Russell, William Benedict, III, Ed. (2009). International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 26-27, 2009). Volume 2009, Issue 1. International Society for the Social Studies The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the… [PDF]

Weston, Kathleen M. (1982). The Apprenticeship and Blue Collar System. Putting Women on the Right Track. This guide provides a systems approach to increasing the numbers of women in apprenticeships and skilled blue collar jobs. Its components form the Apprenticeship and Blue Collar (ABC) System. This system was developed from the experiences of hundreds of employment and training professionals and from several targeted outreach programs currently assisting women to enter the trades. The chapters, each covering a single component, follow a typical woman's progress through the system, from the first step of outreach and recruitment, through orientation, individual counseling and tutorials, training, referral, job development, and follow-up. Throughout the chapters, advice is given to help employment counselors, women's advocates, and trades recruiters to recruit blue-collar women and conduct workshops and training sessions, with emphasis on overcoming sex stereotypic barriers to nontraditional occupations. A glossary and a list of resources are included in the publication. Appendixes…

Lancaster, Anita Sklare (1985). Assist Clients with Equity Rights and Responsibilities. Module CG C-18 of Category C–Implementing. Competency-Based Career Guidance Modules. This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with assisting clients with equity rights and responsibilities. Addressed in the module are the following topics: defining various terms related to equality of employment opportunity, analyzing major Federal laws and executive orders related to equality of employment opportunity, and understanding major Federal guidelines related to equality of employment opportunity. The module consists of readings and learning experiences covering these three topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are a participant self-assessment… [PDF]

Reutter, E. Edmund, Jr. (1981). Schools and the Law. The basic areas of school law in the United States, from the governmental framework in which education functions to concerns about teachers, pupils, and school property, are covered in this book. Separate chapters describe the roles of governmental agencies at federal, state, and local levels and discuss regulation of what is taught as well as how, to whom, and by whom. Additional chapters focus on contemporary legal problems faced by schools: regulation of student conduct; liability for injury to students; management of school property; the legal aspects of providing transportation; the financing of education; the relationships between religion, education, and government in both public and private schools; and requirements for desegregation. Prepared as a layman's summary of the current state of the law, this document omits the footnotes and case citations typically found in legal analyses in favor of brevity and readability. (Author/PGD)…

(2004). Integrating Immigrant Children into Schools in Europe: Lithuania–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Lithuania. A bibliography is included. (Contains 3 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Austria–National Description 2003-04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Austria. (Contains 7 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Norway–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Norway. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: Malta–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Malta. (Contains 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

(2004). Integrating Immigrant Children into Schools in Europe: France–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in France. (Contains 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

Gappa, Judith M. (1981). Equity and Vocational Education: Guidelines for the 1980s. A study examined 17 papers dealing with the issue of equity in vocational education. Synthesized during the study were ideas set forth in papers written by individuals involved in the academic community, vocational education, and special interest group advocacy. All the papers, to varying degrees, focus on the barriers posed by vocational delivery systems, financial constraints, employment discrimination, and economic problems to the following special needs groups: disadvantaged persons, disabled persons, limited-English proficient individuals, older adults, members of racial and ethnic minority groups, and men and women who experience sex discrimination. Based on the points raised in these papers, the researcher developed a series of recommendations pertaining to the implementation of Title II of the Education Amendments of 1976; improved communication; and shared responsibility, training of vocational educators and administrators, curricula and services, funding alternatives, and… [PDF]

Henry, J. Marilyn; Taylor, Dalmas A. (1977). Ethnicity and Bicultural Considerations in Psychology: Meeting the Needs of Ethnic Minorities. This paper summarizes the history, philosophy, and recruitment methodology of the American Psychological Association (APA) Minority Fellowship Program. The aim of the program is participation by ethnic minorities in the development of psychology, both as a practicing art and as a science. The APA received a training grant to provide fellowship stipends to ethnic minority students eligible for or attending graduate programs leading to a Ph.D. in psychology. From 1974 through 1977, stipend awards were made to 115 students from 44 institutions. In most cases, student support was cost-shared by the institution. Evidence suggests that even though minority admission is increasing, there continues to be a need to modify existing standards for optimal success of the program. Special student recruitment efforts must be considered; modified interpretation or exclusion of GRE scores for other predictive information is desirable; a support system consisting of a critical mass of ethnic minority… [PDF]

White, Lenford (2002). Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning. This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE; (2) terminology; (3) institutional racism; (4) ACE's role in eradicating racism and valuing diversity; (5) getting started by understanding the community and its needs; (6) ACE practitioners' legal responsibilities stemming from the 1976 Race Relations Act; (7) working in partnership; (8) developing a meaningful curriculum; (9) strategies for sustainability; (10) ensuring that what is offered is needed; (11) minding program quality and measuring program impact; and (12) sharing information about successful programs. Thirteen good practices, including the following, are presented: (1) identify currently available ACE opportunities; (2)…

(2004). Integrating Immigrant Children into Schools in Europe: Ireland–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Ireland. Appended are: (1) 10 most frequently reported countries of origin of Ireland's asylum-seeking population per year, 1998-2001; and (2) Programme refugees in Ireland 1979-2002. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication… [Direct]

(2009). Arizona Academic Standards, Grade 1. Arizona Department of Education This publication contains Arizona public schools' academic standards for Grade 1. The contents of this document include the following: (1) The Arts Standard 2006–Grade 1; (2) Comprehensive Health Education/Physical Activity Standards 1997–Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997–Foundations (Grades 1-3); (4) Reading Standard Articulated by Grade Level 2003–Grade 1; (5) Writing Standard Articulated by Grade Level 2004–Grade 1; (6) Language Arts Standards 1996–Foundations (Grades 1-3), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7)Mathematics Standard Articulated by Grade Level 2008–Grade 1; (8) Science Standard Articulated by Grade Level 2004–Grade 1; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 1; (10) Technology Standards 2000–Foundations (Grades 1-3); and (11) Workplace Skills Standards 1997–Foundations (Grades 1-3)…. [PDF]

(2009). Arizona Academic Standards, Grade 2. Arizona Department of Education This publication contains Arizona public schools' academic standards for grade 2. The contents of this document include the following: (1) The Arts Standard 2006–Grade 2; (2) Comprehensive Health Education/Physical Activity Standards 1997–Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997–Foundations (Grades 1-3); (4) Reading Standard Articulated by Grade Level 2003–Grade 2; (5) Writing Standard Articulated by Grade Level 2004–Grade 2; (6) Language Arts Standards 1996–Foundations (Grades 1-3), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7)Mathematics Standard Articulated by Grade Level 2008–Grade 2; (8) Science Standard Articulated by Grade Level 2004–Grade 2; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 2; (10) Technology Standards 2000–Foundations (Grades 1-3); and (11) Workplace Skills Standards 1997–Foundations (Grades 1-3)…. [PDF]

(2009). Arizona Academic Standards, Grade 3. Arizona Department of Education This publication contains Arizona public schools' academic standards for grade 3. The contents of this document include the following: (1) The Arts Standard 2006–Grade 3; (2) Comprehensive Health Education/Physical Activity Standards 1997–Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997–Foundations (Grades 1-3); (4) Reading Standard Articulated by Grade Level 2003–Grade 3; (5) Writing Standard Articulated by Grade Level 2004–Grade 3; (6) Language Arts Standards 1996–Foundations (Grades 1-3), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7)Mathematics Standard Articulated by Grade Level 2008–Grade 3; (8) Science Standard Articulated by Grade Level 2004–Grade 3; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 3; (10) Technology Standards 2000–Foundations (Grades 1-3); and (11) Workplace Skills Standards 1997–Foundations (Grades 1-3)…. [PDF]

(1978). Women's Rights Project–Sports Packet. This document represents a model legal case for defending a girl who wants to play soccer on her high school's all male soccer team. Contained are descriptions of the parties involved, the statement of claim, the causes of action, the laws that action is taken under, and former court decisions that might have bearing on the case. Also included are descriptions of limits on an Equal Protection Suit, athletic regulations and their limitations, problems in private rights of action and class action, and State claims as they refer to Equal Rights Amendments. (EB)…

Beyea, Patricia; O'Kane, Geraldine (1977). How to Erase Sex Discrimination in Vocational Education. This guidebook contains information on the causes and remedies for sex discrimination in vocational education. The first of seven chapters, Vocational Education is a Big (and Sex Discriminatory) Business, reviews the current status of girls in vocational education across the country. Chapter 2 describes the bureaucratic structure of vocational education so that the reader can identify areas of investigation, sources of power, and leverage points for improving vocational education programming. The third chapter reviews three ways to gather facts about vocational education in a local area. Recent laws against sex discrimination in vocational education are reviewed in chapter 4. The fifth chapter focuses on organizing a campaign against sex discrimination in vocational education. Chapter 6 describes methods of establishing contacts with students, parents, and teachers and developing programs geared to provide an education forum for each. In the final chapter, suggestions are given…

Savicevic, Dusan M. (1999). Adult Education: From Practice to Theory Building. Studies in Pedagogy, Andragogy, and Gerontagogy 37. This book summarizes the practical experiences and theoretical insights gained by the author during the past 30 years. The following are among the topics discussed: (1) literacy as a factor of social and individual development and basic human right (Yugoslavia's experience with correlation of primary and work-oriented professional education of young people; cooperation among nonaligned and other developing countries in the field of literacy; international cooperation in the struggle against functional illiteracy among young people); (2) relationship between work and adult education (role of knowledge in modern economic development, middle management and the revolution in adult education, significance of lifelong learning of engineers and technicians, recurrent education, adult education and social change, adult education and long-term unemployment); (3) universities and adult education (development trends and diversification of higher education, continuing professional education at…

(1902). Report of the Commissioner of Education for the Year 1900-1901. Volume 1. United States Bureau of Education, Department of the Interior After the Commissioner of Education's introduction, Volume 1 presents state school system statistics and a list of U.S. Bureau of Education publications. Chapters cover central European education; Ohio public school legislative history; school consolidation and pupil transportation; U.S. industrial education; educational pathology; formation of an international association for advancement of science, arts, and education; education and training for the railroad industry; nervous system development and movement; inhibition and child restlessness; common schools in Louisiana, Missouri, Arkansas, and Texas; Southern common-school education from the beginning of the Civil War to 1870-1876, including freemen's elementary education in Washington during the Civil War, freedmen's education, inauguration of Louisiana common school system among the colored people, the Freedmen's Bureau, mission schools, and the Hampton Normal and Agricultural Institute; establishing a normal school for Virginia… [PDF]

(2009). Arizona Academic Standards, Grade 5. Arizona Department of Education This publication contains an updated academic standards of Arizona public schools for grade 5. The contents of this document include the following: (1) The Arts Standard 2006–Grade 5; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Foundations (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 5; (5) Writing Standard Articulated by Grade Level 2004–Grade 5; (6) Language Arts Standards 1996–Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2003–Grade 5; (8) Science Standard Articulated by Grade Level 2004–Grade 5; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 2; (10) Technology Standards 2000–Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards, Grade 6. Arizona Department of Education This publication contains an updated academic standards of Arizona public schools for grade 6. The contents of this document include the following: (1) The Arts Standard 2006–Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 6; (5) Writing Standard Articulated by Grade Level 2004–Grade 6; (6) Language Arts Standards 1996–Foundations (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2003–Grade 6; (8) Science Standard Articulated by Grade Level 2004–Grade 6; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 6; (10) Technology Standards 2000–Foundations (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards, Grade 8. Arizona Department of Education This publication contains the updated academic standards of Arizona for Grade 8. The contents of this document include the following: (1) The Arts Standard 2006–Grade 8; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 8; (5) Writing Standard Articulated by Grade Level 2004–Grade 8; (6) Language Arts Standards 1996–Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–Grade 8; (8) Science Standard Articulated by Grade Level 2004–Grade 8; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 8; (10) Technology Standards 2000–Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards, High School. Arizona Department of Education This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006–High School; (2) Comprehensive Health Education/Physical Activity Standards 1997–Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997–Proficiency and Distinction (Grades 9-12); (4) Reading Standard Articulated by Grade Level 2003–High School; (5) Writing Standard Articulated by Grade Level 2004–High School; (6) Language Arts Standards 1996–Proficiency and Distinction (Grades 9-12), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–High School (Grades 9 and 10) and College Work Readiness (Grades 11 and 12); (8) Science Standard Articulated by Grade Level 2004–High School; (9) Social Studies Standard Articulated by Grade Level 2006–High School; (10) Technology Standards 2000–Proficiency and… [PDF]

(2009). Arizona Academic Standards: Grade 7. Arizona Department of Education This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 –Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997–Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997–Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003–Grade 7; (5) Writing Standard Articulated by Grade Level 2004–Grade 7; (6) Language Arts Standards 1996–Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–Grade 7; (8) Science Standard Articulated by Grade Level 2004–Grade 7; (9) Social Studies Standard Articulated by Grade Level 2006–Grade 7; (10) Technology Standards 2000–Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997–Essentials (Grades 4-8)…. [PDF]

(2009). Arizona Academic Standards: Kindergarten. Arizona Department of Education This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006–Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997–Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997–Readiness (Kindergarten); (4) Reading Standard Articulated by Grade Level 2003–Kindergarten; (5) Writing Standard Articulated by Grade Level 2004–Kindergarten; (6) Language Arts Standards 1996–Readiness (Kindergarten), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008–Kindergarten; (8) Science Standard Articulated by Grade Level 2004–Kindergarten; (9) Social Studies Standard Articulated by Grade Level 2006–Kindergarten; (10) Technology Standards 2000–Readiness (Kindergarten); and (11) Workplace Skills Standards 1997–Readiness (Kindergarten)…. [PDF]

Ali, Manisah Mohd; Amat, Salleh; Bari, Safani; Mustapha, Ramlee B. (2001). Supportive and Suppressive Factors in the Improvement of Vocational Special Needs Education: A Case Study of Malaysia. In the era of globalization, Malaysia's ability to remain economically competitive depends on the skills of its workforce. The policies and practices of Malaysia's vocational education system must be revised to do more to give the country's disabled citizens the training they need to find employment and become taxpayers. More concerted efforts are needed to uphold the rights of Malaysia's estimated 100,000 disabled adults, only 4,175 of whom were employed in the private sector in 1990-2001. Appropriate legislation is needed to defend the rights of special populations as outlined by United Nations resolution 3447 (Declaration on the Rights of Disabled Persons). These rights include the right to economic and social security, the right to a decent standard of living, and the right to have their special needs considered at all stages of economic and social planning. Malaysia needs a holistic and systematic approach to improving the quality of life of its special needs population. The… [PDF]

Meager, Nigel; Perryman, Sarah; Rick, Jo; Tyers, Claire; Willison, Rebecca (2002). Awareness, Knowledge and Exercise of Individual Employment Rights. Employment Relations Research Series. Recent employment law reforms in England precipitated a telephone survey of a stratified random sample of 5,120 employed people (1,000 respondents) that was intended to find their levels of awareness and knowledge of employment rights and their exercise of those rights. Survey results included the following: (1) nearly 70% of those questioned assess themselves as well-informed or very well-informed about employment rights in general; (2) of laws known by respondents, the most commonly cited related to working time, health and safety, and discrimination; (3) while women assessed their awareness/knowledge as higher than men, the latter were more likely to name an employment right; (4) levels of awareness peaked in the 36-45 age group and among those with the highest level of education; (5) levels of awareness/knowledge were highest among managers and professionals, and among permanent employees and trade union members; (6) 16% of respondents experienced problems at work in relation to… [PDF]

(2000). Services for Older Adults. Reference Book [and] Student Activity Book. This student activity book and reference book, which are part of a family and consumer sciences education series focusing on a broad range of employment opportunities, are intended for use in 1- and 2- programs preparing Texas high school students for employment in occupations related to providing services for older adults. The reference book provides information needed by employees in this occupational area. Each chapter includes the following components: (1) a list of the Texas Essential Knowledge and Skills that are discussed in the chapter; (2) a list of chapter vocabulary; (3) italicized, bold-faced vocabulary terms with definitions or explanations; (4) illustrations of equipment and procedures used in the industry today; (5) boxes posing "essential questions" about the materials presented; and (6) chapter highlights. Concluding the reference book are a 9-item reference list and an index. The student activity book provides a variety of pencil-and-paper activities…