Search

This competency-based secondary learning guide on assisting the elderly and individuals with disabilities is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: relate needs of the elderly to quality of life, identify support services for assisting the elderly and/or individuals with disabilities, and describe elder abuse. Twenty-seven supplements contain information and activity sheets on the following: facts and myths about aging, adult needs, media images, housing, support services, self-esteem, stress, coping, and abuse. Concluding the guide is an 89-item bibliography. (MN)

This competency-based secondary learning guide on conserving limited resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: identify resources available to individuals and families; identify use and misuse of resources; determine how use of resources affects the environment and their availability; and apply principles of conservation in consumption practices. Twenty-four supplements contain information and activity sheets on the following: goal analysis, decision making, environmental effects, limited resources, earth-friendly shopping, alternative home maintenance products, solid waste, garbage, lifestyle options, recycling, environmental symbols, and labels. Concluding the guide is a 55-item bibliography. (MN)

This competency-based secondary learning guide on understanding the impact of new technology is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: explain the evolution of technology as a means through which needs and wants are satisfied; identify current and expected developments in technology for selected areas of life (including business management, communication, consumer services, education, entertainment, financial management, household operation, industrial production, law enforcement, recreation, and transportation); identify the positive and negative effects of technological developments on people; and determine the skills needed to adapt to technological advancement at work and home. Twenty-six supplements contain information and activity sheets on the following: what technologists and futurists say, current and expected developments, scanning, impact of technology on education, positive and negative effects, skills workers will need, creativity, and fastest growing occupations. Concluding the guide is a 19-item bibliography. (MN)

This competency-based secondary learning guide on applying consumer and homemaking skills to jobs and careers is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: (1) assess own qualifications concerning job requirements and personal preferences; (2) describe characteristics that are necessary to get and hold a job; (3) identify and relate homemaking skills to specific jobs and careers that apply to paid employment; and (4) demonstrate the procedures for locating and applying for a job. Twenty-eight supplements contain information and activity sheets on the following: job values, accomplishments, fastest growing occupations, employers' expectations, home and family roles, at-home businesses, getting job information, letters of application and cover letters, resumes, interviewing, and testing. A bibliography contains 18 resources. (KC)

This competency-based secondary learning guide on assisting at-risk populations (dropouts and homeless people) is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed in the dropout section: analyze reasons for dropping out of school, identify constructive ways to reinforce self-esteem, and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: dropout characteristics, reasons for dropping out, self-esteem, psychological needs, confidence, understanding others, and dropout agencies. A bibliography contains 23 items. The homeless section addresses these competencies: explain the circumstances contributing to homelessness; identify problems resulting from homelessness and possible solutions; describe ways homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements contain information and activity sheets on the following: housing crises, spouse/partner abuse, poverty, satisfying human needs, empathy, and government sources of help. A bibliography contains 28 items. (MN)

This competency-based secondary learning guide on managing home and work responsibilities is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: (1) identify problems in managing home and work life; (2) discuss values and goals in terms of adjusting expectations, redefining roles, and sharing responsibilities; (3) apply work simplification techniques and time management strategies in the performance of household tasks; and (4) describe techniques for reducing stress. Twenty-eight supplements contain information and activity sheets on the following: problem solving, decision making, self-sufficiency, managing guilt, interpersonal communication, values and goals, work simplification and time management, adjusting standards, organizational skills, home responsibilities for children, and stress. A bibliography contains 22 references. (KC)

This competency-based secondary learning guide on improving responses to crises is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: identify life situations that cause stress for individuals or families; describe ways children and adults may react to stress; determine strategies for coping with stress; and employ a conflict management strategy in a life situation. Twenty-nine supplements contain information and activity sheets on the following: life span development, stress levels, stress management, personal strengths, support systems, coping strategies, values, anger, constructive communication, good listening, and conflict resolution. Concluding the guide is a 69-item bibliography. (MN)

This competency-based secondary learning guide on improving individual, child, and family nutrition is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: define wellness; plan food choices to meet nutritional needs for individual, child, and family; assess mental health; and assess one's own state of physical fitness and identify needed improvement. Twenty-six supplements contain information and activity sheets on the following: health habits, wellness, food pyramid, nutrients, fast food, dietary goals, nutritional needs through the years, new food labels, personal strengths, self-esteem, assessing physical fitness, and taking a pulse. A bibliography contains 68 items. (MN)

This competency-based secondary learning guide on managing individual and family resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: (1) determine the resources available to self and family; (2) describe how the management of resources affects achievement of goals; (3) analyze lifestyle patterns to determine how resources may be used; and (4) plan strategies and practices to determine how resources may be used to yield greater satisfaction. Twenty-eight supplements contain information and activity sheets on the following: types of resources, values, personal goals, analyzing lifestyle patterns, use of money, making decisions, consumer decisions, increasing resources, spending plans, time use, and energy level. A bibliography contains 23 resources. (KC)

This competency-based secondary learning guide on making consumer choices is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: (1) identify reliable sources of consumer information; (2) evaluate information presented on product labels and in the media; (3) compare merchandise in terms of cost, quality, appearance, care required, and needs; and (4) determine the use and misuse of credit. Twenty-two supplements contain information and activity sheets on the following: sources of consumer information, new food labels, guarantees, warranties, clothing care symbols, evaluating advertising, comparison shopping, efficient purchasing, and credit (should you use credit? Guidelines for credit, etc.). A bibliography contains 26 resources. (KC)

This competency-based secondary learning guide on balancing work and family is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Five competencies are addressed: identify trends that influence work and family lifestyle choices; define work and family obligations (responsibilities); describe ways work and family affect each other; analyze personal situation to determine areas of needed improvement; and plan management strategies to increase work/school satisfaction and family satisfaction. Thirty-two supplements contain information and activity sheets on the following: attitudes and values, employer supports and benefits, role expectations, stress, the superwoman myth, analyzing priorities, survival tips, short- and long-term goals, and family budget. A bibliography contains 39 items. (YLB)

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Five competencies are addressed: determine expectations in the motor/physical, mental/intellectual, emotional, and social development of adolescents; describe ways to assist adolescents in their development; identify differences in family situations that affect parenting; identify appropriate methods of coping with stress; and investigate supportive services available to parents. Thirteen supplements contain information and activity sheets on the following: developmental expectations (13-18 years), minute dramas, case studies, one-parent families, and stress. A bibliography contains 29 items. (YLB)

This competency-based secondary learning guide on preventing teen pregnancy is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: predict the consequences for self, partner, and families in case of pregnancy; explain the reproductive systems; evaluate methods of birth control and prevention of sexually transmitted diseases; and determine the risks associated with sexually transmitted diseases and the procedures in diagnosis and treatment. Twenty-one supplements contain information and activity sheets on the following: feelings about parenting, child rearing costs, the juggling act, reproductive system, birth control, and sexually transmitted diseases. A bibliography contains 32 items. (YLB)

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: explain the nurturing roles and responsibilities of parents; determine expectations in the physical, mental/intellectual, emotional, and social development of school-age children; describe ways to foster a school-age child's social, emotional, motor/physical, mental/intellectual, and language development; and demonstrate positive techniques of relating to school-age children and guiding their behavior. Eighteen supplements contain information and activity sheets on the following: self-esteem, parenting roles, self-confidence, developmental expectations, television shows for children, verbal messages, discipline or punishment, building confidence, and setting limits. A bibliography contains 38 items. (YLB)

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes these sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Three competencies are addressed: explain the nurturing roles and responsibilities of parents; determine expectations in the physical, mental/intellectual, emotional, and social development of infants, toddlers, and preschoolers; describe ways to foster an infant's, toddler's, and preschooler's social, emotional, motor/physical, mental/intellectual, and language development; and identify procedures and precautions in providing a safe, healthful, comfortable environment for infants, toddlers, and preschoolers. Thirteen supplements contain information and activity sheets on the following: parenting attitudes, developmental expectations, what you can do for your child, safety hazards, and immunization. A bibliography contains 29 items. (YLB)

This general guide provides information on the 15 Project Connect Learning Guides for secondary education that are adaptations of the guides developed for adult consumer and homemaking education programs. An introduction discusses usefulness of the guides, participation in Future Homemakers of America-Home Economics Related Occupations, and development of the guides. Other sections describe parts of the learning guides and provide teacher tips for using them. A section that describes instructional planning using the learning guides includes flowcharts that list each competency and student outcome in the learning guides and a matrix of topics used in the guides. The following section describes characteristics of the economically disadvantaged and characteristics that may affect learning; it provides suggestions for teaching economically disadvantaged students. A selected bibliography contains 19 references dealing with economically disadvantaged and culturally diverse learner populations. (YLB)

This learning guide on conserving limited resources is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers four competencies: identify resources available to individuals and families; identify use and misuse of resources; determine how use of resources affects the environment and their availability; and apply principles of conservation in consumption practices. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, facilitator strategies, and suggested learner activities. Twenty-four supplements contain information and activity sheets on the following: personal resources, goals, environmental crisis, earth-friendly shopping, solid waste, garbage, lifestyle options, recycling, and labels. A bibliography contains 67 items. (YLB)

This learning guide on assisting the elderly and individuals with disabilities is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers three competencies: relate needs of the elderly to quality of life; identify support services for assisting the elderly and/or individuals with disabilities; and describe elder abuse. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, facilitator strategies, and suggested learner activities. Twenty-seven supplements contain information and activity sheets on the following: facts and myths about aging, adult needs, media images, support services, disabilities, self-esteem, coping, and elder abuse. A bibliography contains 91 items. (YLB)

This learning guide on applying consumer and homemaking skills to jobs and careers is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers three competencies: assess own qualifications concerning job requirements and personal preferences; describe characteristics that are necessary to get and hold a job; and identify and relate homemaking skills to specific jobs and careers that apply to paid employment. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, facilitator strategies, and suggested learner activities. Twenty-two supplements contain information and activity sheets on the following: self-assessment; job values; fastest growing occupations, 1986-2000; fastest declining occupations, 1986-2000; employers' expectations; employability skills; accepting criticism; homemaking skills; and at-home businesses. A bibliography contains 17 items. (YLB)

This learning guide on understanding the impact of new technology on life and work is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers four competencies: explain the evolution of technology as a means through which needs and wants are satisfied; identify current and expected developments in technology for agriculture, business management, communication, construction, consumer services, education, entertainment, financial management, health care, household operation, industrial production, law enforcement, recreation, and transportation; identify positive and negative effects of technological developments on people; and determine the skills needed to adapt to technological advancement at home and work. Twenty-six supplements include information and activity sheets on the following: impact of technology, what futurists say, food for Zero-G; positive and negative effects of technology, help for those terrified of technology, concerns about medical life support, skills workers will need, creativity, and fastest growing occupations. A bibliography contains 20 items. (YLB)

This learning guide on assisting at-risk populations is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and general comments on assisting at-risk populations. The guide is divided into two parts that deal with the at-risk populations of dropouts and homeless persons. Competencies are identified for each part with a set of outcomes, definitions, key ideas, facilitator strategies, and learner activities. Supplementary and resource aids are listed at the end of the sections. Three competencies are addressed for dropouts: analyze reasons for dropping out of school; identify constructive ways to reinforce self esteem; and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: potential dropouts, reasons for dropping out, self-confidence, self-esteem, goal setting, and resources. This section contains 21 references. Four competencies related to the homeless are addressed: explain the circumstances which contribute to homelessness; identify problems resulting from homelessness and ways these might be resolved; describe ways in which homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements include information and activity sheets on the following: housing crises, interpersonal crises, danger signals of becoming homeless, poverty, empathy, and government, community, and local sources of help. This section lists 27 references. (YLB)

This learning guide on improving responses to individual and family crises is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general comments for use of the learning guide; general guidelines/check list for users with key to symbols used to designate enhancement activities; and introduction. The guide covers four competencies: identify life situations that cause stress for individuals or families; describe ways children and adults may react to stress; determine strategies for coping with stress; and employ a conflict management strategy in a life situation. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, strategies/methods for facilitators, and suggested activities for learners. Twenty-nine supplements contain information and activity sheets on the following: development through the life span, stress and stress management, case studies; support systems, values, anger, constructive communication, listening, and conflict. A bibliography lists 68 items. (YLB)

This packet contains three 4-H projects for students beginning the sewing sequence of the textile sciences area. The projects cover basics of sewing using sewing machines, more difficult sewing machine techniques, and hand sewing. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This packet contains three 4-H textile arts projects for students in the textile sciences area. The projects cover weaving, knitting, and crocheting. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. Projects can be adapted for beginning, intermediate, or advanced levels of skills. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This packet contains six intermediate-level 4-H sewing projects for students in the textile sciences area. The projects cover the following topics: intermediate sewing techniques including sewing with knits, making coordinates, making accessories, sewing for other projects and people, time-saving sewing techniques, and creating your own project. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This packet contains two advanced-level 4-H sewing projects for students in the textile sciences area. The projects cover the advanced sewing techniques of tailoring and making formalwear. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This instructor's guide provides an overview of 4-H student project modules in the textile sciences area. The guide includes short notes explaining how to use the project modules, a flowchart chart showing how the project areas are sequenced, a synopsis of the design and content of the modules, and some program planning tips. For each of the project modules the guide provides information on the skills and concepts taught and ideas for projects. Resources also are suggested. The textile science project modules cover the following topics: beginning areas (sew much fun, stitch by stitch, and sew much more); intermediate projects (knits, coordinates, accessories, sewing for other projects and people, time-saving sewing, and creating your own project); advanced (tailoring and formalwear); creative (design, closet connections, wardrobe planning, and clothes shopping); and textile arts (weaving, knitting, and crocheting). (KC)

This packet contains four 4-H creative projects for students in the textile sciences area, on the following topics: design, closet organization, clothes shopping, and wardrobe planning. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. Projects can be adapted for beginning, intermediate, or advanced levels of skills. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This competency-based curriculum guide contains activities designed to stimulate critical thinking and develop challenge-resolving skills while strengthening the fundamental precepts of home economics education. The home economics content area has been divided into duties and tasks. In each task, a challenge activity forms the basis for achieving competence through problem solving. Introductory materials include the following: a definition of critical thinking; conceptual framework; description of the challenge model; classroom strategies; list of Secretary's Commission on Achieving Necessary Skills (SCANS) competencies; duty statement/task list; two evaluation instruments recommended for use with the curriculum; sample resource data sheet; and glossary. The curriculum consists of nine duties: enhancing personal identity; managing resources; maintaining employment; strengthening families and other relationships; parenting and meeting needs of children; maintaining individual and family health through nutrition; managing food selection and preparation to meet nutritional needs; clothing self and family; and sheltering self and family. Each duty contains 3-12 tasks. Each task follows this format: performance objective; performance steps; enabling objectives; activities; and criterion-referenced measures--evaluation. Appendixes to each duty include a section that identifies specific High School Proficiency Test skills used in the learning activities. A resource list and publishers' list are also provided. (YLB)

This instructional unit was developed for use with a live interactive program that was delivered via satellite in October 1993, but it can also be used separately or incorporated into other teaching materials. The unit provides basic information on savings, investing, and buying a car. The following topics are covered in the guide's five sections: spending and saving, types of banks and accounts (types of institutions and accounts, factors and fees, and deposit insurance); other savings options (other investment options and factors to consider); the time value of money; and buying a car (comparing alternative methods of transportation). Each section contains background information and one or more learning activities. Also included are a glossary; an annotated list of 17 resources (publications, teaching guides, videos and filmstrips, and computer resources); and a list of 12 sources of additional information on savings, investing, and buying a car. (MN)

This booklet is designed to help individuals help older family members handle their finances. Presented first are 10 guidelines for keeping the tension involved in intervening in an older relative's finances to a minimum. The following financial/legal instruments are explained: joint bank accounts, powers of attorney (including durable powers of attorney), living trusts, representative payees, and conservatorships. A final note and list of suggested readings conclude the booklet. (MN)

This curriculum guide was developed as a resource for teachers to use in planning and implementing a competency-based instructional program on food science in the 11th and 12th grades. It contains materials for a 2-semester course, based on the North Carolina Program of Studies (revised 1992); it is designed to help students learn about the physical and chemical changes that occur during the processing, packaging, and preservation of foods, as well as the many careers in this area. The 12 units cover the following topics: introduction to food science; and evaluation of food, matter, electrolyte solutions, energy, and food chemistry; leadership and citizenship; food mixtures; food microbiology; food preservation; complex food systems; and trends in food science. Units include competencies, objectives, a teaching outline keyed to teaching strategies and learning activities, and suggested resources. Other contents of the guide are as follows: course blueprint; course matrices; content outline; curriculum page layout; and a resource list citing 2 course textbooks, 6 state-adopted textbooks, 26 other books, 15 journal articles, 12 sources of information, 10 filmstrips, 13 videotapes, 5 computer software programs, 3 educational packets, 6 display kits, and 7 sources of supplies and equipment. (KC)

This supplement to the Teen Living curriculum contains materials to help teachers integrate family skills and tech prep skills into consumer home economics programs. It is keyed to a 2-semester consumer home economics course, based on the North Carolina Program of Studies (revised 1992); it is designed to help students focus on the relationship between family and work, incorporate activities fostering basic skills, and explore the roles of consumer choices, teen pregnancy, and student organizations. The guide contains the following units: (1) work skills; (2) family skills; (3) a tech prep unit; and (4) eight teen living units. The teen living units cover these topics: work and family, nutrition and wellness, family living, child development, consumer management, clothing and fashion, living environments, and leadership and citizenship. Units contain assignments that include competencies, objectives, resources, activities, suggestions for further study and practice, and a personal assessment. The supplement also contains a bibliography listing 18 sources; three appendixes include a project leadership form, a comparison of a conventional classroom to a classroom based on recommendations of the Secretary's Commission on Achieving Necessary Skills (SCANS), and information on parliamentary procedure. (KC)

This curriculum guide was developed as a resource for teachers to use in planning and implementing a competency-based instructional program on teenage living at the high school level. It contains materials for a 2-semester consumer home economics course, based on the North Carolina Program of Studies (revised 1992); it is designed to help students focus on the relationship between family and work, incorporate activities fostering basic skills, and explore the roles of consumer choices, teen pregnancy, and student organizations. The eight units cover the following topics: work and family, nutrition and wellness, family living, child development, consumer management, clothing and fashion, living environments, and leadership and citizenship. Each unit contains the following: competencies, objectives, teaching outline keyed to teaching strategies and learning activities, and suggested resources. Other contents of the guide are as follows: course blueprint; course matrices; content outline; curriculum page layout; and a resource list citing 2 state-adopted textbooks, 52 other books, 10 computer software programs, 59 videotapes, and 3 instructional kits. (KC)

This guide is intended as a source book of policies, ideas, and suggestions for use by Manitoba division and school administrators responsibilities for planning, implementing, and monitoring courses in industrial arts, home economics, and vocational-industrial education. Presented in Section 1 is background on the development of vocational-technical education in Manitoba at the secondary level. Sections 2-7 discuss the following: unit-credit titles (technology education in the areas of vocational-industrial, industrial arts, and home economics); funding (categorical grant support for programs and unit-credits, replacement allocations, capital requests, and regulations); articulation (within schools, between schools, with colleges, with the apprenticeship branch, and with the workplace); programs (approval process, closures and alterations process, and unit-credits for programs); related academics; integrated concepts (employability skills, sustainable development, entrepreneurship, technology, and special needs programming). Listed in Section 8 are 10 documents that are considered important resources for technology education. (MN)

This curriculum guide describes the content of the curriculum of the senior home economics program for high schools in Manitoba. The curriculum, revised to foster both intellectual and personal growth and enhance a positive life-style, encompasses primary skills of inferring, synthesizing, analyzing, and evaluating, as well as a complete range of communication skills. Teaching methods emphasize discovery, inquiry, and experiential approaches. The curriculum incorporates a variety of student activities: brainstorming, case studies, demonstrations, discussions, interviews, presentations, tutoring, role playing, and simulation. Included in the curriculum are scope and sequence for the following courses: food and nutrition (the individual and food needs, the consumer and food, and the preparation and service of food); clothing, housing, and design (the individual and clothing, the consumer and textiles, and construction of textile projects); and family studies (the family). For each major topic in each of these courses, the guide provides objectives correlated to concepts, generalizations, and content, and suggested activities. (KC)

This curriculum guide was developed as a resource for teachers to use in planning and implementing a competency-based instructional program at the middle school level. It contains materials for a semester-long consumer home economics course based on the North Carolina Vocational Education Program of Studies, Revised 1992. The four units of the curriculum cover resource management, nutrition and wellness, personal and social responsibility, and fashion and appearance. Teaching/learning strategies in the curriculum include the following: applying basic academic skills, encouraging critical and creative thinking skills, problem solving, decision making and higher-order thinking skills, developing life and work skills, promoting cooperative learning, and enhancing a positive self-concept. Units include a rationale, competency, objective, suggested time, teaching outline keyed to teaching strategies and learning activities, and suggested resources. Other contents are as follows: a course blueprint; a resource list of state-adopted textbooks and other publications, software, videotapes, and other resources, with addresses of vendors; equipment and supply lists; and an outline of developmental characteristics of early adolescents. (KC)