This trainer's guide is designed as a reference manual. The purpose is to offer information and examples to skills trainers to assist them in structuring training for new operators of Walk-Thru roof bolting machines. Trainers can use this manual as a resource for helping trainees learn, understand, and apply knowledge and skills. In this sense, the guide is not prescriptive. It is designed to offer information and trigger ideas on what might be done to accelerate learning to those who are new to the roofbolting task. On-site trainers can modify this guide to fit their conditions, machines and equipment, and work procedures. They can integrate roof control plans, company policies and procedures, and operators' manuals from the manufacturers of the original equipment into this guide. Every trainee is different and will come to the job with varying levels of relevant knowledge and skills. The trainer's decisions on where to start, how to organize the onthe-job and classroom training portions, and when and how to offer different aspects of the training will be based on (1) a pretraining assessment of the trainee's knowledge and skills and (2) the trainer's experience in conducting skills training. The "Skill Check" section might be useful for deciding where training should start among miners who have underground experience but limited knowledge of roof-bolting techniques. Every job carries a learning curve and likely has a number of "teachable moments" where significantly new knowledge and skills can be learned. Concepts Behind the Trainer's Guide-Page 2 of 3 learning/practicing a skill. This is unlike traditional educational models where evaluation consists of a formal test or final exam. Assess: Assessing is discovering how much training (new skills) is necessary. It can be a rather informal process based on defining what the person knows, has done, or can do (without any coaching or training). Good assessments take a little time, but will save more time. When assessing prior knowledge and skills, it is important to put the trainee at ease. Material included in this guide can help you make good assessments. Good, practical assessments save time for the trainer and the trainee. Train: Training is filling in the gaps between what is expected for acceptable job performance and what the trainee can already do. The training should be based on a practical job analysis-a teaching outline (JTA) of the job components and reasons why particular tasks and steps are important. This guide includes a practical job analysis-a training outline developed at the mine site. The purpose of training-structured OJT-is to shift task performance from the trainer to the trainee. The key word is performance. Evaluate: Evaluation is a form of feedback that offers well-timed and placed suggestions for improving performance on the job. Evaluation is a form of follow-up. A trainee's self-assessment of his or her skills (progress) is also a good tool, along with the trainee's feedback to the OJT trainer.

Customers challenge sealant formulators to develop high weatherability construction sealants with ever-higher performance. This paper will discuss some of the factors that influence weatherability and durability of sealants, such as binder, pigments, stabilizers, and catalysts. One-component polyurethane and modified silicone sealants will be evaluated. Raw material influences need to be carefully tested and optimized in order to develop high weatherability sealants. Taking these factors into consideration, it is possible to formulate high weatherability sealants that meet customers' demands. These demands are expected to increase in the future.