Download or read book 2009 Mississippi Curriculum Framework written by Walter M. Flowers and published by . This book was released on 2009 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Occupational Safety and Health Technicians, (OSHT) also known as safety and health practitioners or occupational health and safety inspectors, help to prevent harm to workers, property, the environment, and the general public. They promote occupational health and safety within organizations by advising management on how to increase worker productivity in the 21st Century Workforce through raising morale and reducing absenteeism, turnover, and equipment downtime while securing savings on insurance premiums, worker's compensation benefits, and litigation expenses. In addition, OSHT assist employers in complying with Occupational Safety and Health Act (OSHA) regulations and standards. Employment opportunities are available at all levels of government agencies and with public and private businesses. Upon completion of the two-year program the student will be awarded the Associate of Applied Science Degree. Industry standards referenced are from the "Council on Certification of Health, Environmental and Safety Technologists (CCHEST), Occupational Health and Safety Technologist (OHST)/Certified Loss Control Specialist (CLCS) Examination Blueprint." Appended are: (1) Council on Certification of Health, Environmental and Safety Technologists; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Win Shumate and published by . This book was released on 2009 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Early Childhood Education Technology program provides preparation for a professional career in the discipline of Early Childhood Education spanning a variety of career options. This discipline includes classroom instruction, supervised laboratory experiences, and work-based learning experiences. Students will develop competencies that enable them to provide services, teach, and guide young children as related to various child development professions. The Early Childhood Education Technology curriculum is a 2-year discipline that requires a minimum of 68 semester hours of course work. These minimum course requirements are 18 semester hours of general education and 50 semester hours of child development and guidance management courses. Suggested levels are optional. Successful completion of the Early Childhood Education Technology curriculum results in the student's receiving an Associate in Applied Science degree. This curriculum meets the National Association for the Education of Young Children Standards for Early Childhood Professional Preparation and the Mississippi Department of Education Benchmarks for Pre-Kindergarten (3- and 4-year-olds). Jobs are available for all students who complete this discipline, in a public, private, or parochial Early Childhood Education Technology Program, including those in public and private child care centers that serve children of all socioeconomic levels and abilities; commercial, industrial, institutional centers; and recreational and hospital child care centers. Appended are: (1) Standards and Guidelines for Early Childhood Education Technology; (2) Related Academic Standards; (3) 21st Century Skills; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 4 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Casey Hoffman and published by . This book was released on 2009 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Health Information Technology program is a 2-year technical program leading to an associate degree that prepares the individual to work as a technical specialist in Health Record Systems. Health Information Technology combines a profession in health care with information technology. Health Information technicians maintain, collect, and analyze data crucial to the delivery of quality patient care. When accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) in cooperation with the American Health Information Management Association's Council on Accreditation, the Health Information Technology program prepares graduates to write the national accreditation examination for the Registered Health Information Technician. Appended are: (1) Standards Based on the American Health Information Management Association; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Larry Anderson and published by . This book was released on 2009 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The curriculum required for educating prospective funeral service professionals is a structured series of course experiences. This program is accredited by the American Board of Funeral Service Education (3432 Ashland Avenue, Suite U, St. Joseph, MO 64506; 816.233.3747). The goal of the program is to provide training that prepares students for entry-level positions after graduation and licensure. The curriculum is designed to provide students the following: (1) Ethical and professional knowledge in funeral service education; (2) Exposure to career options available within the funeral service field; and (3) Experiences in the application of ethical and professional skills while emphasizing aspects of public health. The Funeral Service Technology program is a 2-year program leading to an Associate of Applied Science degree. The industry standards are taken from the American Board of Funeral Service Education Accreditation Manual. Appended are: (1) American Board of Funeral Service Education Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Linda Boney and published by . This book was released on 2009 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Nuclear Medicine Technology curriculum is a flexible program designed to offer a 2-year Associate of Applied Science degree program of study and/or a certificate of completion in Nuclear Medicine Technology. The program is designed to prepare the technologist to perform imaging procedures by administering radioactive materials to patients in a clinical setting. The nuclear medicine technologist is a highly specialized health-care professional who works closely with the nuclear medicine physician. The program is designed to provide the student the knowledge and skills to enter the field as a nuclear medicine technologist and successfully write the certification examinations of the American Registry of Radiologic Technologists (ARRT) and/or the Nuclear Medicine Technology Certification Board (NMTCB) upon successful program completion. To be admitted into the Nuclear Medicine Program, students must meet the following requirement: completion of an accredited program in radiologic technology. The curriculum was written to follow the American Society of Radiologic Technologists (ASRT) core curriculum. Standards are based on ARRT content specifications for the examination in Nuclear Medicine Technology and the NMTCB components of preparedness. Appended are: (1) Industry Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Geanell Adams and published by . This book was released on 2009 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Court Reporting Technology program includes a basic core of courses designed to prepare a student for entry-level employment as an official and/or freelance judicial reporter, Communication Access Realtime Translation (CART) provider, or captioner. Students enrolled in this program can prepare for one of the following reporting options: (1) Judicial Reporting; (2) CART; (3) Captioning; and (4) Scoping Certificate. Court Reporting Technology is a 2-year program of study that requires courses in the career-technical core, designated areas of concentration, and the academic core. The Associate of Applied Science degree is earned upon successful completion of the Judicial Reporting, CART, or Captioning curriculum. The Judicial Reporting program provides training for official and freelance reporters. The CART program of study prepares students for the position of CART provider for persons with hearing impairments and other disabilities. The Captioning program of study prepares students to provide captioning services for live television broadcasts and other programs. The Scoping Certificate option prepares students to provide editing and transcription services for judicial reporting. This framework is based on student outcomes specified in the General Requirements and Minimum Standards published by the National Court Reporters Association Council on Approved Education. Additional research data used in the development of this publication were collected from a review of related literature and from surveys of local experts in business, industry, and education. Industry standards are based on the National Court Reporters Association Council on Approved Education. Appended are: (1) Standards Based on the Student Outcomes; (2) Related Academic Standards; (3) 21st Century Skills; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 4 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Lori Anderson and published by . This book was released on 2009 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Respiratory Care Technology program prepares individuals to become respiratory therapists. Respiratory therapists, as members of a team of health-care professionals, work to evaluate, treat, and manage patients of all ages with respiratory, cardiac, and other systemic illnesses. Respiratory therapists are responsible for airway management and the setup and monitoring of life support systems. They provide treatment for heart and lung disorders by administering inhalation treatments, oxygen, drugs, and other therapeutic modalities. In addition to performing respiratory care procedures, respiratory therapists are involved in clinical decision making (such as patient evaluation, treatment selection, and assessment of treatment efficacy) and patient education. The scope of practice for respiratory therapy includes, but is not limited to, the following: (1) Acquiring and evaluating clinical data; (2) Assessing the cardiopulmonary status of patients; (3) Performing and assisting in the performance of prescribed diagnostic studies such as drawing blood samples, performing blood gas analysis, and pulmonary function testing; (4) Utilizing data to assess the appropriateness of prescribed respiratory care; (5) Establishing therapeutic goals for patients with cardiopulmonary disease; (6) Participating in the development and modification of respiratory care plans; (7) Case management of patients with cardiopulmonary and related diseases; (8) Initiating ordered respiratory care, evaluating and monitoring patients' responses to such care, modifying the prescribed respiratory therapy and cardiopulmonary procedures, and life support endeavors to achieve desired therapeutic objectives; (9) Initiating and conducting prescribed pulmonary rehabilitation; (10) Providing patient, family, and community education; (11) Promoting cardiopulmonary wellness, disease prevention, and disease management; (12) Participating in life support activities as required; and (13) Promoting evidence-based medicine, research, and clinical practice guidelines. Respiratory therapists carry out these duties in a wide variety of clinical settings and are expected to act in a professional manner and conform to the standards and ethics of all healthcare professionals. Professional standards integrated into this curriculum include the Commission on Accreditation of Allied Health Education Programs Standards and Guidelines for the Profession of Respiratory Care (CoARC/CAAHEP), the National Health Care Skills Standards, and standards for the National Board for Respiratory Care (NBRC). Graduates of the Respiratory Therapy program are eligible to sit for the NBRC Entry Level Exam. Upon successful completion of the entry level exam, graduates will be eligible to sit for the NBRC Advanced Practitioners Exam. Appended are: (1) Standards and Guidelines for Respiratory Care Technology Programs; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Cynthia Stanford-Means and published by . This book was released on 2009 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Cardiovascular Technology program trains technologists to operate sophisticated equipment in assisting physicians with diagnosing and treating patients with cardiac disease. The primary focus is on invasive cardiology procedures. The technologists are trained to work in a cardiac catheterization laboratory where they prepare patients for and assist the physician with a variety of diagnostic and therapeutic procedures usually performed via radiologically-guided catheters and other instrumentation. Most cardiovascular technologists work in hospital cardiology departments, while some work in cardiologists' offices, cardiac rehabilitation centers, or ambulatory surgery centers. This curriculum was written to meet the Commission on Accreditation of Allied Health Education Programs (CAAHEP) Standards and Guidelines for Cardiovascular Technologists. Graduates of this 2-year program will be awarded an Associate of Applied Science Degree in Cardiovascular Technology and are eligible to make application to sit for the Cardiovascular Credentialing International (CCI), Registered Cardiovascular Invasive Specialist (RCIS) Exam. Industry standards are based on the "Cardiovascular Credentialing International" ("CCI"), "Registered Cardiovascular Invasive Specialist ("RCIS") Examination Outline". Appended are: (1) Standards and Guidelines for Cardiovascular Technology Programs; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Eddie Sciple and published by . This book was released on 2009 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Ophthalmic Technology is a 2-year technical program. Upon successful completion of the program, the student is awarded the Associate of Applied Science Degree. The program is comprised of both vocational-technical and academic courses. Opticianry is defined as "the art and science of optics to compounding, filing, and adapting of ophthalmic prescriptions, products and accessories." Opticianry describes the preparation (making) of ophthalmic lenses, setting them into spectacle frames, and dispensing (fitting and delivering) them to the wearer. These acts include a large number of activities or trades, ranging from the mechanical act of lens grinding to the personal service of the selection, fitting, and adjusting of a pair of glasses to an individual's face, selling, and public relations. Academic, workplace, and industry standards are referenced at the end of each course where applicable. Although the program is not accredited by the Commission on Opticianry Accreditation, the industry standards are taken from the Essentials of an Accredited Educational Program for Opticianry. Appended are: (1) Standards Based on Essentials of an Accredited Program for Opticianry; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.).

Download or read book 2009 Mississippi Curriculum Framework written by Kaye Roberson and published by . This book was released on 2009 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Medical Assisting is a multi-skilled allied health profession whose practitioners work primarily in ambulatory settings such as medical offices and clinics. Medical assistants function as members of the health-care delivery team and perform many administrative and clinical procedures. The business administrative duties include scheduling and receiving patients; obtaining patients' data; maintaining medical records; handling telephone calls, correspondence, reports, and manuscripts; assuming responsibility for office care; and handling insurance matters, office accounts, fees, and collections. The clinical duties vary according to state law and may include preparing patients for examination, obtaining vital signs, taking medical histories, assisting with examinations and treatments, performing routine office laboratory procedures and electrocardiograms, preparing and administering medications and immunizations, sterilizing instruments and equipment for office procedures, and instructing patients in preparation for X-ray and laboratory examinations. Both administrative and clinical duties involve purchasing and maintaining supplies and equipment. A medical assistant may also be responsible for personnel and office management. Successful completion of this program entitles graduates to sit for the Certified Medical Assistant (CMA) American Association of Medical Assistant (AAMA) Certification/Recertification examination. This program is accredited by the Commission of Accreditation of Allied Health Education Programs (CAAHEP) on recommendation of the Medical Assisting Education Review Board (MAERB), 1361 Park Street, Clearwater, FL 33756, and (727) 210-2350. This curriculum references the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Medical Assisting. Medical Assisting Technology is a 2-year Associate of Applied Science Degree program. CPR-Health Care Provider is a prerequisite to the program. Appended are: (1) CAAHEP Standards and Guidelines for Medical Assisting Educational Programs; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.).

Download or read book Mississippi Curriculum Framework for written by Mississippi. Office of Vocational and Technical Education and published by . This book was released on 1995 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mississippi Social Studies Framework written by Mississippi. Department of Education and published by . This book was released on 1998 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mississippi Curriculum Framework for Business and Computer Data Processing written by Jo Mathews and published by . This book was released on 1995 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mississippi Curriculum Structure written by Mississippi. State Department of Education and published by . This book was released on 1992 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mississippi Curriculum Framework for General Drafting written by Jack Alexander and published by . This book was released on 1996 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mississippi Curriculum Framework for Business and Computer Technology written by Patricia Smithmier and published by . This book was released on 1995 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mississippi Curriculum Structure written by Ann Adams and published by . This book was released on 1995 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: