire fighting; fire spreading speed; structures and materials resistant to fires; and damage control. It includes major revisions in the requirements for means of escape and the requirements aimed specifically at the designers of new construction. It also provides recommendations on planning and construction of escape routes dealing primarily with the number, width, location and construction of these routes. The use of fire resistant construction in its ability to restrict the spread of smoke and flame are explored as are suggestions on installing wiring equipment; everyday precautions occupants should observe if other precautions are not to be nullified; the ways fires can be prevented through careful design, management, and maintenance practice; and ideas for limiting fire damage. (GR)

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following; develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in construction; enhance employability skills, especially in construction industries; and apply and reinforce learning developed in other subject areas. The curriculum is organized in strands and modules. This guide encompassing the construction technologies strand contains 46 modules that define what a student is expected to know and be able to do (competencies). The guide is organized in the following parts: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies; (2) strand rationale and philosophy and strand organization for construction technologies; (3) planning for instruction for career and technology studies and for construction technology courses; (4) module curriculum and assessment standards for introductory level construction technologies competencies; (5) module curriculum and assessment standards for intermediate level construction technologies competencies; (6) module curriculum and assessment standards for advanced level construction technologies competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guides. Modules cover the following broad topics: tools and materials; building construction; project management; mold making and casting; site preparation; framing; roofs; exterior finishing; electrical, plumbing, and climate control systems; furniture making; cabinetmaking; concrete; masonry; wall and ceiling finishing; stairs; floorcovering; energy-efficient housing; renovations; and project and production management. (KC)

This document contains skills standards for concrete construction workers that are designed for the following purposes: to inform prospective construction workers about the type of work and the skills required so that they can make informed career decisions; to inform educators about how academic, workplace, and life skills are applied in industry; and to provide construction contractors and their local union partners with a means to ensure that their workers are trained and have the skills necessary to keep them competitive in a global economy. The skills standards were developed by representatives of the laborers and the industry using two task identification techniques (Modified DACUM--Developing a Curriculum--and an extended search of published references) to generate a list of tasks, skills, knowledge, and aptitudes for each job. Tasks were validated in the following ways: structured interviews, critical incident discussions, and surveys used with front-line supervisors, trainers, and supervisors and interviews with more than 200 construction craft laborers. The document contains 11 concrete worker skill standards and 22 workplace skills, knowledge, and aptitudes standards in the areas of aptitudes and abilities, workplace basic skills, cross-functional skills, and occupation-specific knowledge. The concrete worker skill standards consist of a scenario that describes the construction process, conventional industry standards, key tasks, and workplace skills, knowledge, and aptitudes. Each of the workplace skills, knowledge, and aptitudes standards contains the following elements: a context, a mastery performance level, the content, references to which job functions the standard applies, and referenced to the key tasks and activities in which the standard is included. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for certificate of residential carpentry and residential carpentry technology programs. Presented in the introductory section are program descriptions and suggested course sequences for both programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the residential carpentry technology course sequence (foundations, framing I, advanced blueprint reading, framing II, roofing, exterior finishing, interior finishing and cabinet making, principles of multifamily and light commercial construction, advanced cabinet making, advanced interior finishing, special problem in residential carpentry technology, and work-based learning in residential carpentry technology; and the related vocational-technical course sequence (fundamentals of drafting, construction materials, and cost estimating). Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the two course sequences of the state's postsecondary-level drafting and design technology program: architectural drafting technology and drafting and design technology. Presented first are a program description and both suggested course sequences. Section I lists baseline competencies taught in the program. Included in section II are outlines of each course in the residential carpentry technology course sequence: fundamentals of drafting, principles of computer-aided design (CAD), machine drafting I, intermediate CAD, descriptive geometry, architectural design I, elementary surveying, advanced CAD, structural drafting, mapping/topography, machine drafting II, quality assurance, computer numerical control drafting, geometric dimensioning and tolerancing, construction materials, fundamentals of machining processes, highway drafting, cost estimating, statics and strength of materials, electronic drafting, pipe drafting, architectural design II, steel ship building/design, special project, work-based learning in drafting and design technology, and blueprint reading I and II. Courses in the related academic sequence are as follows: English composition I, oral communications (principles of speech), and college algebra. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the brick, block, and stonemasonry program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the brick, block, and stonemasonry program, and section II consists of outlines for each of the following courses in the brick, block, and stonemasonry sequence: brick and block laying; masonry construction; masonry math, estimating, and blueprint reading; tools, equipment, and safety; advanced block laying; advanced bricklaying; chimney and fireplace construction; steps, arches, and brick floors; special problem in brick, block, and stonemasonry; and work-based learning in brick, block, and stonemasonry. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This book establishes guidelines for the construction and maintenance of tracks by providing information for building new tracks or upgrading existing tracks. Subjects covered include running track planning and construction, physical layout, available surfaces, and maintenance. General track requirements and construction specifications are provided, as are more specific specifications on curbing and drains, fencing, track surface systems, calibration and marking, and conversion of existing 440 yard running tracks to 400 meter tracks. Track specifications for indoor facilities are also addressed. The final chapter discusses the advisability of seeking professional assistance in track construction. Appendices list the governing bodies of track organizations which can provide assistance with track construction specifications, and suggested conversion factors. Contains a glossary of terms. (GR)

This buyers guide provides information on needs assessment, buying options, and decision making tips when acquiring a new school athletic track. Among the topics covered are developing a budget, choosing a site selection, choosing a track surface, developing working specifications, and selecting a contractor. Also explored is the question of hiring a consultant to assist in planning, building, or renovating a track facility. A sample track layout is included. Lists of information sources, design professionals, and related publications conclude the guide. (GR)

This Occupational Competency Analysis Profile (OCAP) for masonry occupations contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter masonry occupations. The competencies are clustered into 12 units that cover the following topics: safety; masonry materials; materials preparation; laying brick and block; jointing; blueprint reading, record keeping, and estimating; job site preparation; masonry construction; reinforced concrete masonry; special masonry applications; chimney and fireplace construction; and basic welding and cutting. In addition, employability competencies are grouped into 12 units: career development; decision making and problem solving; work ethic; job-seeking skills; job retention and career advancement skills; technology in the workplace; lifelong learning; economic education; balancing work and family; citizenship in the workplace; leadership; and entrepreneurship. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in masonry. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for masonry occupations . (KC)

A school construction guide offers key personnel in school development projects information on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides advice on the various types of construction that may be used, the materials available, and some elementary aspects of the services required in a school building. Specific topics discussed include Australian building regulations; environmental considerations such as construction for wind and snow or extreme temperatures; cost considerations for internal walls; construction material durability, fire risk, acoustic performance, and sound and heat insulation. The chapter's final sections examine building services and systems essential to schools, including electrical and plumbing systems, emergency lighting and warning systems, lifts and hoists, climate control, and data transfer and security systems. (GR)

This curriculum guide, the last in a set of six, contains teacher and student materials for a unit on energy conservation prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: energy conservation in landscape design, homestead improvement, nursery practices, and the design of agricultural facilities. (KC)

This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: providing for the electrical needs of agricultural machines; repair of electrical circuits; designing electrical circuits for agricultural buildings; and estimating electrical power needs for agricultural facilities. (KC)

This curriculum guide, the fourth in a set of six, contains teacher and student materials for a unit on mechanical engineering prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 12 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: (1) selection of the best horticultural or agricultural tool for a job and (2) agricultural mechanics. (KC)

This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 10 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: drying of agricultural and horticultural crops; space heating of agricultural facilities; production of biomass as an energy source; and production of ethanol and methanol. (KC)

This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 15 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: ornamental plant and crop production; growing plants under supplemental or artificial lights; design of greenhouse facilities; and evaluating plant growth. (KC)

This curriculum guide the first of a series of six, contains teacher and student materials for a unit on heat energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: (1) heat energy needs for agricultural buildings and for crop drying and (2) selecting building materials based on heat energy needs. (KC)

This training module on the Roaring River bridge design project was developed for a problem-solving unit in a ninth-grade research and development course. This project requires six to seven class periods and requires students to work in teams of two. The project contains the following information: level; time required; description; objectives; content--problem solving, structural stress, types of bridges, and budget/materials specifications/limitations; methodology; student worksheets; resources; and evaluation (125 total points)--bill of materials (20 points), bridge design paper (20 points), craftsmanship (20 points), general design (15 points), and bridge testing (50 points). The following materials are included: a diagram of acceptable and unacceptable construction joints; materials ledger; Roaring River bridge design evaluation; optional problems to be presented to student groups; an outline on the problem-solving process; and a radioactivity problem. (NLA)

This module, a laboratory supplement on the theory of bending and properties of sections, is part of a first-year, postsecondary structural science technical support course for architectural drafting and design. The first part of this two-part supplement is directed at the instructor and includes the following sections: program objectives; course description and objectives; course outline; module goal, objectives, and sequence; module content outline; instructor methodology and time frame; and evaluation. The course outline contains the following units: forces and stresses; reactions; shear and bending moments; theory of bending and properties of sections; and trusses. The second part of the supplement is a student packet that includes the following sections: student objectives; student requirement and timeline; student resources; elastic modulus lab activity; and beam deflection lab activity. Appendices contain the pre- and postmodule assessment instrument, equipment notes, six references, and results of equipment trials. (NLA)

This masonry program guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a masonry program. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses (English, basic mathematics, interpersonal relations and professional development); fundamental occupational courses (introduction to masonry; basic bricklaying; masonry bonds and patterns; corners and leads; laying units to the line; pointing, cleaning, and caulking; blueprint reading and estimating); and specific occupational courses (footings, foundations, columns, and piers; wall construction; fireplaces and chimneys; ornamental masonry; masonry internship; tiling tools, equipment, and materials; surface preparation for setting tile; tile mortar mixes and application; laying out, cutting, and fitting tile; setting tile and accessories on floors and walls; grouting, cleaning, and curing tile). Each course consists of the following: course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An equipment list is appended. (YLB)

This program guide presents civil engineering technology curriculum for technical institutes in Georgia. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses (economics, composition, technical communications, college algebra, college trigonometry, calculus and analytic geometry, physics I-III, and introductory psychology); fundamental technical courses (civil engineering drafting I-II, descriptive geometry, computer programming, engineering technology professions, and computer-assisted design I); and specific technical courses (statics and dynamics, construction cost estimating, structural steel design/drafting, basic land surveying, reinforced steel design/drafting, basic land surveying, reinforced concrete design, senior design project, and strength of materials. Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An appendix to the guide lists equipment needed for the program. (NLA)

Soil is a complex habitat for diverse biota. A significant challenge in teaching soil ecology is our inability to observe organisms as they live and interact in the soil. The objective of this article is to describe an interactive class project to help students visualize the sizes of different groups of soil organisms and to relate these to soil structural components. This project was carried out by students in an upper-level undergraduate soil ecology class. It involved the design and construction of a 4000 (times) scale model of a soil aggregate and its associated organisms. The body of the model was made from inexpensive, lightweight materials and had a diameter of approximately 1 m to depict a 0.25-mm aggregate. Students identified and discussed appropriate size ranges and construction materials for the model's bacteria, fungi, nematodes, mites, springtails, and other components. Instructor guided questions addressed size and arrangement of sand, silt, and clay particles; pores; and organic matter in a typical soil aggregate. The model is a useful tool for conveying physical and ecological relationships among soil organisms and is adaptable for use at diverse educational levels. (Contains 2 tables and 2 figures.)

Presents a science unit in which students design and test a sample of concrete and later redesign it to improve the strength of their sample under compression. (YDS)

Presents three college residence-hall projects that reveal the diversity in planning and design ideas available for successfully meeting student needs. Discusses use of unique interior designs and locations, multi-service features, and the use of prefabricated materials to cut building costs are discussed. (GR)

This manual, developed by the Agency for International Development and used by the Peace Corps, explains how to build homes made of earth. Information came from reports, books, and articles from many countries, coupled with research by soil engineers at Texas A & M University. It is presented in the most nontechnical format possible. The manual describes broadly the kinds of soil that are found in various parts of the world and tells what can be expected of them. It then tells what is best to do with each of them, alone or in combination with others, to make them good enough to use or make them better with the use of stabilizers. Then it explains which of the three general kinds of earth construction is best for use with the kinds of soil available. It also describes simple tests anyone can perform that tell the builder how well he or she is succeeding in the construction. After chapters on picking out places to build, how to make a good foundation for any kind of house, and how to build a roof, the manual has separate chapters on adobe, rammed earth, and pressed block construction. The manual is illustrated with line drawings and photographs. A list of references, mathematical formulas, soil test procedures, and a glossary complete the manual. (KC)

This manual, developed by the U.S. Department of Agriculture under the Point Four program, presents critical features and principles of using bamboo as a building material. Information provided in the manual includes the following: parts of a house for which bamboos are suitable, bamboo reinforcement of concrete, geographical distribution of bamboos, differences among species, some bamboos used in housing, shortcomings of bamboo and how to overcome them, preservation, skill requirements, tool requirements, differentiation and evaluation of species of bamboo, and collecting specimens for identification. A list of the salient features of different types of bamboo species is included. The publication is illustrated with line drawings and photographs. A list of references completes the manual. (KC)

This manual is intended for use by development workers involved in the construction of wells to supply water to a local population for personal consumption. Discussed first are the basic points to consider when planning a well. Various aspects of constructing hand-dug wells are explained, including well design, supplies, the lowering and raising of workers and equipment, digging, lining techniques, construction of the middle section of a well, and construction of the bottom of a well. Addressed in the chapter on drilled wells are drilling and casing techniques; the hand rotary, hand percussion, sludger, and driven and jetted methods of well construction; and the bottom section of a drilled well. Appendixes to the manual include conversion factors and tables as well as discussions of the use of vegetation as an index of ground water, the uses of dynamite in hand-dug wells, cement, leveling and plumbing a mold, pipe, pumps, water treatment in wells, and rope strength. (MN)

This manual is designed to assist Peace Corps field workers who have little or no construction experience in helping communities or families to construct one-story buildings. Discussed in a chapter on basic planning and design are site and position; size, shape, and floor plan; and construction materials. The next chapter is a detailed examination of the process of planning for construction that includes information dealing with planning foundations, floors, walls, windows, doors, and roofs. Outlined next are procedures for setting or laying out foundations and for constructing foundation floors, floors, walls, windows, doors, and roofs. The remaining three chapters describe techniques for construction with bamboo, erection of lattices, and construction in earthquake areas. Appended to the manual are instructions for verifying the stability of a proposed site, drawing floor plans, and estimating amounts of concrete and building materials as well as reference tables for concrete construction, a chart of metric measurements, sources of further information, and directions for thinking in terms of "human measuring pieces" (human proportions) to design room sizes and floor plans. (MN)

Beginning in Fall, 1974, the Federal Higher Education Information Survey (HEGIS) Inventory of College and University Physical Facilities, submitted by each postsecondary educational institution, included a requirement to report on the condition of the facilities. This requirement emphasized the importance of developing guidelines for institutions in determining the need for renovation and modernization. This manual sets forth a method for systematically inspecting building components and for assigning points to them based on comparison with components in a new or satisfactorily remodeled facility. The total point value of all components can be translated into a HEGIS facility condition category. The aggregated results for all facilities at an institution will meet the requirements of the HEGIS Report while the individual building evaluations will provide a basis for determining priorities for renovation among buildings. (Author)

This manual brings together in one package basic knowledges and facts about estimating to assist the building trades instructor in developing his instructional program. Teaching estimating as a separate unit, or integrating it into a regular program are given as two different instructional approaches. After a description of the estimating process and its importance, the various aspects (36 in this manual) of estimating are discussed separately, e.g. expense sheets, concrete block, ceiling joist, wallpaper, strip or hard wood flooring. A bibliography, glossary of terms (Appendix A), and plans for a garage and workshop (Appendix B) are included. (WL)

This energy conservation workbook series was developed to provide specific data on the effect of various design and operating decisions on both cost and energy consumption. It is designed to make clear the energy consumption and cost implications of various building design and operating decisions in terms that both the layman and design professional can understand. The workbook will be released in three sections -- Energy Conservation and the Building Shell, Mechanical Systems, and Problems of School Lighting and Energy Conservation. The intent of the series is to provide a simple means for determining the consequences of the various possible decision options open to designers and school officials. This section, the first of the series, examines what can be done in designing or redesigning the building's shell to make the wisest long-run use of resources. The text explains how the building shell affects the building's energy consumption, identifies energy conserving ideas for use in the design (or redesign) of the shell, gives examples showing how these ideas could be applied to new construction and modernization projects, provides a simple method for determining the effects of each of these ideas, and identifies sources of further information to assist design professionals in complete analysis of the effect of the building shell on energy consumption. (Photographs may reproduce poorly.) (Author)

This booklet makes suggestions regarding space relationships, location, size, and technical requirements of physical and health education facilities. The facilities may include all or some of the following instructional areas: gymnasium, auxiliary open-space area, indoor area (classroom), ancillary area, and swimming pool. (Author)

The course outline is designed to provide instruction in planning, laying out, and building various type forms for concrete. The course contains seven blocks of study totaling 135 hours in length. The student will be expected to have mastered basic construction skills and basic mathematics. Upon completing the course, the student will have an understanding of foundation forms, column and wall forms, beams and ceiling forms, safe stripping and applied mathematics. Instruction is accomplished by means of laboratory exercises, classroom lectures and textbook references, with emphasis on manipulative processes. A bibliography and sample post-test are appended. (MW)

The course outline is designed to provide instruction in selecting, preparing, and installing wall finishing materials. Prerequisites for the course include mastery of building construction plans, foundations and walls, and basic mathematics. Intended for use in grades 11 and 12, the course contains five blocks of study totaling 135 hours of instruction. Upon completion of the course, the student will have mastered techniques in preparing exterior walls (plaster, brick, stone, wood, and metal siding), and metal windows and trims. Teaching methods include classroom lectures, textbook references, and laboratory exercises. Emphasis is placed on the exploratory and manipulative processes. A bibliography and sample post-test are appended. (MW)

The curriculum guide outlines a course for grades 11 and 12 designed to provide instruction in the layout and construction of various types of stairs. Students completing the course will be expected to have skills and knowledge of building construction plans, concrete forms, walls, roofs and doors, in addition to a basic knowledge of mathematics and a positive attitude regarding the value and dignity of work. Course goals, specific block objectives, and course outlines are provided for the following seven instructional blocks: introduction to stair building; concrete stairways; form layout and construction; basic wood stair construction; wood residential staircases; applied mathematics; and a Quinmester posttest. A bibliography and sample of the Quinmester posttest are appended. (Author/NH)

The curriculum guide outlines a course for grades 11 and 12 in carpentry designed to provide instructions in mathematics and its application to determining construction costs. Students completing the course will be expected to have the skills and knowledge of building construction plans, concrete forms, walls, roofs, doors and stairs, in addition to a basic knowledge of mathematics. Course goals, specific block objectives, and course outlines are provided for the following nine instructional blocks: an introduction to contracts, general overhead, power equipment costs, and cost of materials; construction agreements; overhead; manpower and machinery; walls and finishes; windows, doors, hardware, and finishes; roofs; electrical, plumbing, and air conditioning; and the Quinmester posttest. A bibliography and sample of the Quinmester posttest are appended. (Author/NH)

This publication contains statewide standards for the masonry program in Georgia. The standards are divided into 12 categories: foundations (philosophy, purpose, goals, program objectives, availability, evaluation); admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); program structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); program evaluation and planning (program evaluation; program planning; enrollment, graduation, and placement levels; attrition levels; student performance); instructional program (course content; course objectives; course instruction; occupation-based instruction; evaluation of students; grading system; laboratory management; equipment, supplies, and materials; physical facility); academic skills (academic requirements); employability skills (job acquisition, job retention and advancement); staff (faculty qualifications and responsibilities); advisory committee (function, membership, meetings); special needs (commitment); equity (commitment); and health and safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (YLB)

The four courses in this guide were designed to meet the specifications for the career orientation level of Illinois' Education for Employment Curriculum Model. These orientation-level courses can be taken by high school students in any sequence: (1) communication technology; (2) energy utilization technology; (3) production technology; and (4) transportation technology. Introductory materials include the following: scope and sequence; lists of integrated skills in transition, vocational ethics, and generalizable areas; state goals for learning; Technology Student Association; and how to use the curriculum guide and lesson plans. The communication technology course contains the following units: drafting and design, photography, graphic arts, processing and communicating information with computers, and telecommunications. The energy utilization course covers the following: energy conversion and transmission, fossil fuels and energy conservation, alternative energy systems, and solar energy. The following units are in the production technology course: materials and processes, construction, manufacturing, and servicing. Topics for the transportation technology course are the following: land transportation, materials handling, water transportation, air transportation, and space transportation. Each unit provides the following: rationale; mission statement; description; outline; unit titles; unit objectives; suggested learning objectives and experiences; and list of resources, including organizations, software, and print materials. (NLA)

Designed for use in roofing apprenticeship classes, this workbook contains eight units on skills used in built-up roofing, a listing of instructional materials, a glossary, and the text of Labor Code Article 30, Construction Safety Orders, "Roofing Operations and Equipment." Each instructional unit includes a listing of performance statements and text covering skills addressed in individual performance statements. Topics covered in the units are safety, roof preparation and handling and loading of built-up roofing materials, mopping operations, application of built-up roof assemblies, insulation and its application, cutting and folding corners, sumps and drains, and flashing. A multiple-choice test is provided for each unit. (MN)

Designed for use in carpentry apprenticeship classes, this workbook contains nine units on carpentry skills in the area of interior finish, lists of recommended and required instructional materials, and nine unit tests. Each instructional unit includes a listing of performance statements and text covering skills addressed in individual performance statements. Topics covered in the units are design, blueprints, and specifications; tools used for interior finish work; finish interior wall coverings; installation of jambs in interior door openings; fitting and hanging interior doors; wood molding used in interior trim; plastics and plastic laminates used as wall coverings; installation of built-in cabinets and closets; and hardware used in interior finish. A multiple-choice test is provided for each unit. (MN)

This construction curriculum guide on masonry for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of instruction; and a listing of references. Concepts covered include orientation to masonry construction, safety, tools and equipment, cement, concrete, concrete block masonry, concrete forms, and concrete reinforcement. Appended materials include transparency copies, tests and answer keys, information sheets, and student activities. (CT)

This handbook suggests safety guidelines for public playground equipment and describes various surfaces used under the equipment and possible injuries resulting from falls. The handbook is intended for use mainly by manufacturers, installers, school and park officials, and others interested in technical criteria for public playground equipment. Information and suggestions on what to look for and what to avoid are covered: (1) assembly, installation, and maintenance of equipment; (2) materials from which equipment is constructed; (3) strength of individual components and structures; (4) sharp points, corners, edges, and other safety hazards; (5) base configuration of rotating equipment; (6) moving impact of swings; (7) entrapment; (8) falls from equipment; and (9) safety guidelines for surfaces under playground equipment. (JD)

This handbook presents some general guidelines that may be used to increase the safety of public playgrounds. Information is provided about hazards associated with the use of public playground equipment, and suggestions are made to reduce the frequency and severity of injuries. A discussion is presented on playground-related injuries and the common accident patterns associated with children's play. Measures are suggested for designing playgrounds which take into account children's use of equipment. A section is included which offers ways to make existing playgrounds safer. The handbook concludes with a series of checklists which may be helpful in maintaining playground safety. (JD)

This workbook is designed for classroom use by apprentices in four-year union tilesetting programs in California. The workbook is composed of five units covering all aspects of the tilesetting process. Unit 1 introduces the tilesetting trade, including history and scope of the trade, safe working practices, and trade organizations. Unit 2 describes the tiles, materials, and tools used in tilesetting, while unit 3 explains how to read blueprints and specifications. The fourth unit describes tilesetting job processes, and the fifth unit details specialized jobs such as tile floors, steam rooms, ceilings, mosaics, curved arches, swimming pools, and stairs. A list of acronyms, a glossary of terms used in the tilesetting trade, and a list of instructional materials needed by students and for the classroom is also included in the workbook. The workbook is illustrated with black-and-white drawings and full-color photos. (KC)