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This document is a collection of articles on foreign language education from both state and national sources. The articles deal with trends in the field, resources for the foreign language teacher, creative student work and audiovisual teaching aids. The volume is divided into the following sections: (1) general language (including the articles "The Foreign Language Teacher as a Multi Cultural Educator - Promises, Pitfalls and Preparation," by Frederick Jenks and "An Outline of Methods and Materials for Presenting Culture in the Classroom," by Marianne Harvey); (2) Spanish (lists of materials for classroom use, including games, books, films, posters, records, slides, travel guides and maps, comics, paperbacks, etc.); (3) French (including an article by Kay Flanagan, "Toward Free Conversation in the Classroom"); (4) German (including a long list of classroom projects); (5) Russian; (6) Latin; (7) Miscellaneous; (8) Italian; (9) Oriental (including a list of publications concerning Vietnamese refugees in the United States); (10) Summer Workshops; and (11) Contributors' List. (CFM)

Designed to encourage Native American students in Colorado and New Mexico to pursue health careers, this handbook presents the following information: (1) statistics documenting the need for American Indian health professionals; (2) current career opportunities in the health professions (descriptions of the many health fields and descriptions of professional practice and health service agencies, including such careers as environmental aide, school health, research, occupational therapist, etc.); (3) preparing for the health professions (secondary school preparation, college level training and preparation, admission into the health professions schools, special Indian programs, and financial planning); (4) where to obtain additional assistance (counseling and advice, additional sources of information, recommended reading list, and glossary). Among the more important specifics presented in this handbook are: lists of professions requiring and those not requiring a college degree; lists of new and emerging health professions; a selected list of four-year colleges and universities in the Southwest and Rocky Mountain states; a list of New Mexico technical-vocational schools; a list of organizations offering special Indian programs; a budget for first year students at U.S. medical schools (estimated minimum expenses for 1975-76); and information on grants, scholarships, etc. (JC)

This booklet, one of a series on Canadian career opportunities, is designed for those who are interested in a career in sales. The sales occupations described include manufacturers, wholesale, technical and scientific sales representatives, sales managers, purchasing agents and buyers, and retail sales persons and managers. Special sales careers described include real estate agents, insurance sales, travel agents, auctioneers and security sales persons. Ideal background, education, qualifications, training, working conditions, salary and future outlook of each position are incorporated in profiles of individuals employed in these sales positions. (JTR)

This handbook is a guide to career opportunities in a broad range of occupations for which a college degree is, or is becoming, the usual background for employment. It contains a brief summary of expected changes in the economy, in addition to an analysis of the overall supply and demand situation for college graduates through the mid-1980's. Each of the 26 occupational statements presents information on the nature of the work, places of employment, education and training required, employment outlook, earnings, and working conditions. The 26 occupations are grouped under 10 headings: Office occupations, service occupations, education and related occupations, sales occupations, occupations in transportation activities, scientific and technical occupations, health occupations, social scientists, social service occupations, and occupations related to art, design, and communications. This volume is intended to be an aid to career planning for students attending or expecting to attend college, as well as their counselors, teachers, and parents. (WL)

Developed as part of a larger project to revise the total agricultural education curriculum in South Carolina, this curriculum guide for a 2-year ornamental horticulture course contains six functional units, each with several sub-units, and six horizontal supportive units. Each unit includes behavioral objectives, learning activities, topic outline of content, and list of resources. The six supportive units are Orientation; Horticultural Mechanics (General Shop, Construction and Maintenance Skills, Using A Transit, Machinery Operation and Maintenance, Small Gasoline Engines, Machinery and Equipment Maintenance, and Engine Trouble Shooting and Repair); Basic Plant Science; Basic Soils; Basic Pest Control; and Identifying Ornamental Plants. The six functional units and their subunits are Nursery Production (Exploring Career Opportunities); Greenhouse Crop Productions (Growing a Fall Crop, Growing a Winter Crop, Growing a Spring Crop, and Exploring Career opportunities); Turfgrass Establishment and Maintenance (Turfgrass Establishment, Turfgrass Maintenance, and Exploring Career Opportunities); Landscape Design (Exploring Career Opportunities); Landscape Establishment and Maintenance (Exploring Career Opportunities); and Flower Shop and Garden Center Operation and Management (Retail Flower Shop and Operation and Management, Garden Center Operation and Management, Basic Sales, and Exploring Career Opportunities). An equipment list, a selected list of professional and technical societies and organizations concerned with ornamental horticulture and its applications, and a bibliography are appended. (HD)

A resource unit on the marine sciences is described. Designed for eighth-grade students with some basic science background, the unit can be taught in a minimum of four weeks. Content includes emphasis on the biological, chemical, and physical sciences. Each lesson contains objectives, goals, materials, and follow-up activities (often an evaluation), and a bibliography. Included are the following topics: use of the microscope, chemical and physical characteristics of sea water, effects of salinity on fresh-water plants, tides, weather, waves and wave motion, and career opportunities in marine science. (CS)

This guide to career possibilities in hospital and health administration describes some of the skills required of a health or hospital administrator--interpersonal skills and managerial abilities; and also some of the varied tasks that such an administrator performs. It provides biographical sketches of several health administrators which illustrate both the type of training and the type of activities to be found among such personnel. The guide provides estimates of the types of earnings to be expected in the field; the personal requirements of health and hospital administrators; the ways to prepare for such a career; a list of graduate and undergraduate programs in health and hospital administration; the financial aid and work-study possibilities; some typical career titles; and selected sources of career information in hospital and health administration. (NG)

Addressed to women who are considering taking up full- or part-time employment or training or re-training later in life when family responsibilities are less pressing, this document may also help others who wish to or have to take up a different career. Focus is on employment and training opportunities in Great Britain. The first half contains sections giving a general picture of certain fields of employment that the authors believe appeal particularly to returners, together with some information about educational facilities and about sources of help and advice. Fields covered are social services, office work, industry and commerce, health and hospitals, work with children and young people and in education, and the arts. The second half of the publication is a directory which gives information about 70 specific careers, arranged alphabetically. Details about careers mentioned in the general sections will be found in the directory which describes normal entry requirements, length of training, upper age limits, and addresses of appropriate professional associations and training institutions. (WL)

This curriculum packet was written for the Career Alternatives Model Project of the Highline Public Schools in Seattle. However, the model can be adapted for use by language teachers who want to present an up-to-date picture of the career-related uses of foreign languages to their students. The packet contains the following: (1) a chart showing career opportunities with foreign languages as they relate to some major job categories; (2) a descriptive list of slides coded to reference information; (3) career briefs arranged in outline form by job categories and based on personal interviews with local people wherever possible; (4) career envelopes coded to correspond to the career brief outline and containing one or more brochures, or other printed material, from the industry in question; (5) suggestions for in-class use, and (6) a working bibliography. (Author/PMP)

Information pertaining to adult education and vocational-technical programs as well as college and university aids is provided in this booklet. The booklet has been divided into three chapters: (1) "Education Beyond High School"; (2) "Native American Programs of Assistance"; and (3) "Student Aids Programs (not specifically for Indians)." Chapter 1 provides guidance for those persons not familiar with programs and requirements for post-high school education. Financial aid forms and college admissions tests are discussed in this chapter. In chapter 2, 111 programs and/or schools specifically for Native American applicants are listed. This chapter contains information relative to Bureau of Indian Affairs, tribal, institutional, and organizational opportunities. Chapter 3 describes 70 student aid programs available to all students. Specific subject areas for undergraduate and graduate students and for students interested in vocational training are also listed in this chapter. Among these subject areas are: agriculture and horticulture, architecture, education, business administration, fashion, foreign study, health professions, law enforcement, and social work. A 9-item annotated bibliography provides an alphabetical catalogue of sources pertaining to institutions, careers, and financial aids. (NQ)

Prepared by the Association of American Indian Physicians (AAIP), this handbook provides information relative to American Indian health careers in terms of need, opportunity, preparation, and information sources. Designed to encourage American Indian youth to seek careers in the health professions, this handbook describes the enormous need for American Indian health professionals, emphasizing the leadership role open to those who pursue health professions within the Indian community. Each of the following health fields is defined and briefly described: medicine; dentistry; pharmacy; nursing; veterinary medicine; osteopathy; podiatry; and the public health professions. Health careers are also described in terms of the agencies and places where one might work (private practice, public practice, school health, community health departments, mental health, research, rehabilitation, medical social worker, and hospitals). Discussion of preparation for health careers includes the following: secondary school preparation; college level training and preparation; admission into the health professions schools; special Indian programs; and financial planning (includes lists of financial aid sources). The final section of this handbook presents additional information sources (counseling and advice, a listing of other information sources, and a recommended reading list). (JC)

This pamphlet, published by the Canadian Department of Manpower and Immigration, is the fourth of a Careers-Canada series and describes careers in electronic data processing. The pamphlet is divided into eight major sections: (1) history and importance; (2) where computer people work; (3) nature of work; (4) working conditions; (5) advancement; (6) personal qualities needed on the job; (7) preparation and training; and (8) future outlook. Several photographs are included. (RWO)

This pamphlet, published by the Canadian Department of Manpower and Immigration, is the third of a Careers-Canada series and describes careers in mechanical repair occupations. The pamphlet is divided into eight major sections: (1) history and importance; (2) fields of work; (3) nature of work (this section is subdivided into automotive repair occupations, heavy-duty (diesel) repair occupations, industrial repair occupations, and trade and business occupations); (4) preparation and training; (5) working conditions; (6) personal qualities needed on the job; (7) future outlook; and (8) seeking employment. Several photographs are included. (RWP)

This pamphlet, published by the Canadian Department of Manpower and Immigration, is the first of a Careers-Canada series and describes careers in construction. The pamphlet is divided into six major sections: (1) history and importance; (2) nature of the work, including planning, contracting, site preparation, roofing, finishing, plumbing; (3) workers in the industry, including design and technical staff, architects, civil engineers, and land surveyors; (4) on-site construction workers; (5) preparation and training; and (6) seeking employment. Several photographs are included. (RWP)

Designed to aid States in planning and developing two-year post-high school programs in veterinary science technology, the curriculum guide presents a suggested curriculum for a training program in veterinary science technology, with an option in meat inspection and regulatory technology effective in the fourth semester of the training period. Part 1, Veterinary Science Technology Program, provides general information on the emergence and development of this career, occupational opportunities, type of education needed, and activities performed by technicians, as well as various aspects of the training program. Part 2, Curriculum, outlines the four-semester curriculum and provides brief course descriptions. Adaptations for a cooperative education plan and continuing study are described. Approximately half of the document consists of Part 3, Course Outlines, which offers content, procedures, and resources for the technical specialty courses, auxiliary and supporting technical courses, mathematics and science courses, and general courses. The concluding section covers general planning, land requirements, laboratory facilities and equipment, acquisition of equipment and estimated costs, and a cost summary. A bibliography and a selected list of scientific, trade, and technical societies concerned with veterinary science technology are also included. (EA)

The publication is designed for teachers of agriculture as a guide in developing teaching plans for a unit on the care and feeding of household pets and on occupations in this area. A local situation appropriate to the unit, teacher objectives, an introduction, and group objectives are briefly developed for the unit. For the topics of feeding and caring for dogs, feeding and caring for cats, sources of information on other household pets, and identifying occupational opportunities in pet care, the guide includes sections on problems and concerns of students, a list of references for teacher and student use, suggested visual aids and other equipment, ideas for special events and activities, and a few possible activities for application and evaluation. A detailed content summary for each section, intended for teacher use, condenses material from the references and relates to the problems and concerns presented. A section on identifying sources of information on other household pets lists specific references, including source and content, for each item. The subject of understanding pet care is briefly described. (MS)

The directory, useful to both the school counselor in providing general guidance and to the college student for investigating career choices, presents specific information about Federal careers and the agencies that employ college graduates for these positions. The first of three parts provides a look at all of the major Federal career occupations. These jobs are presented alphabetically within the following groupings: administrative management, personnel management and industrial relations, budgeting and accounting, law, investigations and inspections, business and the economy, supply and transportation management, social services, education and library science, general arts and information, biological and agricultural sciences, medical and health sciences, physical sciences, engineering and architecture, mathematics and statistics, and other specialized fields. A brief description of each job explains the nature of the work, the qualifications required of the applicant, and the career possibilities. Part 2 is a quick but comprehensive review of the Federal agencies, their missions, and the career opportunities they can offer college graduates and others of comparable ability. Part 3 is an index of job titles listed in relation to college majors. (Author/MS)

The publication, a catalog describing Federal agency recruiting and career information activities, is intended as a desk reference for college counselors and placement advisors working in the area of government placement. To be most helpful, it should be used as a companion piece to other Federal career literature such as the Federal Career Directory and the Guide to Federal Career Literature. For each of 40 government agencies, information in chart form: (1) identifies the organizational locale, title, and address of the management official at the national level who has overall responsibility for the agency's college relations and recruitment activities, (2) notes whether the agency recruits on college campuses, (3) indicates if career literature, speakers, exhibits, and group tours and briefings are available, (4) shows which agencies encourage direct contact from students, (5) lists the principal backgrounds (academic majors and degree levels) from which the agency recruits, (6) identifies principal career entry positions and grades recruited, and (7) presents capsule summaries of recruiting program characteristics and miscellaneous additional information. (Author/MS)

A presentation of individual health careers to enable the high school student to better understand the duties, opportunities, and prerequisite studies for each career and to evaluate himself in relation to all these factors is included in this manual for teachers. Units 1 and 2 address the establishment of teacher-student relationships and the evaluation of the student's present knowledge. Unit 3, the major portion of the guide, is a survey of 20 different health careers. It identifies the services rendered in the various health careers, lists the qualifications and opportunities for advancement in each, describes the functions of health-career personnel and their legal limitations to practice, and notes the basic personal qualifications desired for success in a chosen health career. Suggested activities for high school students and sources for visual aids and additional information are also included for each career. Unit 4 suggests the different areas to which field trips can be made. Unit 5 lists procedures that should be used with guest speakers. Unit 6 identifies the applicability of certain school subjects and extracurricular activities to specific health careers. Unit 7 points to the various job opportunities available in hospitals. A directory of film and filmstrip sources is also included. (HD)

Prepared as a tool for implementing a career education program, the guide is designed to help high school students and teachers explore career options available in the public services field. The eight major occupational groups covered in units are: (1) government agency management, (2) social and economic services, (3) educational services, (4) resources management, (5) rural, urban, and community development, (6) public safety, corrections, and judical services, (7) regulatory services and records, and (8) transportation services. Sections of each unit contain information on the nature of the occupational groups, the types of work performed, the qualifications and preparation needed, the activities engaged in, career ladders, and employment prospects. Each section includes appropriate instructional objectives, content, student learning activities, teacher activities to facilitate management of learning situations, and a list of instructional resources. Appended are: a listing of resource suppliers and 98 pages of suggested multiple choice evaluation questions. Prepared as master copies for duplication, pre- and post-tests are provided for each section of each unit with answers included. (Author/MS)

Information in this pamphlet provides the science student with ideas about where to look for career opportunities in biomedical research and what further information to seek. The primary research programs of each division of the National Heart, Lung and Blood Institute are outlined and are accompanied by descriptions of important research areas and suggested fields of study. At the end of each description is a grid which cross references certain fields of study to the research programs described in the pamphlet. (Author/WI)

This module is directed toward guidance personnel in school (k-adult) and agency settings such as counselors, teachers, students and administrators. It is also designed for students in pre-service education programs who are familiar with career development theories and information. The Module assumes that the participant is not familiar with the area of futurism. It provides an orientation to futuristic data, and help in using these data to develop career guidance goals. The Module defines short-term, middle-term, and long-term futures, and presents a model of the Future-Conscious Career Planner. It then offers practice in using the model to derive career guidance goals, developing skills related to future imaging, selecting a preferred personal future, and future adapting. It emphasizes future trends data related to work/leisure, education and life styles. Definitions, objectives, activities and evaluative methods are clearly presented. The Module is one of a series, and is accompanied by a Coordinator's Guide. (Author/BP)

This Coordinator's Guide accompanies the module Imaging Futuristic Career Guidance Programs. It defines the coordinator's role from four aspects: setting the tone, setting the pace, facilitating the discussion and evaluating. Suggestions for preparing and presenting the workshop are offered. The actual text is given in the accompanying module, but for each section the Coordinator is given the goal, suggested time, key points to review, and directions for carrying out the activity. Sections include Futurizing Career Guidance Practices; Adapting Futures Planning Techniques to Career Guidance; Using Multiple Sources to Futurize Practices; Application; and Evaluation. The workshop is intended to help school and agency guidance personnel adapt and develop their own Futuristic Career Guidance Programs. (Author/BP)

This Coordinator's Guide accompanies the module Imaging Futuristic Career Guidance Goals. It defines the Coordinator's role from four aspects: setting the tone, setting the pace, facilitating the discussion, and evaluating. Suggestions for preparing and presenting the workshop are offered. The actual text is given in the accompanying module, but for each section the Coordinator is given the goal, suggested time, key points to review, and directions for carrying out the activity. Sections include an overview of the Future-Conscious Career Planner; Future Imaging Skills; Selecting a Preferred Personal Future; Future Adapting Skills; Application; and Evaluation. The workshop is intended to help school and agency guidance personnel learn about and apply futuristic career guidance goals. (Author/BP)

This Module is directed toward guidance personnel in school (K-adult) and agency settings such as counselors, teachers, students and administrators. It is also designed for students in pre-service education programs who have had previous exposure to career development theories and to sources of educational-occupational information. The Module assumes that the participant is not familiar with the area of futurism (other than through exposure to the first Module in this series, "Imaging Futuristic Career Guidance Goals," which is a pre-requisite for this Module) and, therefore, is designed to provide an orientation to the process of futurizing career guidance practices. This module emphasizes that futurizing need not require a total program change. It is possible to use futures planning techniques and redesign these for individuals to use in the career planning process. Alternately, existing career guidance practices can be redesigned to make them more futuristic. In addition to these areas, the Module emphasizes developing skills in using futures planning techniques, and in using multiple sources of information to generate futuristic career guidance practices. (Author/BP)

One in a series of curriculum documents in career education, this manual provides plans, resources, and materials for training counselors and teachers to provide sex fair career counseling and programs. Objectives for a workshop are presented, and directions, including a flow chart, are given for its preparation. These are followed by detailed workshop plans for conducting eight hours of training (in either one, two, or four sessions) on the following topics: Legislation; sex fair tests, texts, and occupational information; and techniques and resources for programs. Media resources and extensive materials resources are listed with company or organization names, addresses, and publication titles (plus cost, if any). Also listed are names and addresses of inservice trainers or organizations and persons able to assist in securing qualified trainers. These are given by region and individual States, with a special page devoted to trainers located in New Jersey. Attitude exploration activities are presented, along with guidelines for assessing sex bias in career interest inventories and in educational materials. New Jersey equal education legislation is appended as well as excerpts from the 1974 Federal Register outlining Federal rules and regulations on educational programs and sex nondiscrimination. Suggested questions for evaluating a workshop conclude the manual. (BL)

This curriculum guide designed to assist business and office education teachers to better prepare adults seeking employment in office occupations contains seven units: (1) Career Opportunities in Business, 2 hours (general clerical, typing, stenography, job market, choosing a job), (2) Communications, 4 hours (what is communication, how and why we communicate, communication barriers and avoiding them, group discussion, extemporaneous talk, executive briefing, telephone personality, mechanics and techniques, special telephone equipment and communication services), (3) Office Machines, 10 to 20 hours (10-key adding machines, calculating machines, duplicating machines, transcribing machines), (4) Business Filing and Records Management, 6 hours (record control, defining filing, alphabetic filing, filing materials and supplies, filing procedures, types of filing system, special files and information systems), (5) The Plus Factors (personal and professional qualities, employer-employee and employee-employee relations, handling visitors, work habits, work area, reference materials), (6) Language Arts Skills, 40 to 60 hours (self-assessment, grammar and punctuation review, capitalization, number usage, abbreviations, business letters, dictionary skills and word division, spelling, proofreading), and (7) Applying for a Job, 2 hours (resume, cover letter, applying in person). Each unit includes a statement of unit objective, specific behavioral objectives, a topical content outline, teaching and learning activities, and resources. A bibliography of available resources and an appendix of teaching materials are included. (EM)

This manual represents an effort to communicate the experiences of the Visiting Women Scientists Program to those who may want to establish similar programs. The guide presents an overview, describes materials and procedures, and discusses those parts of the program which were not successful. The program, including a pilot project and final study, involved 91 women scientists, accompanied by field representatives, who met with more than 40,000 tenth-grade students. Described are the selection of the scientists, the roles of the field representatives and school contact persons, and procedures for selecting and contacting schools. (SA)

This publication serves as an introduction for high school students to energy related careers. Descriptions of type of work, education and skills needed for engineering, communication, business, and science careers that have the most direct involvement with the nation's energy problems are given. The purpose of this document is to guide interested and capable students into productive careers that will help solve serious national problems related to energy. (MR)

Teaching and enrichment activities for use in the career education instruction of Indian students are presented in this teacher's manual to the Career Cluster Activity Book. Fifteen cluster areas of career education are identified, an example of one career in each cluster is illustrated, and learner objectives for each profession are listed to help in the identification of such aspects as the skills required, equipment used, training needed, duties performed, and the value of the work as related to Indian people. The primary purpose of the activity book is to provide illustrations that will create in the Indian student an awareness, understanding and motivation to become involved in work, both on and off the reservation. Through the use of the materials the teacher can provide learning experiences that would encourage the students' positive attitudes toward themselves, the world of work, and others. Materials should assist the students in making decisions about their future careers and in acquiring a sense of hope as they think about the future. Although directed toward the Indian student, the book can also be used by students of other ethnic backgrounds to gain an awareness of career clusters and occupations. The book also demonstrates that American Indians can and do work in the occupations illustrated. (Author/DS)

These materials are for use in the instruction on current occupations existing on the Standing Rock, Cheyenne River, Sisseton, Lower Brule, Crow Creek, Flandreau, Pine Ridge, Rosebud, and Yankton Sioux Indian Reservations in South Dakota. Objectives of the materials are to help learners identify the geographical locations of each of the nine Sioux reservations, gain an increased awareness and understanding of occupations that exist on reservations, understand the relationship of various occupations to the student's heritage, and understand the relationship of existing occupations to American Indians employed on the student's reservation (Positive Models). The packet consists of 11 maps of the state identifying each of the Sioux reservations and their geographical locations. Maps of each reservation list 20 occupations existing there, e.g., among the career opportunities on the Cheyenne River Reservation are post master, bilingual teacher, social worker, accountant, tribal attorney, office worker, law enforcement worker, dentist, nurse, rancher, and tribal official. Suggested uses of the materials include bulletin board displays, overhead transparencies for group presentation, and handouts for learners. A few student activities are also listed to serve as guidelines in adapting the materials to the local educational situation. As a supplement to this manual, a set of colored transparencies, identical in sequence and format is available from the originating project. (DS)

This handbook is divided into four major sections with the first section serving as a guide to the handbook. This introductory section tells how to use the handbook, where to go for more career information, how employment projections are made, and where tommorrow's jobs will be. The outlook for occupations in section 2 contains 300 occupational briefs grouped into thirteen clusters of related jobs. Clusters include occupations in areas such as industrial production; office occupations; service occupations; sales; transportation; scientific and technical occupations; mechanics; health occupations; social areas; and art, design, and communication occupations. For each specific occupation listed, information is given on the nature of the work, training requirements and other qualifications, opportunities for advancement, and expected earnings. The third section contains brief discriptions of thirty-five major industries. Major industry areas discussed are agriculture, mining and petroleum, construction, manufacturing, transportation, wholesale and retail trade, finance, service industries, and government. The fourth section provides an index of job titles by "Dictionary of Occupational Titles" code. An alphabetical index to occupations and industries found in the handbook is also included. (LRA)

This booklet explores the career opportunities for women in science and technology. It includes myths and realities about women in science and technology, characteristics of young female scientists and technologists, and steps women can take to plan a successful career. Numerous photographs of career women in science and technology, along with quotations or identifications are included. (MA)

This guide to career opportunities in over 100 fields covers a broad range of occupations for which a college degree is, or is becoming, the usual background for employment. For each occupation, information is presented on the nature of the work; places of employment; education, skills, and abilities required for entry; employment outlook; earnings; and working conditions. Information is also presented on how to use the guide, where to go for more information, assumptions and methods used in preparing employment projections, and important occupational and industrial employment trends. Occupations covered include workers in professional and related occupations, sales occupations, managerial and administrative occupations, and service occupations. The section on places of employment provides information on the number of workers in an occupation and tells whether they are concentrated in certain industries or geographic areas. The section on training, other qualifications, and advancement tells the minimum level and type of education required for various occupations and in many cases lists alternative ways of obtaining training. Frequently observed patterns of moving from one occupation to another are also discussed. For some occupations, information is provided on prospective job opportunities in terms of the expected demand-supply relationship. For every occupation and industry, an estimate of future employment needs is developed. (SW)

This fourth in a series of five learning modules on guidance is designed to give secondary and postsecondary vocational teachers help in developing the skills which will enable them to plan and present activities which provide students with adequate information on educational and career opportunities. The terminal objective for the module is to provide information on educational and career opportunities in an actual school situation. Introductory sections relate the competency dealt with in this module to others in the program and list both the enabling objectives for the three learning experiences and the resources required. Materials in the learning experiences include required reading, self-check quiz and model answers, presentation checklists, and the teacher performance assessment form for use in evaluation of the terminal objective. (The modules on guidance are part of a larger series of 100 performance-based teacher education (PBTE) self-contained learning packages for use in preservice or inservice training of teachers in all occupational areas. Each of the field-tested modules focuses on the development of one or more specific professional competencies identified through research as important to vocational teachers. Materials are designed for use by teachers, either on an individual or group basis, working under the direction of one or more resource persons/instructors.) (JT)

The purpose of this group of eight booklets, prepared by a high school district, is to inform district students and their parents of the continuing guidance services available and to stimulate students' use of these services in career planning. Each booklet is designed for a specific high school, but includes identical sections dealing with the importance of, and factors in, career decision making, descriptions of community resources for educational and vocational information, and exercises on goal setting. Specificity is achieved by describing, on the last two pages, the counseling services and resources available at each school, as well as the personnel involved. A team card to mail to the specific school requesting additional information on classes, special programs, military services, etc., is also included. (LKP)

The basic goal of the Correlated Curriculum Program (CCP) is to upgrade the education of the "general" or nonacademic student. Since the students have not responded to traditional teaching methods, emphasis is placed on "learning by doing." To attain this objective the students explore career opportunities through skill-tryouts for clusters of jobs in working in a store, an office, a warehouse, a transportation company, the service industry, the government, and in planning a business career. Each of these topics is accompanied by suggestions and additional resource activities. Included are a store visit report form, an observation report form, a cash register practice sheet, a display project workshop activity and worksheet, and a list of references and sources for obtaining speakers. (BP)

The career opportunities guide, part of a consumer and homemaking education unit, was developed in a 3-week curriculum workshop at Winthrop College in June 1972. The identified objectives and learning experiences have been developed with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of students. The objectives of the guide are written in behavioral terms but are not fully operational since conditions and performance standards are not specified. The overall or terminal objectives stated for the major concept areas are supported by selecting enabling objectives. The basic unit, for grade 9, considers career selection, employability factors, skill development opportunities, and fair wages. The advanced unit, for grade 10, considers vocational decisions, job information sources, job application, employee-employer relationships, paycheck withholdings, and employment experiences. Both units are presented by stating concepts and overall objectives. Under each concept, three columns list behavioral objectives, learning and evaluation experiences, and teaching resources. (Author/AG)

The Arizona Department of Education designed this curriculum guideline to aid teachers in planning programs that provide opportunities for students of all ages to comprehend, identify, apply, and analyze housing and life styles. The topics concentrated on are: nature and housing of man, housing as a modification of environment, effects of housing on people, expression and creativity through design of housing and furnishings, consumer decisions related to housing, exploration of professional and supportive careers related to furnishing and housing, and general appendixes for teacher reference. Each topical outline contains educational objectives, conceptual statements, and grade levels (K-6, beginning, intermediate, advanced, and post secondary). In addition each outline is provided with a bibliography and curriculum materials list. (BP)

This beginning course is designed to introduce elementary typewriting skills and provide an exploration of office career opportunities. Course content includes goals, specific objectives, typing, spelling and business vocabulary, alphabetic filing, and exploration of office occupations. A post-test and bibliography are appended. (NH)

The curriculum guide is designed to serve as a resource for local teachers and community members to design their own special curriculum around the unique nutritional needs of individuals and families making up the population. The guide is organized around six major topics: the individual's involvement in nutrition and food, factors involved in consumer food choices, in food selection, in food preparation, career opportunities in nutrition and food occupations, and commercial food preparation. Emphasis is given to using the discovery method of learning. Each major topic can be presented as a separate unit or as a basis for a course in that area. Each section contains a topical outline, bibliography, conceptual statements, student objectives (beginning, intermediate, and advanced levels), learning experiences, and evaluative experiences. Materials which may be duplicated for classroom use form a 42-page appendix to the document. The second part of the document (35 pages) contains materials developed by a graduate nutrition class for junior high and high school instruction dealing with food as it relates to the world, growth, life, and people. Performance objective, conceptual statement, and the learning experience are specified for each. Various methods of teaching nutrition are employed. (Author/AG)

The expanding use of ceramic products in today's world can be seen in the areas of communications, construction, aerospace, textiles, metallurgy, atomic energy, and electronics. The demands of science have brought ceramics from an art to an industry using mass production and automated processes which requires the services of great numbers as the field expands more. This document was designed as resource material for the secondary industrial arts teacher to expand his courses with suggestions on: teaching methods, student activities, lesson plans, tests, and related topics. The contents are organized in nine chapters with numerous illustrations, under the headings of: Organization, Shop Management, Clay Technology, Plaster, Cement, Glass, Mass Production, Guidance, and Testing, together with an appendix of sources of teaching materials. (DS)

The American Association of Teachers of German advocates setting up local and regional Placement Information Centers (PICs) to provide help for members of the profession, cooperate with potential school and business employers and expand the bilingual job market. A PIC should concentrate on full- or part-time public school teaching positions, bilingual commercial positions and part-time community college or university jobs not covered by MLA Job Lists. This manual outlines PIC establishment procedures; use of standard bibliographical, job description and administrative forms; organizing applicant files; cooperation among teachers; use and sources of publicity for placement information; procedures to follow in contacting exployers and applicants when a position is open; and budget concerns. Supplements include sample forms of resumes, letters to potential employers and job seekers, and job description forms. A list of useful addresses for study or teaching abroad is also appended. (CK)

This curriculum guide was designed to include the principles of career education in German courses K-12. It is divided into the following sections: (1) introductory material giving the philosophy of FL and career education, (2) a general statement of objectives, (3) scope and sequence charts, (4) flow charts for plans of articulation, (5) career-culture related topics and plans, (6) a listing of state-adopted textbooks and materials, and (7) an extensive listing of resources. The course work focuses on developing an understanding of vocations and careers while developing the four language skills. In addition, particular emphasis is placed on teaching German history and culture. (PMP)

Section A of this resource guide is designed to help students develop knowledge of their personal strengths and weaknesses and understand the relationship of these characteristics to educational and vocational choices. Each time students experience a work role, they should be encouraged to share with other students: (1) their observation of job performance and job conditions, (2) personal feelings while performing or observing work, (3) personal needs they feel would be met or thwarted by such work, (4) the aptitude the students feel they might have for such work, and (5) how they think one goes about preparing for such work. This approach will result in increased understanding of work and of the self in relationship to work. Section B consists of brief descriptions of selected natural resources occupations (air pollution control, fisheries, forestry, land use planning, mineral and mineral fuels, rangeland management, outdoor recreation, soils, water resource management, and wildlife). The usual duties, characteristics of the job, qualifications, employment prospects, and advancement opportunities are described. The three appendixes suggest related printed and audiovisual resource materials and aid in identifying community resources and occupational information. (Author)

This curriculum guide was developed to provide a model plan to help public high schools and area vocational-technical schools to initiate, or evaluate and improve, natural resource occupational preparation programs. It offers a curriculum plan which can be modified to meet particular needs and objectives which are career education oriented. This guide provides unit outlines on air, fish, forestry, land use planning, minerals and mineral fuels, range, recreation, soil, water, and wildlife with suggested behavioral objectives, learning activities, and references; a sequence of career education efforts; discussion of occupational opportunities, faculty, student services, and the library and its use. Briefly discussed are the facilities and equipment needed. Appended are three lists of text and reference books, audiovisual aids, and professional and technical societies and organizations concerned with natural resources. (Author/BP)

The 10 activities in the unit on art careers attempt to provide eighth and ninth grade students with opportunities for acquiring occupational information, to help students discover themselves in relation to art careers, and to explore various clusters of careers. The suggested occupational areas are: architecture, product design, cartooning, interior decoration, letters and posters, special design, fine arts, dress and fabric design, and graphic interior design. The introduction discusses the overview of the course, major objectives and strategies. A few major topics examined in the course are: the purpose and function of a product design; the role of advertising; periods of trial, error and discovery; and success factors. Each lesson investigates an occupational cluster and is organized around goal, performance objective, activities, and outcome measure. A resource list supplements each lesson. Activities involve vocabulary building appropriate to the career, field trips, suggestions for discussion, suggested projects (displays, models, reproductions), media, and occupational research. A list of art-related careers completes the document. (JB)

The three activities in the unit integrate career education into the English curriculum and provide seventh grade students with opportunities to explore specific occupations, to indicate their vocational interests, to learn the procedures for job application, and to be aware of opportunities related to English language interests or aptitudes. Lessons are organized around goal, performance objective, activities, and outcome measures. Activities include: writing assignments; viewing films; delivering oral reports; using reference materials (a list of reference materials available in the Hanley Library is provided); completing job application forms; obtaining speakers; and investigating careers in journalism, television and radio, theater, advertising, communications, writing, and publishing. (JB)

The 12 activities for a science careers curriculum are briefly outlined in the introductory section of the document and involve writing, discussion, films, research, interviews, reading assignments, field trips, and speakers. The body of the document consists of: a list of careers related to science and technology, science career-related cassette tapes and references available in the Hanley Library, a career questionnaire, a newspaper article on the employment outlook for scientific careers, a 12-page list of science-related career guidance publications, addresses for science associations, and a sample of a job application. (JB)

The units contain suggestions for various approaches to the study of specific careers and career clusters at the junior high school level, and provide 13 lessons covering the areas of: obtaining career information, creative writing, journalism, health, environmental control, personal services and government, job application techniques, writing skills, and money-management. Each lesson includes a performance objective, activities that are chosen by the students, and an outcome measure. Each lesson contains a list of possible learning activities and assignments: suggested reading, writing assignments, and discussion topics. A list of suggested films complete the document. (JB)