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This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the jewelry design, fabrication, and repair program. Presented in the introduction are a framework of programs and courses, a program description, and suggested course sequence. Section I consists of outlines for each of the following course sequences in the program: jewelry and watch repair (fundamentals of watch and jewelry repair, special problem in jewelry and watch repair, and work-based learning in jewelry and watch repair); jewelry design, fabrication, and repair (basic jewelry repair, jewelry casting and design, jewelry repair I-III, stone setting, and advanced stone setting); and watch repair (mechanical watches I-II, basic quartz analog watches, watch repair, and advanced watch repair I-III). 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 II. Appended are lists of related academic topics and workplace skills for the 21st century and a student competency profile for the jewelry design, fabrication, and repair and watch repair programs. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the state's marketing management technology program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the marketing management technology program, and section II consists of course outlines for each of the following courses: marketing management technology courses (marketing I-II; salesmanship; merchandising math; advertising; marketing seminar I-IV; management; retail management; human resource management; marketing management decision making; entrepreneurship; and work-based learning) and related academic courses (the legal environment of business I, principles of economics (macroeconomics), and principles of economics (microeconomics). 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 a student competency profile for the marketing management technology program. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the banking and finance technology program. Presented in the introduction are a program description and suggested course sequence. Section I is a curriculum guide consisting of outlines for each of the following course sequences in the program: banking and finance technology (principles of banking, money and banking, consumer lending, commercial lending, professional development in financial institutions I-II, business policy, professional development in financial institutions III-IV, business finance, bank accounting, work-based learning in banking and finance technology, and special project in banking and finance technology); related vocational-technical courses (microcomputer applications, applied business math, electronic spreadsheets, mechanics of communication, business communication, advanced microcomputer applications, administrative office procedures, income tax accounting, payroll accounting, business accounting, and computerized accounting); and related academic courses (principles of economics (macroeconomics), the legal environment of business I, and principles of accounting I-II). 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 II. Appended are lists of related academic topics and workplace skills for the 21st century and a student competency profile. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in business and computer data processing: computer programming technology I-II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of an orientation unit and a unit on basic language syntax and programming applications. The second course contains units on the following topics: COBOL language syntax and programming applications, computer networking, and workplace skills. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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 two programs in the state's postsecondary-level computer information systems technology cluster: computer programming and network support. Presented in the introduction are program descriptions and suggested course sequences for each program and a course framework. Section I consists of course outlines for the following: 20 computer information systems technology courses (computer concepts; survey of microcomputer applications; operating platforms; system administration and control; network management; systems analysis and design; the programming languages BASIC, RPG, and COBOL; database programming; control language programming; advanced RPG; advanced COBOL; C programming language; fundamentals of data communications; advanced network management; client/server systems; system maintenance; work-based learning in computer information systems technology; and fundamentals of microcomputer applications); related vocational-technical courses (business accounting; operating systems, computerized accounting, business communication, and advanced microcomputer applications); and related academic courses (principles of accounting I-II and English composition I). Each course outline contains some/all of the following: course name, abbreviation, classification, and description; prerequisites; and competencies/suggested objectives. Recommended tools and equipment are listed in section II. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for the computer programming and network support programs. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the fashion marketing technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each course in the sequence. Fashion marketing technology courses include the following: fashion design fundamentals, fashion marketing, product knowledge, textiles in fashion, visual merchandising, buying, work-based learning in fashion marketing technology, image and wardrobe consulting, and fashion sales direction. Related vocational-technical courses are as follows: marketing I, merchandising math, advertising, management, retail management, and entrepreneurship. 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 profile. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the civil technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the courses in the sequence. Twelve civil technology courses are as follows: road design and construction methods and materials; route surveying; road construction plans and specifications; land surveying lab; legal principles of surveying; global positioning satellite/geographical information system surveying; advanced surveying practices; soil mechanics; concrete and hot-mix asphalt testing; water and water distribution; special project; and work-based learning in civil technology. Nine related vocational-technical courses include the following: fundamentals of drafting, principles of computer-aided drafting (CAD), intermediate CAD, elementary surveying, advanced CAD, structural drafting, mapping and topography, professional development, and real property I. 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. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for marketing I-II and fashion merchandising. Presented first are a program description and course outlines. Section I contains curriculum frameworks for the three courses, and section II contains outlines of the instructional units required in each course. Marketing I has 11 units: orientation, marketing and economic fundamentals, human relations, communications, math, selling, merchandising/inventory control, credit, promotion, career development/employability skills and entrepreneurship. Marketing II has eight units: economics, principles of management, store layout, store security, trading area, buying/merchandising selection, stock and inventory control, and promoting a small business. Fashion merchandising has 11 units: orientation, introduction, the movement of fashion, textiles and fibers, selling fashion apparel, fashion advertising, fashion through display, the buyer and fashion buying, merchandising math, fashion show, and employment in retailing. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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 the courses. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the state's funeral services technology program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the funeral services technology course sequence, and section II consists of course outlines for each of the following courses in the program: funeral services technology courses (mortuary anatomy I, embalming I, funeral directing, mortuary anatomy II, embalming II, funeral service ethics and law, restorative art, color and cosmetics, microbiology/pathology, psychosocial counseling in funeral service, funeral merchandising and management, and comprehensive review); related vocational-technical courses (fundamentals of microcomputer applications, entrepreneurship); and related academic courses (microbiology, general chemistry I, and principles of accounting I). 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 a student competency profile for the funeral services technology program. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for welding I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in welding I are as follows: occupational orientation and safety, drawing and welding symbol interpretation, oxyfuel gas cutting and welding, and shielded metal arc welding (SMAW). Units in welding II include the following: occupational orientation and safety review, SMAW (continued), gas metal arc welding short arc, gas tungsten arc welding, arc cutting principles and practices, drawing and welding symbol interpretation (continued), and job seeking skills. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the welding and cutting programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: shielded metal arc welding, gas metal arc welding, welding inspection and testing principles, gas tungsten arc welding, flux cored arc welding, drawing and welding symbol interpretation, pipe welding, gas metal arc aluminum welding, plasma arc cutting, oxyfuel gas cutting principles and practices, air carbon arc cutting and gouging, advanced pipe welding, special problem in welding and cutting, and work-based learning in welding and cutting. 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. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the machine tool operation/machine tool and tool and die making technology programs cluster. Presented in the introductory section are a framework of courses and programs, description of the program and suggested course sequences. Section I lists baseline competencies, and section II consists of outlines for each course in the sequence. Machine tool operation/machine shop technology courses are as follows: advanced shop mathematics, blueprint reading, power machinery I-II, precision layout, advanced blueprint reading, power machinery III-IV, computer numerical control (CNC) operations I-II, metallurgy, special problem, and work-based learning. Tool and die making technology courses include the following: fundamentals of die making; die repair; die design I; die making I; die design II; die making III-IV; CNC operations III; jigs, fixtures, and tools; special problem; and work-based learning. Also included are related vocational-technical courses (fundamentals of drafting, systems programming I, fundamentals of microcomputer applications, principles of computer-assisted design, descriptive geometry, and quality assurance) and a related academic course, trigonometry. Each course has been written using a common format which includes the following components: course name, course abbreviation, classification, description (main purpose of the course and recommended number of hours of lecture and laboratory activities), 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. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for machine tool operation/machine shop I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Machine Tool Operation and Machine Shop I contains the following 11 units: (1) orientation; (2) leadership and personal development; (3) safety; (4) shop math; (5) measuring tools and instruments; (6) hand and bench tools; (7) blueprint reading; (8) lathes; (9) lathe operations; (10) milling machines; and (11) milling machine operations. The second-level course contains these units: (1) orientation; (2) safety; (3) advanced leadership; (4) employability skills; (5) layout and construction; (6) advanced lathe operations; (7) advanced vertical milling operations; (8) surface grinding machines; and (9) computerized numerical control. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for metal trades I, IIA (advanced welding), and IIB (advanced machine shop). Presented first are a program description and course outlines. Section I contains curriculum frameworks for the courses, and section II contains outlines of the instructional units required in each course. Units in metal trades I are as follows: orientation and safety; measurement, inspections, and blueprints; bench work; power saws and drilling machines; basic oxyacetylene welding, cutting, and brazing; basic shielded arc metal welding; basic machine shop; and basic sheet metal repair. Advanced welding units in course IIA include the following: shielded metal arc welding, gas metal arc welding, flux core arc welding, gas tungsten arc welding, and plasma arc cutting. Units in advanced machine shop course IIB are as follows: lathe operations, milling operations, and grinding operations. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the collision repair technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequences for 1- and 2-year certificates. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: restraint systems and interior trim; bolted units, assemblies, and electrical systems; glass and related hardware installation and sealing; automotive body welding and cutting; refinishing I and II; sheet metal repair; body panel and upper body structural repair I; refinishing III; body panel and upper body structural repair II; frame and underbody structural repair I and II; fiberglass and plastic repair; collision analysis and estimation; shop operations and procedures; special problem in collision repair technology; and work-based learning in collision repair technology. 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. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for automotive body repair I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The six units of the first course cover the following topics: (1) introduction and safety; (2) basic tool usage and safety; (3) body and frame construction components; (4) principles of welding; (5) basic sheet metal repair; and (6) preparing for finishing. The six units of the second course cover these additional topics: (1) safety review; (2) hardware, glass, fasteners, and trim; (3) body and frame construction; (4) welding and cutting applications; (5) major damage repair; and (6) refinishing and detailing. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (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 course sequences in the automotive machinist programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: fundamentals for automotive machinists; cylinder head service; cylinder block service; engine assembly and testing; special problem in automotive machinist; work-based learning in automotive machinist; parts and labor; advanced crankshaft balance and grinding; and brake rotor and drum machining. 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. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in carpentry: carpentry I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of the following units: orientation, safety, carpentry math and measurement, tools and equipment, reading blueprints and working drawings, materials used in carpentry, and foundations. The second course contains these units: orientation, safety, floor framing, wall framing, roof framing and covering, exterior finishing, and interior finishing and cabinets. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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 reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in drafting: drafting I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of 14 units on the following topics: orientation; leadership/personal development; safety; introduction to drafting; tools and equipment; lettering; geometric constructions; orthographic projections; basic computer-aided design (CAD); dimensioning; threads and fasteners; sectional views; auxiliary views; and pictorial drawings. Topics covered in the 12 units constituting the second course are the following: orientation; safety; advanced leadership; employability skills; architectural drafting; area planning; structural systems and building materials; architectural working drawings; advanced CAD; civil drafting; plumbing/heating, ventilation, and air-conditioning drafting; and residential wiring plans. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (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 plumber and pipefitter/steamfitter cluster. Presented in the introductory section are program descriptions and suggested course sequences for the plumbing and pipefitting programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the following sequences: plumbing and pipefitting (fundamentals of plumbing/pipefitting, blueprint reading for piping trades, sketching, and low-pressure boilers); pipefitting (tacking, brazing, and burning; basic pipe fabrication, pipe specifications and systems, rigging and signaling, advanced pipefitting lab, steel ship building and marine construction, special project in pipefitting and work-based learning in pipefitting); and plumbing (gas piping, drainage and sewer systems, plumbing fixtures lab, back flow cross connection, advanced plumbing lab, heating devices, domestic systems, piping level/transit, special project in plumbing, and work-based learning in plumbing). 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 reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in the building trades: building trades I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of the following units: orientation; safety; construction math, measurement, and blueprint reading; hand tools, power tools, and stationary equipment; introduction to carpentry; introduction to electrical wiring; introduction to masonry; and introduction to plumbing. The second course contains these units: orientation; safety; advanced carpentry; advanced electrical wiring; advanced masonry; and advanced plumbing. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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 veterinary technology program. Presented in the introductory section are a of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each course in the sequence. Veterinary technology courses include the following: veterinary math calculations, animal restraint and medication, animal anatomy and physiology, surgical and hospital techniques I, animal parasites and diseases, clinical pathology, surgical and hospital techniques II, and preceptorship. College of veterinary medicine courses are as follows: small animal health techniques, small animal medical techniques, equine medical techniques, food animal medical techniques, surgical techniques, anesthetic techniques, radiologic and imaging techniques, technical laboratory services, laboratory animal techniques, pharmacy techniques, necropsy techniques, animal health and technical procedures, laboratory animal care, and veterinary business procedures. 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 ophthalmic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: ophthalmic optics I; optics laboratory techniques (OLT) I; laboratory management and inventory control (LMIC) I; ophthalmic optics II; OLT II; LMIC II; ophthalmic dispensing I-II; optical theory and instrumentation; dispensing clinic I; ophthalmic dispensing II; dispensing clinic II; externship; related vocational-technical courses--related studies, fundamentals of microcomputer applications; entrepreneurship; and related academic courses--principles of accounting I, accounting practice case, college algebra, general psychology I, English composition I-II, oral communications, and introduction to computer concepts. 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. (KC)

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 document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II consists of the curriculum guides for three categories of courses for dental assisting technology: (1) dental assisting technology courses--orientation, materials, dental science I, chairside assisting I, dental radiology I, practice management, dental science II, clinical experience I, dental radiology II, chairside assisting II, dental health education, clinical experience II, and chairside assisting III; (2)related vocational-technical course--fundamentals of microcomputer applications; and (3) related academic courses--English composition I and II, oral communications (principles of speech), anatomy and physiology I and II, general biology I and II, microbiology, general chemistry I, general chemistry laboratory I, general chemistry II, general chemistry laboratory II, principles of chemistry I and II, general psychology I, nutrition, college algebra, survey of physics I, trigonometry, introduction to computer concepts, and music appreciation. 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. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the emergency medical technology (EMT) programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program, and section II consists of outlines for each of the following courses in the sequence: EMT basic courses--EMT basic; EMT paramedic courses--prehospital environment; body systems; patient assessment and airway management; defibrillation skills; shock, trauma, and burn management; internship for clinical and field experience I; respiratory, cardiovascular, and medical emergencies; general pharmacology; internship/field experience II; obstetrical, gynecological, and neonatal emergencies; pediatrics; geriatrics; behavioral emergencies; and internship/field experience III; related vocational technical course--fundamentals of microcomputer applications; and related academic courses in anatomy and physiology I and II, general psychology I; general chemistry I; general chemistry lab I; general biology I and II; and microbiology. 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. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental hygiene technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II consists of the curriculum guides for three categories of courses: (1) dental hygiene techology courses--fundamentals of dental hygiene; dental anatomy; head and neck anatomy; radiology; dental hygiene seminars I-IV; clinical dental hygiene I; oral histology and embryology; clinical dental hygiene II; periodontics; materials; general/oral pathology; dental pharmacology; clinical dental hygiene III; community dental health; and dental ethics/law; (2) related vocational-technical course--fundamentals of microcomputer applications; and (3) related academic courses--English composition I and II; oral communications (principles of speech); anatomy and physiology I and II; microbiology; introduction to chemistry; general chemistry I and laboratory I; general psychology I; introduction to sociology I; principles of nutrition; nutrition; personal and community health; first aid and cardiopulmonary resuscitation; college algebra; and introduction to computer concepts. 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. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the health care assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the nurse assistant/aide program, and section II consists of outlines for each of the following courses in the sequence: fundamentals of health care assisting; health care assisting concepts and skills; human needs/growth and development; nutrition and hydration needs of clients; elements of body structure and function; special care procedures; first aid/emergency procedures; human needs/growth and development; nutrition and hydration long-term care aide; homemaker services; and home health aide. 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. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for horticulture I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in course I are as follows: horticulture careers and orientation, leadership development, plant structure and growth, plant classification and identification (taxonomy), plant growth media and nutrition, horticulture structures, basic plant propagation, horticulture chemical and pest management, basic principles of floristry, greenhouse crops, olericulture production, and interior plantscaping. Units in course II include the following: horticulture careers, nursery and landscape plant identification, advanced plant propagation, horticulture marketing and business procedures, container and field crop production, floriculture crop production, landscape design, landscape installation and construction, landscape maintenance, turfgrass installation and maintenance, pomology production, and advanced floral design. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the forestry technology program cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program, and section II consists of outlines for the three categories of courses in the forestry technology sequence: (1) forestry courses--forest mensuration I, survey of forestry, forest surveying, silviculture I, applied dendrology, timber harvesting, forest mensuration II, forest protection, forest products utilization, silviculture II, special problem in forestry technology, and work-based learning; (2) related vocational-technical courses--fundamentals of microcomputer applications, applied soils (conservation and use), applied agricultural economics, mapping and topography, and fundamentals of drafting; and (3) related academic courses--principles of accounting I, botany, and business law. 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. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for forestry I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in forestry I are as follows: exploring the world of forestry, leadership/Future Farmers of America (FFA) activities, forest safety, tree growth and stand development, dendrology, forest surveying and mapping, legal land description, tree and log measurements, and introduction to timber cruising. Units in forestry II include the following: identify forests and forest products, employability skills/FFA activities, forest management practices, advanced timber cruising, timber marketing, timber harvesting, reforestation, forest fire management, and forest insects and disease. A list is provided of recommended tools and equipment for a class of 20 students. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (YLB)

This document provides the framework for a postsecondary sheet metal program of instruction. A foreword provides guidelines that were used in developing the program and should be considered in compiling and revising course syllabi and daily lesson plans at the local level. A description of the sheet metal programs (building trades sheet metal work and precision sheet metal work) is followed by a suggested course sequence and baseline competencies for sheet metal programs. The vocational-technical courses in the sequence follow. Each has been written using a common format that includes the following components: course name, course abbreviation, classification (vocational-technical core, vocational-technical elective, related academic course, academic core), description, prerequisites, and competencies and suggested objectives. These sheet metal courses are included: orientation and shop safety; measurement; methods of layout I; hand processes I; machine processes I; methods of layout II; hand processes II; sheet metal welding; machine processes II; special project in sheet metal; and work-based learning in sheet metal. One related vocational-technical course is provided: principles of computer-assisted design. A list of recommended tools and equipment follows. Appendixes include recommended academic topics for communications, mathematics, and science; list of workplace skills for the 21st century; and sample student competency profile for sheet metal programs. (YLB)

This document, which is intended for technology educators in Mississippi, outlines a modular instruction approach that allows eighth graders to experience various workplace technologies within four career cluster areas: agriculture/natural resources technology, business/marketing technology, health/human services technology, and engineering/industrial technology. Presented first are a course description, list of course goals, and course outline. The remainder of the guide is divided into two sections. Section I, the curriculum framework, lists suggested behavioral objectives to enable students to master the 19 competencies addressed in the course. Section II consists of outlines for the course's 10 units on the following topics: introduction to computer discovery; keyboarding; introduction to Windows; an operating system using Windows; word processing applications; data management applications; spreadsheet applications; telecommunications; desktop publishing; and computers in careers. Each unit outline contains suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. A student competency profile is appended. (MN)

This curriculum framework provides a 22-unit curriculum for seventh-grade career discovery. It provides a variety of experiences and activities that promote self-awareness, career exploration, and educational planning related to future educational and occupational plans. Introductory materials include a course description, course outline, and curriculum framework (competencies and suggested objectives.) Each unit includes the following components: unit number and title, suggested time on task, competencies and suggested objectives, suggested teaching strategies, suggested assessment strategies, and suggested resources. Unit topics are as follows: orientation; coping skills and decision making; thinking about work, jobs, and careers; who am I; foundations of leadership and teamwork; family and consumer science activities; allied health activities; personal services activities; public service activities; hospitality and recreation activities; agribusiness activities; environmental activities; marine science activities; construction activities; manufacturing activities; transportation activities; business technology activities; communications activities; fine arts and humanities activities; marketing and distribution activities; reevaluating career goals or options, and career analysis. A student competency profile is appended. (YLB)

This document, which is intended for technology educators in Mississippi, outlines a technology discovery course in which a modular instruction approach allows ninth graders to experience various workplace technologies within four career cluster areas: agriculture/natural resources technology, business/marketing technology, health/human services technology, and engineering/industrial technology. Presented first are a course description, list of course goals, and course outline. The remainder of the guide is divided into two sections. Section I, which is the actual curriculum framework, lists suggested behavioral objectives to enable students to master the 30 competencies addressed in the course. Section II consists of outlines for 16 units on the following topics: course overview; introduction to technology; aerospace, audio/video communications, biomedical, computer-aided design and drafting, computer imaging, electrical, engineering structures, environmental, laser, manufacturing management, production/processing, robotics, satellite communications technologies, and emerging technologies. Each unit outline contains suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. A student competency profile is appended. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the graphics and print communications program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the graphics and print communications course sequence, and section II consists of course outlines for each of the following courses in the program: overview of graphics and print communications; paste-up and layout; graphic design; process camera and darkroom; press operations I-III; platemaking; binding and finishing operations; film assembly; special project in graphics and print communications; and supervised work experience in graphics and print communications. 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 a student competency profile for the graphics and print communications program. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in graphics and print communications I-II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course includes units on the following topics: orientation; safety and equipment familiarization; applied math/measurements for graphics and print communications; job planning and layout; introduction to desktop publishing; basic photography and darkroom processes; stripping and platemaking; fundamentals of printing and duplication; operation of offset duplicators/presses; and bindery operations. Topics covered in the units of the second course are the following: orientation review; safety and equipment familiarization review; employability skills, job planning/layout; desktop publishing; darkroom techniques; master and platemaking; offset duplicator/press operations; bindery; and machinery repair and adjustment. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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 teacher assistant program. Presented in the introduction are a program description and suggested course sequence. Section I is a curriculum guide consisting of outlines for each of the following postsecondary teacher assistant program courses: early childhood education; assisting with the special child; receptive and expressive language arts skills; health, nutrition, and safety for the elementary child; directing activities for the elementary child; practicum I, methods and materials in handwriting; methods and materials in reading; methods and materials in mathematics; use of media and resources; educational planning; and practicum II. 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 II. Appended are lists of related academic topics and workplace skills for the 21st century and a student competency profile for the postsecondary teacher assistant program. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for four programs in the postsecondary-level business and office cluster (office systems, accounting, medical office, and microcomputer technologies) and two programs in the legal cluster (court reporting and paralegal technology). Presented first are program descriptions and suggested course sequences for each program. Section I lists baseline competencies for each program. Section II consists of course outlines for the following: 29 business and office courses (keyboard speed building, document formatting/production, professional development, applied business math, mechanics of communication, microcomputer applications, electronic spreadsheet, records management, word processing applications, accounting, business communication, database management, operating systems, computerized accounting, machine transcription, advanced microcomputer applications, administrative office procedures, desktop publishing, advanced business accounting, income tax accounting, payroll accounting, supervised work experience, medical machine transcription I-II, medical office terminology I-II, medical office concepts, medical information management, and network management); 21 legal courses (stenograph machine shorthand I-II, speed building I-II, stenograph machine shorthand III, court reporting procedures, stenographic machine shorthand IV, court reporting technology court reporting internship, legal systems and terminology, family law, legal research, wills/estates, real property I-II, legal writing, administrative law/bankruptcy, paralegal skills/applications, civil litigation, torts, paralegal internship); related vocational-technical courses (computer operations, BASIC); and related academic courses (principles of accounting I-II, legal environment of business, principles of economics (macroeconomics). Each course outline contains some/all of the following: course name, abbreviation, classification, and description; prerequisites; and competencies/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. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in business and computer technology I-II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course includes 13 units on the following topics: introduction, operating systems, keyboarding, word processing, communications, alphabetical filing systems, database management, financial applications, spreadsheet applications, telecommunications, desktop publishing, the job application process, and applied business and computer technology I. The second course contains 14 units: safety, disk management, keyboarding, advanced word processing, advanced communications, records management, advanced database management, advanced spreadsheet applications, advanced financial applications, automated accounting, advanced telecommunications, advanced desktop publishing, job application process, and applied business and computer technology II. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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 child development technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: child care profession; art for preschool children; infant and toddler development; music/movement for preschool children; child growth and development; child nutrition and health care; language arts for preschool children; guiding social and emotional behavior; methods and materials; technical practicum I; atypical child development; technical practicum II; social studies, math, and science for preschool children; and administration of preschool programs. 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 profile. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for child care and guidance management and services I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in course I are as follows: orientation and safety, stages of child development, care giving skills, protecting children's health and safety, practicing developmentally appropriate activities, and employability skills. Course II contains the following units: the child care professional, creating a safe and healthy environment, planning the program, and program management. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for vehicle and mobile equipment mechanics I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Vehicle and Mobile Equipment I contains the following five units: (1) orientation and safety; (2) tools, technical references, measurement, and fasteners; (3) basic vehicle service; (4) brakes; and (5) basic electrical service. The second-level course contains these five units: (1) engine performance--gasoline and diesel; (2) drive trains; (3) steering and suspension systems; (4) air conditioning and heating service; and (5) hydraulics. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the diesel equipment technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: fundamentals of equipment mechanics; hydraulic brake systems; electrical/ electronic systems; power trains; hydraulics; diesel fuel systems; preventive maintenance and service; engine rebuilding; computerized engine controls systems; advanced brake systems; steering and suspension systems; air conditioning and heating systems; engine troubleshooting and tune-up; auxiliary systems components; special project in diesel equipment technology; supervised work experience in diesel equipment technology; welding for diesel equipment technology; transport refrigeration; and fluid power trains; plus a related vocational-technical course in fundamentals of electronics. 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. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for diesel engine mechanics I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Diesel Engine Mechanics I contains the following five units: orientation and safety; (2) tools, technical references, measurement, and fasteners; (3) basic engine operation principles; (4) basic electrical service; and (5) basic vehicle service. Diesel Engine Mechanics II contains these six units: (1) orientation and safety; (2) diesel engine rebuilding; (3) engine performance; (4) electrical systems; (5) hydraulics; and (6) power trains. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the automotive technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: electrical systems; brakes; manual drive trains and transaxles; basic fuel systems; basic engine performance; engine repair; computer controlled emission systems; heating and air conditioning; automatic transmissions and transaxles; computerized engine controls; steering and suspension systems; and wheel alignment. 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. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for automotive mechanics I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Automotive Mechanics I contains the following five units: (1) orientation and safety; (2) tools, technical references, measurement, and fasteners; (3) basic automotive service; (4) brakes; and (5) basic electrical service. Automotive Mechanics II contains these four units: (1) engine performance; (2) drive trains; (3) steering and suspension systems; and (4) air conditioning and heating service. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in electronics: electronics I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of the following units: orientation, safety, leadership and personal development, direct current circuits, and alternating current circuits. The second course contains these units: orientation, safety, advanced leadership, solid-state electronics, soldering, digital electronics, and employability skills. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. 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)