Career Preparation Innovation

Description (Course Outline)

Course Competencies (cognitive/application/process)

• Write for an unspecialized audience: readers who lack familiarity with the writer's field.
• Approach writing as a process: pre-writing, rewriting, editing.
• Perceive writing as showing the relationship among ideas, not merely listing ideas.
• Write a persuasive resolution to a problem.
• Write with logical organization.
• Write with improved coherence.
• Write with precision.
• Write with clarity.
• Show an awareness of the interrelationship between business and technology.
• Apply the Theory of Constraints to help solve a manufacturing problem.
• Practice problem-solving techniques using decision trees.
• Apply research techniques for solving manufacturing problems.
• Make decisions based on research.
• Practice scheduling techniques through the use of computer simulation.
• Participate in a management role that mandates research.
• Participate in a management role that mandates quantitative decisionmaking.
• Communicate with upper management, lower management, and outside vendors.

Business Competencies

• Demonstrate the Theory of Constraints to help solve business and manufacturing problems. Performance will be satisfactory when the following occur:
  • Learner defines the desired outcome.
  • Learner describes constraints that make it difficult to achieve the goal.
  • Learner identifies viable solutions that address central difficulties posed by the constraints.
  • Learner determines which solution is likely to best overcome central difficulties posed by the constraints.
  • Learner tests the solution to see if it works.
  • Learner assesses the value of the solution.
  • Learner selects and tests additional solutions if necessary.
• Competence will be demonstrated with case studies provided by instructor.
• Illustrate problem-solving techniques using decision trees. Performance will be satisfactory when the following occur:
  • Learner identifies undesirable effects that need to be addressed.
  • Learner proposes a process that provides a core cause to the undesirable effects.
  • Learner tests the process to make sure the cause and effect relationship is present.
  • Learner revises the process if necessary.
  • Learner defends conclusion drawn from the cause and effect relationship.
• Competence will be demonstrated with learner-developed case studies.

Career Preparation Innovation

Description (Course Outline)

Sample Learning Activities

• Reading Articles/Advertisements
  Students will be assigned an article or advertisement which makes use of algebra to establish or explain a conclusion dealing with some aspect of the business world or society in general.
• Analyzing a Data Table
  Assignment: This table provides extensive information on weight and drinking. How could you determine if there is a relationship between the drinks per hour a person has and blood alcohol level?

*One drink = 1 oz. 86-proof liquor; 12-oz. bottle beer; 3 oz. wine

Other Factors that Affect Your Ability To Metabolize Alcohol

• Use of medication, including over the counter drugs such as cold remedies
• How much and what you have eaten
• Age
• Whether you are tired
• Gender
• Health

Sources: Executive Office of Public Safety, Massachusetts State Police, Distilled Spirits Council of the U.S.

Career Preparation Innovation

Description (Course Outline)

VESL for Automotive Technology: Course Content

1. Automobile and component area terminology
   1. Identification, pronunciation, and spelling of names of parts of the automobile
   2. Asking and giving information about parts of the automobile
2. Safety practices
   1. Reading and communicating safety rules
   2. Recognizing and identifying unsafe working situations
3. Automotive operations
   1. Language of basic automotive tasks
      1. Automotive trade manuals
      2. Specification data sheets
      3. Reference books
   2. Pronunciation and spelling of basic terms of automotive repair and maintenance
      1. Automotive trade jargon
      2. Abbreviations
      3. Symbols
4. Tools and devices for measurement and calculation
   1. Language of basic mathematical and geometric calculations
   2. Numerical readings of ratios, percents, fractions, and graphs
   3. English and metric measurements
   4. Interpreting automotive specifications, charts, diagrams, and conversion tables
5. Communication with trainers, supervisors, and coworkers; development of listening and speaking skills in response to instructions in the classroom and on the job
   1. Asking for clarification
   2. Verbal or nonverbal indications of comprehension
   3. Restatement of instructions
   4. Explaining principles and practices

VESL for Allied Health Careers: Course Content

• Demonstrate knowledge of hospital departmental, terminology, and staff lines.
• Recognize and respond appropriately to physicians and staff's orders, requests, directions, and discussions.
• Explain medical procedures to patients and respond to patients' questions.
• Recognize and use appropriate small talk and idioms with physicians, staff, and patients.
• Evaluate and respond appropriately in nonroutine emergency situations.
• Recognize and demonstrate an awareness of cultural diversity in a medical environment.
• Make and receive calls in medical settings, with proper use of language and etiquette.
• Use assertiveness skills to get and give information needed.

Career Preparation Innovation

Description (Course Outline)

Auto Technology 73: Reading Automotive Service Manuals (3 credits)

Texts

Expected Outcomes for Students

• Read and understand a comprehensive automotive service manual.
• Read and understand a manufacturer's automotive service manual.
• Read and understand questions as presented by ASE and BAR testing certification.
• Complete a service invoice to legal requirements as per the BAR "Write it Right."
• Read journal articles and professional publications such as service bulletins.

Reading, test taking, note taking, and memory jogging skills

Sample Learning Activities

Motoring Through the Years (pronoun referents)

• The oldest known self-propelled vehicle dates back to 1771 when the Frenchman Cugnot demonstrated his steam tractor.
• This vehicle cannot be considered an automobile in the sense that it was not a practical road machine.
• The first American built road vehicle that could be called an automobile did not appear until the mid-1890s.
• If the automobile was going to replace the horse for everyday transportation, it had to become more reliable and affordable.
• Ransom Olds had these goals in mind when he designed the curved-dash Oldsmobile.
• Many other makes of autos of this period followed the design of the Oldsmobile.
• He introduced precision machined, interchangeable parts which improved power.
• The four cylinder Model "T" that was introduced in 1908 is the car that enabled millions of people, not only in the U.S., but all over the world, to own their own autos.
• Most cars of this era had no electrical systems except an ignition system for an engine.