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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 Meat Merchandising Technology program is designed to prepare the student for entry-level employment in the various related phases of processing, marketing, and merchandising of meats; catering, food preparation; and value-added products. Students are given an opportunity to master the skills necessary for success in meat merchandising, which includes slaughtering, chilling, aging, quartering, and cutting and/or inspecting pork, beef, lamb, poultry, goats, wild game, and fish. Mastery of the competencies listed in the Food Safety course will prepare the student to take the National Restaurant Association's ServSafe exam to become ServSafe Food Safety certified. Industry standards referenced are based on the National Restaurant Association's "ServSafe Certification". Appended are: (1) The National Restaurant Association's ServSafe Course Content; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)

In the context of the last two years' recession, parents, teachers and administrators seem to increasingly welcome school-business "partnerships" that they hope may help ward off program cuts. Businesses encourage such arrangements because school-based marketing and advertising programs are perfectly poised to "brand" children at an early age: the school environment is relatively uncluttered, children are a captive and credulous audience, and marketing and advertising programs are normalized and lent legitimacy when they are embedded into the school context. Embedded advertising, in the forms of product placement and consumer events, is not new, but it has become the dominant advertising medium in 2010 and continues to expand. When advertising is embedded in a film, music video, or school activity, it is entwined with content that children seek out and engage with for extended periods of time. In schools, embedded advertising appears in such activities as corporate-sponsored contests, programs, lesson plans, and fundraising efforts. Students are generally unable to avoid these activities; moreover, they tend to assume that what their teachers and schools present to them is in their best interest. Adolescents, traditionally considered the least vulnerable of children, may in fact be more vulnerable than their younger counterparts because their developmental stage makes them more susceptible to embedded advertising that targets their identity formation and reduced impulse control. Most significantly, embedded advertising works--so much so that corporations are willing to spend billions of dollars on it annually. Often when stakeholders consider the pros and cons of bringing commercial programs into schools, they rationalize that children are already exposed to so much marketing and advertising in their out-of-school lives that a little more won't hurt them--particularly if it brings needed money into the schools. This report examines the psychology of embedded advertising to show how it does, in fact, both influence children's brand attitudes and harm them psychologically in a variety of ways. Advertising makes children want more, eat more, and think that their self-worth can and should come from commercial products. It heightens their insecurities, distorts their gender socialization, and displaces the development of values and activities other than those associated with commercialism. Its greatest advantage is that stakeholders, including the children themselves, discount its effectiveness. Despite the foothold that marketing and advertising currently have in schools, opposition this year in the United States, England and Ireland demonstrate that committed advocates can effectively challenge educators to evaluate and justify the commercial promotions they allow in their schools. Discussion and concern about the fairness of embedded advertising in entertainment contexts has led to talk of how to regulate it on television. Attention to and concern about embedded advertising should also inform conversations about the policies that enable school-based marketing programs and about the potential of those marketing programs to harm children. A list of websites is appended. (Contains 1 table and 132 notes.)

Advertising and marketing education in colleges began in 1893, when Joseph Johnson of the University of Pennsylvania developed a curriculum in journalism that included information about advertising. Other universities developed curricula in journalism that included advertising in the late 1800s and early 1900s. Courses in marketing were offered in 1902 at the University of Michigan, the University of California, and the University of Illinois. As marketing developed as a discipline, courses in advertising were included. Indeed, courses in advertising could be found in numerous journalism as well as business programs throughout the country before Frank C. Pierson's "The Education of American Business" was published in 1959. Because of Pierson's critique of business programs, many eliminated courses in advertising.

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 Meat Merchandising Technology program is designed to prepare the student for entry level employment in the various related phases of processing, marketing, and merchandising of meats; catering; and value-added products. Students are given an opportunity to master the skills necessary for success in meat merchandising which includes slaughtering, chilling, aging, quartering, and cutting and/or inspecting pork, beef, lamb, poultry, goats, wild game, and fish. Mastery of the competencies listed in the Food Safety course will prepare the student to take the National Restaurant Association's ServSafe[C] exam to become ServSafe[C] Food Safety certified. Industry standards referenced are based on the National Restaurant Association's ServSafe[C] Certification. Appended are: (1) The National Restaurant Association's ServSafe[C] Course Content; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)

Most campus alcohol and other drug (AOD) programs include prevention, intervention, and treatment services designed to address individual students' knowledge of the consequences of alcohol and other drug use, to improve their skills in resisting such behavior, or to address existing problematic use of or addiction to alcohol or other drugs. Research shows, however, that campuses have had limited success when prevention efforts are limited to these traditional activities. The reason is simple: these activities are designed to prompt individual students to make different decisions about using alcohol and other drugs without making changes in the environment in which they make those decisions. The field of public health recognizes that health-related behaviors are influenced by multiple factors: individual factors, peer factors, institutional factors, community factors, and public policy. Successful prevention programs address all of these factors in a comprehensive approach. For campuses, it is especially important to complement existing efforts by addressing the physical, social, economic, and legal environment in which students make decisions about AOD use, which can be accomplished through a mix of institutional, community, and public policy change. This is environmental management. The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention has outlined five primary strategies for achieving environmental change, each designed to address a problem area that contributes to alcohol and other drug use in a typical campus environment. These include: (1) Offering Alcohol-Free Social, Extracurricular, and Public Service Options; (2) Creating a Health-Promoting Normative Environment; (3) Restricting the Marketing and Promotion of Alcohol; (4) Limiting Alcohol Availability; and (5) Increasing Enforcement of Laws and Policies. (Contains 2 notes and 3 resources.)

In a report issued in September 2000, the Federal Trade Commission contended that the motion picture, music recording, and electronic game industries had engaged in widespread marketing of violent movies, music, and games to children inconsistent with their own parental advisories and undermining parents attempts to make informed decisions about their childrens exposure to violent content. This report responds to requests of the Congressional Committees on Appropriations and from 18 representatives by documenting progress regarding advertisement placement in popular teen media and disclosure of rating and labeling information in advertising. The report details findings that there were virtually no ads for R-rated movies in popular teen magazines, with only one ad for an R-rated video advertised in two teen-oriented magazines. Movie studios widely complied with industry commitments not to advertise R-rated movies in venues with at least a 35 percent audience share, but continue to advertise R-rated films on television programs popular with teens. Movie studios continue routinely to disclose ratings and reasons for ratings in television and print advertisements, although there are still many ads with unclear rating reasons. The music industry continues to place explicit-content music ads on television programs and in print magazines popular with teens. Although not widespread, there has been progress made in placing the Parental Advisory Label in music industry advertising. There has been widespread compliance within the electronic game industry with standards for limiting ads for M-rated games where children comprise 35 percent of the television audience or 45 percent of the print audience, although several examples of such ads could be found. The electronic game industry continues to provide rating information prominently in most advertising. The report concludes with suggestions for voluntary improvements. Information on the data collection methods and television and print demographics are appended. (Contains 126 endnotes.) (KB)

In a report issued in September 2000, the Federal Trade Commission reported that the motion picture, music recording, and electronic game segments of the entertainment industry intentionally promoted products to children that warranted parent cautions. This report responds to the request of the Senate Commerce Committee by focusing on advertising placement in popular teen media and disclosure of rating and labeling information in advertising. The report details commission findings indicating that the movie and electronic game industries have taken steps to better communicate rating information to parents, and that the game industry and a number of movie studios have placed some specific limits on ad placements to avoid targeting youth. The music industry is beginning to include the parental advisory in advertising, but has not taken steps to limit advertising to children. The report contends that all three industries continue to advertise violent R-rated movies, M-rated games, and explicit-content labeled recordings in media popular with teens. Although R-rated movies and M-rated games are less likely to be advertised in media with a large percentage of teens in the audience, they continue to be advertised in programs with a large number of teens in the audience. There is nearly universal disclosure of product ratings in ads for movies and games, and increasing disclosure of the parental advisory label in advertisements for explicit content music recordings. Disclosures of the reasons for movie and game ratings are now widespread, although not clear and prominent. The report provides suggestions for improving both areas, related to adoption of industry-wide standards and to imposition of meaningful sanctions for noncompliance with code provisions. It is noted that there has been almost no progress made by any of the three industries in improving their self-regulatory efforts to increase retail level compliance. The report's three appendices provide information on self-regulatory rating systems, the mystery shopper survey, the data collection methods, and demographics. (Contains 171 endnotes.) (KB)

This report details the seven categories tracked by the Center for the Analysis of Commercialism in Education (CACE) between 1990 and 1999-2000: sponsorship of programs and activities, exclusive agreements, incentive programs, appropriation of space, sponsored educational materials, electronic marketing, and privatization. The 1999-2000 report added an 8th category: fundraising. The total number of press citations found in CACE's database searches increased 23 percent between 1998-99 and 1999-2000. Commercial activities in schools appear to be continuing the upward trend observed throughout the 1990s. Furthermore, the growing interconnection of schoolhouse commercializing suggests that marketers are attempting to create a seamless advertising environment that surrounds children in and out of school. The drive to put technology in schools appears to be opening new channels for commercial activity in schools. In spite of the apparent increase in commercial activity, signs of disenchantment are beginning to emerge. Increasing attempts at the local, state, and federal levels to regulate or ban certain types of commercial activities are another indication of a developing public awareness of potential negative consequences of such activities. An appendix contains sources, search strategies, and search terms. (Contains 139 references.) (DFR)

This booklet, which is part of a series demonstrating the scope of employer involvement in school-to-careers, highlights the efforts of three retail employers and two "intermediary" organizations connecting workplace experiences to classroom learning for secondary education students. The introduction presents a series overview and lists the names, locations, and featured practices of the employers and organizations. The next sections examine the retail industry; reasons why school-to-careers is an ideal strategy for addressing retail industry skill needs; sales and service skill standards; and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) the READY Program (Chicago, Illinois), which is helping employers provide a spectrum of opportunities for young people; (2) Sears (Albuquerque, New Mexico), which is helping prepare and hire from a trained pool of students; (3) Winn-Dixie (Jacksonville, Florida), which is highlighting career pathways from entry-level to vice president; (4) JCPenney (Dallas, Texas), which is taking part in curriculum development; and (5) Lancaster County Academy (Lancaster, Pennsylvania), which is serving all key partners. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. (MN)

This report is an independent assessment of the Provincially Initiated Curriculum (PIC) and Locally Initiated Curriculum (LIC) for British Columbia's Centre for Curriculum, Transfer and Technology (C2T2), which manages both PIC and LIC projects. The report makes four recommendations for C2T2's consideration: (1) a renewed emphasis on communication regarding the availability of curriculum products and on positive initiatives in curriculum development; (2) a review of the structures and processes of PIC and LIC projects; (3) a project management process that improves the timely completion of curriculum projects; and (4) an enhanced recognition of C2T2's role in marketing curriculum products. C2T2 hopes to identify the strengths and weaknesses of the programs in order to maintain and improve the quality of their marketing service. A small sample of 38 administrators, faculty, and educational coordinators responded to survey questions. This paper analyzes the findings of the survey in seven different areas: (1) the selection process for the projects; (2) completion and distribution for the projects; (3) the benefits to institutions; (4) the benefits to students; (5) marketing curriculum projects; (6) C2T2's role in curriculum development; and (7) return on investment. Appendices include data tables, the survey form, and a summary of responses. (NB)

This report describes exclusive contractual agreements between businesses and public education agencies. It cites such examples as contracts between school districts and soft drink manufacturers, terming them "schoolhouse commercialism." It also provides data that explain why schools are so attractive to advertisers, and the reasons why schools "are in it for the money" as well. This is not an American phenomenon; it has spread outside the United States to Europe and Latin America. The report lists opposition to schoolhouse commercialism both in this country and abroad, as well as focused opposition to Channel One for its advertising and commercial use. The report also describes opposition to for-profit public schools, such as the Edison Project and Beacon Education Management. The growth of schoolhouse commercialism in the period 1997-98 to 1998-99 is explored, including sponsorship of programs and activities and the placing of advertising on school menus. An appendix contains sources, search strategies, search terms, and data tables. (Contains 123 references.) (DFR)

This report analyzes commercializing trends in America's schools and classrooms, using data from database searches in seven categories of schoolhouse commercialism in the period 1990-97. The number of citations relating to commercializing activities can provide only a rough approximation of the scope and development of the phenomenon. The number of citations reporting commercial activities in the schools has increased 154 percent--suggesting that the 1990s have become the decade of sponsored schools and commercialized classrooms. The largest area of schoolhouse commercialism appears to be sponsorship of programs and activities (199 percent increase). The fastest growing commercial activity appears to be exclusive agreements between schools and bottlers, sports apparel manufacturers, and other firms (495 percent increase). An emerging category of school commercialism is electronic marketing, which includes television, radio, and the Internet/World Wide Web. The categories of sponsored educational materials and incentive programs are well-established commercial categories. The number of citations describing sponsored educational materials grew 313 percent. Despite the pervasiveness of commercialism and its growth, the education press has had virtually nothing to say about the issue. An appendix lists sources, search strategies, search terms, and data tables. (Contains 101 references.) (DFR)

This document contains 29 two-page reports on credit, business credit, direct marketing, and real estate data prepared by the credit reporting company, TRW, for consumers. Topics covered are the following: consumer credit reports, how to obtain a copy of a consumer credit report, how credit bureaus compile consumer credit reports, the role of consumer credit bureaus, the benefits of consumer credit reporting, how companies make credit-granting decisions, how divorce affects consumer credit, the Fair Credit Reporting Act and consumers' rights, fair information practices, risk scores, credit repair clinics, account monitoring, cosigning a loan, correcting an error in a consumer credit report, direct mailing lists, questions about consumer credit reporting, employer use of credit reports in hiring decisions, combating credit fraud, preapproved credit offers, fair information values, business credit reports, how personal credit data helps business owners, TRW's role in mailing list preparation, how to "opt out" of direct marketing lists, how names get on mailing lists, fair information practices, how TRW facilitates real estate transactions, and how information providers help consumers buy and sell property. (KC)

An international team of researchers studied the following aspects of training in Ireland's retail sector: structure and characteristics, institutional and social context, employment and labor, changing conditions and their implications for skill requirements, and training and recruitment. Data were collected from an analysis of social and labor/employment statistics, literature review, and case studies of a family-owned department store, Ireland's national electricity generating and distribution company, a retail firm selling food and nonfood items, and a private grocery chain. Each case study included information about the following: company structure/characteristics; business strategy; personnel policies; and training policies, strategies, objectives, structure, and plans. The case studies confirmed that systematic training of staff within Ireland's retail sector is a relatively new development. One of the companies had no training department/training system until 2 years ago even though it employs 320 people. Formal planning of training occurred only at the large companies and was generally the responsibility of a training manager. Training practices and topics varied widely, and only the larger organizations had invested in training facilities. Little in-depth assessment of training costs and benefits had occurred to date; however, more systematic assessment of training appeared likely. (Contains 16 tables/figures and 14 references.) (MN)

An international team of researchers studied the following aspects of training in Germany's retail sector: structure and characteristics, institutional and social context, employment and labor, changing conditions and their implications for skill requirements, and training and recruitment. Data were collected from an analysis of social and labor/employment statistics, literature review, and case studies of seven retail stores of six companies. Two were located in what was formerly East Germany. All companies had independent internal training departments or company training institutes responsible for planning training at the company level. In all cases, training was planned in consultation with store and district managers. Training strategies were closely linked to company philosophies. In-house management involvement in training design/delivery varied widely. All companies offered some training to all levels of employees; however, most training focused on individuals in jobs demanding higher qualifications. All companies had introductory courses for new employees, and in companies located in former East Germany, all training was introductory in nature. Most training departments were eager to translate new pedagogical approaches to initial vocational training and adult education into practice, and new methods were often tried. Continuing training of sales employees was expanding. (Contains 13 tables/figures and 22 references.) (MN)

An international team of researchers studied the following aspects of training in Italy's retail sector: structure and characteristics, institutional and social context, employment and labor, changing conditions and their implications for skill requirements, and training and recruitment. Data were collected from an analysis of social and labor/employment statistics, literature review, and case studies of six retailers. Most were large distribution chains; however, two represented cooperative/consortial organizations. At all the companies studied, training was regarded as a vital contributor to firm development. Strategic planning/design of training was particularly advanced and well established at the major large-scale distribution firms, where planning involved all levels of staff through "improvement groups." Training was no longer reserved nearly exclusively for managerial staff but had instead begun to involve all staff regardless of type or work done or hours worked. Training was used to develop job skills and also to transmit company aims and values to staff. It was generally conducted in the workplace, and each firm had training department/divisions responsible for training. Cost-benefit analyses have favored continuation/expansion of training. Training was sometimes partially funded through the European Social Fund and incentives under trainee contracts. (Contains 39 tables/figures and 31 references.) (MN)

An international team of researchers studied the following aspects of training in France's retail sector: structure and characteristics, institutional and social context, employment and labor, changing conditions and their implications for skill requirements, and training and recruitment. Data were collected from an analysis of social and labor/employment statistics, literature review, and case studies of six medium and large retail companies representing a mix of company structures and products lines and including a group of independent store owners and a subsidiary of a department store. At three companies, training was designed to improve the company's commercial position, customer service, and efficiency. A fourth company was using training as a policy tool to increase homogeneity between stores within the group. Trade unions and staff representatives were not involved in developing training objectives or methods. Most training was targeted toward managers and focused on work methods/procedures. Three companies had programs combining in-company practical training with preparation for a certificate guaranteeing some general training that was recognized by the Ministry of Education. Overall, the retail sector was spending a much smaller proportion of its payroll than the average on training; however, investment in training was increasing. (Thirty-one tables/figures are included.) (MN)

An international team of researchers studied the following aspects of training in Belgium's retail sector: structure and characteristics, institutional and social context, employment and labor, changing conditions and their implications for skill requirements, and training and recruitment. Data were collected from an analysis of social and labor/employment statistics, literature review, and case studies of a chain of 47 supermarkets with 2,000 employees (half are part-timers) and a company consisting of six chains (including 147 discount food stores, 45 supermarkets, and 6 restaurants) and employing approximately 8,800 individuals. In both cases, at least some systematic approach to planning training was evident. In the first case, permanent training initiatives focused primarily on product knowledge but also included some degree of training in marketing, customer service, and improved communication between departments. Training was planned/delivered internally through short courses offered in quick succession. In the second company, training focused on practical knowledge with some attention to "socio-normative" skills and was contracted from external providers on a yearly basis. Training was not linked to the national education system or any sectoral programs in either company, and neither company conducted any systematic evaluation of training costs and benefits. (Fifty-five tables/figures are included. Contains 28 references.) (MN)

An international team of researchers studied the following aspects of training in the United Kingdom's retail sector: structure and characteristics, institutional and social context, employment and labor, changing conditions and their implications for skill requirements, and training and recruitment. Data were collected from an analysis of social and labor/employment statistics, literature review, and case studies of a department store, grocery retailer, menswear chain, cooperative society, pharmacy, and health food shop. The four largest companies all had polices of providing training throughout the company, and all had recently increased the amount of training they provided. At the two independent companies studied, the existence of relevant training providers was crucial. Level of training was often determined by whether employees were eligible for promotion. Distance learning and/or open learning packages were being used by four companies. No company performed formal cost-benefit analyses of training. The employers interviewed were concerned with how the new national Retail Certificate would fit into their company needs. Unions were not generally involved in discussions of local training issues. Most employees interviewed considered their training valuable; however, none had strong views regarding how it could be improved. (Contains 43 tables/figures and 46 references.) (MN)

An international team of researchers studied the following aspects of training in the Netherlands' retail sector: structure and characteristics, institutional and social context, employment and labor, changing conditions and their implications for skill requirements, and training and recruitment. Data were collected from an analysis of social and labor/employment statistics, literature review, and case studies of two branches of multiple-outlet retail chains and the independent retailers of food and nonfood items. All four companies were responding to increasing consumer demands for quality and service by increasing qualifications required of new employees and providing additional training opportunities for staff. Decentralization of the training function and differentiation of available training through the introduction of workplace training, tailor-made courses, modular and project-style training, and individualized training pathways were two emerging trends. Shopkeepers often received training from wholesalers motivated by shared interests; however, internal training was increasing. External training institutes have also begun specializing in delivering training tailored to client companies. Most training was company specific rather than transferable, and remained primarily a matter for individual employers. Most companies were investing fairly considerable sums in training/retraining without making any attempt to analyze the relative costs and benefits of training. (Contains 33 tables/figures and 25 references.) (MN)