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This booklet examines seven planning and decision-making tips for investing in and building tennis courts that can prolong court life and get the most from the investment. It examines defining needs, developing a budget, considering the use of a consultant, choosing a site, choosing a surface and developing working specifications, making specific choices regarding amenities and accessories to be included in the tennis court project, and hiring a qualified contractor. Tennis court surface classifications are also examined. The booklet concludes with lists of tennis organizations and design professionals. (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 technical manual provides detailed guidance to building owners, asbestos program managers, and operations and maintenance (O&M) workers for managing asbestos-containing materials (ACM) in buildings. The manual addresses four different types of ACM found in buildings and three different levels of precaution which may be warranted by specific building conditions. A new regulatory appendix summarizes key regulations (OSHA, EPA, and DOT) affecting asbestos O&M work. Sections of the manual include: Initiating an O&M Program; Asbestos Program Manager General Procedures; Worker General Procedures; Surfacing Materials Work Practices; Thermal Systems Insulation Work Practices; Miscellaneous Materials Work Practices; and Resilient Flooring Work Practices. (CR)

Attempts to dispel four "myths" about sheet vinyl flooring: it emits toxic fumes and poses a health/safety risk; it is a low-class, unstylish flooring option; it is less friendly to the environment; and there are many kinds of flooring that match its durability and cost effectiveness. (EV)

Describes how the dirt and grime tracked onto school building floors can be minimized with a few simple steps, such as walkoff mats, and using vinyl composition tiling. (EV)

Examines some of the new equipment, chemicals, and procedures in floor care to help educational facility managers develop floor care programs and improve performance. Trends include more mechanization, higher concentrations and environmentally preferable products for cleaning, and the use of written cleaning procedures. (GR)

Examines six steps to maintaining hard wood and resilient floors in educational facilities that can provides a high level of appearance, safety, sanitation, and prevention of damage. Specific cleaning techniques accompany each step. (GR)

Discusses how to build field houses that not only cater to athletes and recreational users alike but are also designed and supplied to satisfy a wide range of interests and abilities. Tips include having good flooring; using divider curtains; and providing ample space to store equipment, supplies, and portable surfaces to aid facility personnel. (GR)

Focusing on finishing construction occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include air conditioning/refrigeration/heating repairmen, drywall installers and finishers, electricians (construction), floor covering installers, glaziers, insulation workers, lathers, painters and paperhangers, plasterers, sheet metal workers, and tilesetters. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

One of two individualized courses included in a carpentry curriculum, this course includes those skills and knowledge related to and included in the carpentry tasks of structure framing and forming. The course is comprised of four units: (1) Excavation Layout--Concrete and Forms, (2) Floor and Wall Framing, (3) Ceiling Framing, and (4) Roof. Each unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The remainder of each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of the following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

This student training module provides an introduction to the floor covering trade. (A companion instructor's guide is available separately as CE 032 882.) The module is designed to introduce trade knowledge and skills to the student. It contains a cover sheet listing module title, goals, and performance indicators; information sheets providing background information about the floor covering trade; supplementary references; self-assessment; self-assessment answers; post assessment; and post-assessment answers for the instructor. Topics covered in the module include the history, trends, working conditions, hiring practices, employment opportunities, and wage scale of the floor covering trade. (KC)

This instructor's guide accompanies the self-paced student training modules on floor covering, one of which is available separately as CE 032 883. Introductory materials include a description of the components of the pre-apprenticeship project, a discussion of the teacher's role in conducting the course, and scope and content of the four phases of training. The guide contains 13 units organized according to this format: title; instructional outcomes; introduction; and presentation, including a teaching outline of the unit and teaching methods and aids referenced to student modules. Job sheets and drawings are provided as needed. Topics covered in the units include the following: introduction to floor covering, diagnostic testing, survival skills, trade mathematics, physical requirements, safety, blueprint reading, trade tools, materials, subsurface preparation, floorlaying processes, and a floor covering project. An appendix contains an occupational analysis (task inventory) of the floor covering trade. (KC)

These 21 Student Training Modules on floor covering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 565.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the following: cover sheet listing module title, goals, and performance indicators; study guide/checklist with directions for module completion; introduction; vocabulary listing and defining new trade or technical terms; supplementary references; information sheet(s) providing information and graphics covering the module topic(s); self-assessment; self-assessment answers; assignment sheet(s); job sheet(s) listing materials and tools necessary to complete tasks designed to develop manipulative skill; post assessment; and post assessment answers. Topics covered in the module include resilient sheet materials and tiles; adhesives; carpet materials; padding materials; plastic laminates; surface preparation; layout; installing wall base and cutting tile; spreading adhesives; installing vinyl-asbestos tile; seaming sheet goods; installing sheet covering; installing tack strip; installing padding; cutting, trimming, and seaming carpet; using knee kicker and power stretcher; installing carpeting; measuring and cutting plastic laminate and metal trim; router and power tools; and installing plastic laminate. (YLB)

These 24 Student Training Modules on tilesetting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 563.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the following: cover sheet listing module title, goals, and performance indicators; study guide/checklist with directions for module completion; introduction; vocabulary listing and defining new trade or technical terms; supplementary references; information sheet(s) providing information and graphics covering the module topic(s); self-assessment; self-assessment answers; assignment sheet(s); job sheet(s) listing materials and tools necessary to complete tasks designed to develop manipulative skill; post assessment; and post assessment answers. Topics covered in the module include safety; manufacture of ceramic tile, types of tiles; mortar, tile adhesives, backings, layout and leveling tools, tile cutting and drilling tools, mortar tools, specialty tools, adhesive application and beating in, grouts, grout and mortar additives, sealers and cleaners, expansion joints, tile layout, how to grout, tub enclosures, counter tops, screeds, floors and wall installation, applying wall and floor mortar, and setting tile to cement mortar. (YLB)

This instructor's guide accompanies the self-paced student training modules on tilesetting, available separately as CE 031 564. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of the 24 modules are briefly summarized according to this format: number of new vocabulary words; goal; performance indicators; overview and suggestions; description of any assignment(s) and/or job sheet(s) and listing of materials, tools, and equipment necessary to complete them; and supplementary references. An annotated bibliography contains references for further study and/or clarification of a topic. (YLB)

This instructor's guide accompanies the self-paced student training modules on floor covering, available separately as CE 031 566. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of the 2l modules are briefly summarized according to this format: number of new vocabulary words; goal; performance indicators; overview and suggestions; description of any assignment(s) and/or job sheet(s) and listing of materials, tools, and equipment necessary to complete them; and supplementary references. An annotated bibliography contains references for further study and/or clarification of a topic. (YLB)

This student module on safety features for floor and wall openings and stairways is one of 50 modules concerned with job safety and health. This module suggests safeguards to protect workers from falling and tripping, and from injury caused by falling tools and materials. Following the introduction, eight objectives (each keyed to a page in the text) the student is expected to accomplish are listed (e.g., Describe fixed stairway strength and construction). Then each objective is taught in detail, sometimes accompanied by illustrations. Learning activities are included. A list of references and answers to learning activities complete the module. (CT)

This student module on walking and working surfaces is one of 50 modules concerned with job safety and health. This module describes safety requirements for floors, stairways, ladders, and scaffolds, as well as OSHA standards for the construction, use, and maintenance of each of these. Following the introduction, nine objectives (each keyed to a page in the text) the student is expected to accomplish are listed (e.g., List two signs of an overloaded floor). Then each objective is taught in detail, sometimes accompanied by illustrations. Learning activities are included. A list of references and answers to learning activities complete the module. (CT)

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level building construction/carpentry program. Introductory materials include descriptions of Building Construction I and II, descriptions of the postsecondary carpentry program, postsecondary course descriptions, standards applicable to Building Construction I and II, discussion of sample tests provided in the guide, and suggested instructional time. Topics covered in the 25 units include an introduction; safety; math; blueprint reading; hand tools; fasteners, finishing, and hardware; power tools; site layout; footings and foundations; framing; roofing; finishing; stair construction; cabinets and built-ins; cabinetmaking, built-ins, and finishing specialization; mechanical and masonry rough-ins, finishing, and completion; finished carpentry tasks; estimating materials and costs; practical application projects; job leadership; and career opportunities. Suggested instructional time and task listings begin each unit. For each task in a unit, some or all of the following are provided: performance objectives, performance actions, performance standards, recommended sources, related technical information, and other information the teacher might need. Suggested outcome-referenced tests have been interspersed throughout the text, immediately following the unit to which they apply. Appendixes include proficiency reports, articulation materials, definitions, and test directions. (YLB)

This competency-based curriculum is designed to be a handbook for the construction trades. It includes all competencies a student will acquire in the course of building a complete house. Based on a survey of Alaskan construction employers and employees, the handbook stresses both principles and skills. The 23 units are presented in the sequence that they would be used by someone building a house from start to finish; however, the units can stand alone as complete courses. The curriculum is divided into basic skills and specialized construction activities. The handbook is organized in seven sections. Section 1 introduces the concept of competency-based curriculum, while Section 2 provides the scope, sequence, and hierarchy of construction education competencies. Section 3 presents the curriculum, including the competencies and tasks for construction trades instruction. These are categorized as basic (employability skills, health and safety, hand and power tool safety, measurement and mathematics, blueprint reading, energy, materials, insulation, site selection) and specialized (foundations and forming; masonry and concrete; blocks and bricks; framing--subfloor/floor, walls, and roofing; roof finishing; plumbing and heating; wiring; windows and doors; exterior and interior finish; and cabinets). Section 4 contains course descriptions to assist school districts in developing their vocational programs. Section 5 contains a curriculum analysis matrix to be used in determining competencies to be included in specific courses. Section 6 contains a sample skills card for evaluating and recording student progress. Section 7 lists resources and materials available in Alaska and the rest of the country. (KC)

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in carpentry. The first half of the guide consists of competency statements for the 35 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit, referenced to the core and supplementary curriculum and to a sequence reference number. Topics covered by the units include the free enterprise system, the nation's infrastructure system, starting a business, leadership development, job application, safety, basic carpentry mathematics, measurement, reading plans, lumber, tools, equipment, building layout, framing, footings and foundations, floors, walls, roofs, staircases, cornices and gable-ends, siding, windows, doors, insulation, wallboard, trim, cabinets, concrete, and metal studs. The second half of the guide consists of 35 competency goals for each skill/subject area, related to objectives and correlated with evaluation measures and references. A bibliography of references used in the competency lists is included in the guide. (KC)

Discusses flooring options for high school gymnasiums and the issues to consider when selecting flooring in light of the new sports activities now available. Explanations of how schools decided on whether to buy synthetic or wood flooring are provided. (GR)