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The guide was prepared to assist student emploration in the fields of construction and building maintenance and as preparation for further specialized training. The course was prepared for quinmester use and includes a series of manipulative job assignments within a laboratory equipped to simulate the actual job atmosphere found in the construction and building maintenance industries. The table of contents provides a suggested hourly breakdown for the orientation unit and the introductory units for carpentry, plumbing maintenance, electrical maintenance, the trowel trades, painting and decorating, and occupational safety. Instructional materials such as handouts, building plans and diagrams, pre- and post-testing materials, resource lists, and bibliographies are provided for some of the units. (LJ)

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. 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 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.

The graduate of the Concrete Finisher apprenticeship program is a certified journeyperson who will be able to: (1) perform tests to confirm concrete quality; (2) interpret building codes, plans and specifications as they apply to the trade; (3) place and finish concrete in a professional manner; (4) cut, patch, maintain and repair concrete structures; and (5) 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 Concrete Finisher 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 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 document presents an overview of the 2-year competency-based building and property maintenance programs offered in Ohio schools at the secondary and/or adult levels. The overview covers the attributes and qualifications required to be a successful worker in the industry and the typical tasks performed by building and property maintenance workers. It also discusses opportunities for advancement and possible occupational ladders in the building and property maintenance field as a whole and in specific occupations in the field. The remainder of the document lists the enabling tasks required for mastery of a total of 64 competencies covered in 12 units of instruction and 1 optional module. The unit topics are as follows: (1) orientation to the building and property management industry; (2) basic safety procedures; (3) basic procedures; (4) computerized property maintenance management systems; (5) blueprints/layout work; (6) masonry applications and repairs; (7) rough carpentry applications and repairs; (8) roof applications and repairs; (9) plumbing installations and repairs; (10) electrical installations and repairs; (11) interior finish/carpentry procedures; (12) heating, ventilation, air conditioning, and components; and (13) welding and cutting operations. (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 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 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)

This guide is intended for use by trainers presenting the Tools for Tomorrow program, a technical college program to train women for employment in 13 skilled trades. Discussed in the first two sections are these topics: the program's purposes, barriers encountered by women seeking to enter trades, and various aspects of implementing the Tools for Tomorrow program. Section 3 consists of 11 lesson plans on topics of general relevance to the skilled trades and 13 trade-specific lesson plans. Among the topics covered in the lesson plans are the following: the apprenticeship system, communicating on the job, hand tool use, job search skills, physical conditioning, print reading, and safety. The following trades are covered: carpentry, civil technology/surveying, electrical, ironwork, machine tool operation, operating engineers, painting and decorating, plumbing, sheet metal, steamfitting, trowel trades, welding, and woodworking/cabinetmaking. Included in each lesson plan are some or all of the following: background information; lists of competencies taught, required supplies, and resources; information on pertinent safety issues; and suggested activities. Section 4 contains supplementary information and overviews of resources on selected topics and a 38-item bibliography. Presented in section 5 are course outlines for each module. Concluding the guide are information updates on the Tools for Tomorrow program and its participants. (MN)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for building and property maintenance occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 11 units are as follows: basic procedures; carpentry applications and repairs; roofing applications and repairs; ceramic tile; masonry applications and repairs; electrical installations and repairs; plumbing installations and repairs; welding and cutting operations; heating, ventilation, air conditioning, and refrigeration installations and service; painting and wallpapering; and employability skills. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for masonry occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 17 units: safety; masonry materials and tools; materials preparation; job site preparation; bonding; blueprint reading, recordkeeping, and estimating; laying brick and block to a line; brick and block wood; jointing; masonry construction; foundations and footers; reinforced concrete masonry; special masonry applications; chimney and fireplace construction; arch construction; basic welding and cutting; and employability skills. (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 curriculum guide includes teaching packets for nine problem areas of study to be included in a core curriculum for 11th-grade or third-year students enrolled in rural agricultural programs in Illinois. Each problem area includes some or all of the following components: suggestions to the teacher, a teacher guide, a competency inventory, an information sheet, student worksheets or assignment sheets with key, demonstrations, job sheets, transparencies, a discussion guide for transparencies, and sample test questions and teacher key. The nine problem areas in this guide are grouped into two units. The first unit, on agricultural mechanics, covers these six problem areas: (1) constructing and maintaining buildings, (2) developing electrical wiring skills, (3) adjusting and maintaining planting equipment, (4) maintaining and repairing small engines, (5) adjusting and maintaining combine harvesting equipment, and (6) developing concrete masonry skills. The second unit, on agricultural business management, covers (1) four ways of doing business in agriculture, (2) marketing agricultural crops, and (3) marketing livestock and livestock products. (KC)

These cluster matrices provide duties and tasks that form the basis of instructional content for secondary, postsecondary, and adult training programs industrial health occupations. The 14 clusters (and the job titles included in each cluster) are as follows: (1) construction (bricklayer, carpenter, building maintenance worker, electrician, maintenance painter, plumber/pipefitter); (2) electronic (computer repair technician, electrical and electronic technician); (3) graphic communications (commercial artists, compositors and/or typesetters, offset lithographic press operators, printing photographers, camera operators); (4) transportation (automotive mechanic, diesel mechanic, gasoline engine/mower repair); (5) manufacturing (machine tool operator, machinist, tool and die maker, punch press operator, sheet metal worker, combination welder, maintenance repairer, automated manufacturing systems technician, thermoplastic machine set-up specialist); (6) technical preparation (computer repair technician, electrical and electronic technician, automated manufacturing systems technician); (7) auto body repairer; (8) bus driver; (9) drafter/computer-aided drafter; (10) truck driver; (11) correction officers and jailers; (12) electric home appliance and power tool repairer; (13) office machine/cash register repairer; and (14) telephone and cable television line installers/repairers. (YLB)

The curriculum guide outlines a course designed to help the student become proficient in the skills of planning, layout, and building foundations. The course to be presented in grades 11 and 12 contains six blocks of study (introduction to foundations, forming concrete, piling, marine foundations, applied mathematics, and a quinmester post-test) which are subdivided into units and total 135 hours in length. Instruction is accomplished by means of classroom lessons, textbook references, and laboratory exercises. Emphasis is placed on manipulative processes. Also presented are the course goals, specific block objectives, course outline, and a nine-item bibliography. A quinmester post-test is appended. (Author/BP)

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)

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)

Several intermediate performance objectives and corresponding criterion measures are listed for each of 13 terminal objectives for an intermediate masonry course. These materials, developed for a two-semester (3 hours daily) course, are designed to provide the student with the skills and knowledge necessary for entry level employment in the field of masonry. The following areas are covered under the terminal objectives: Hand process, estimating, layout application, modular coordination, blueprint reading, masonry materials, decorative stone, placing of reinforcing steel in footing, story pole, batter boards, and advanced masonry plus related and technical information. Titles of the terminal objectives sections are Orientation, Occupational Information, Occupational Safety, Blueprint Reading, Estimating, Laying Concrete Blocks, Concrete Finishing, Laying Glass Blocks, Modular Dimension, Story Pole and Gage Stick, Structural Bonds, Advanced Brick Laying, and Expansion Joints. (This manual and 54 others were developed for various secondary level vocational courses using the System Approach for Education (SAFE) guidelines.) (HD)

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 self-paced student training module on trowel trade work processes is part of the course, Trowel Trades, which was developed for Preapprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 868.) The course is designed to provide students with an orientation to the trade and an opportunity to explore it. The purpose of the module is to teach students to identify and describe the major work processes and tasks of the trowel trades. The module may contain some or all of the following: a cover sheet listing module title, goal, and performance indicator; study guide/checklist with directions for module completion; introduction; information sheets providing information and graphics covering the module topic(s); supplementary references; self-assessment; self-assessment answers; post assessment; and post-assessment answers. (YLB)

This instructor's guide accompanies the self-paced student training modules on trowel trades, four of which are available separately as CE 032 869-872. Introductory materials include an introduction to pre-apprenticeship and its three phases of training, a recommended procedure for conducting pre-apprenticeship training, and a course outline. Teaching outlines are then provided for the 12 modules that comprise this course. For each module some or all of this material may be presented: instructional outcomes; introduction; outline of content with teaching methods and aids listed and/or sketched, notes for self-assessment, assignment, and post assessment; and suggested readings. Modules include Introduction to Trowel Trades, Diagnostic Testing/Trowel Trades and Drywall/Plasterer, Survival Skills, Trade Math (diagnostic test and remedial work), Physical Requirements, Safety, First Aid, Blueprint Reading, Tools, Materials, Trowel Trades Processes, and Basic Trowel Trade Techniques (student projects). Project sheets are provided. An occupational analysis/task inventory for bricklayer and cement finisher is appended. (YLB)

This self-paced student training module on trowel trade materials is part of the course, Trowel Trades, which was developed for Preapprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 868.) The course is designed to provide students with an orientation to the trade and an opportunity to explore it. The purpose of the module is to teach students to identify and describe types, characteristics, and uses of basic materials of the trowel trades. The module may contain some or all of the following: a cover sheet listing module title, goal, and performance indicator; study guide/checklist with directions for module completion; introduction; information sheets providing information and graphics covering the module topic(s); supplementary references; self-assessment; self-assessment answers; post assessment; and post-assessment answers. (YLB)

This self-paced student training module on introduction to the trowel trades is part of the course, Trowel Trades, which was developed for Preapprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 868.) The course is designed to provide students with an orientation to the trade and an opportunity to explore it. The purpose of the module is to provide an introduction to the trowel trades, including history, trends, working conditions, hiring practices, training, employment opportunities, and wage scale of the trowel trades. The module may contain some or all of the following: a cover sheet listing module title, goal, and performance indicator; study guide/checklist with directions for module completion; introduction; information sheets providing information and graphics covering the module topic(s); supplementary references; self-assessment; self-assessment answers; post assessment; and post-assessment answers. (YLB)